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“Other” Responses

Q. Do any of the classes you teach include content that improves students' knowledge of any of the following civic engagement topics? If "other," please specify below.

Responses – Undergraduate Faculty

  1. Social and economic justice race, class, and gender inequality
  2. Impact of information technology on American life and other parts of the world as well.
  3. Federal, State and local policy and implementation
  4. Service learning - students do course projects in the community. Most projects are in conjunction with an agency. i.e. research projects on senior citizen issues in Brockport (with Sweden Senior) and with Ibero American Action League, Inc. in the inner city.
  5. Social problems in society, underrepresented groups
  6. -The difference between democracy and capitalism -the difference between democracy and oligopoly (the current system of American government) -American democracy as an experiment in progress
  7. Issues influencing, affecting, the United States relationship with the world.
  8. My students are in science education. They are preparing for a career in science teaching. They spend much time in the schools preparing to teach and conducting lessons during their practicum experience. All of the students become members of the Science Teachers Association of New York State (STANYS). This is a 503-C non-profit organization designed to promote effective science teaching in New York State.
  9. Tying in with "foundations of democracy," CMC 219 has an entire unit that deals with the electoral campaign process and evaluation of candidates' usage of the media. Students must write a paper that includes critical assessment of values represented in an actual campaign. Other areas are covered above.
  10. Methods and approaches to activism barriers and obstacles to bringing about systemic change core principles of systemic inequality

Responses – Professional Staff

  1. Federal, State, local policy and program initiation
  2. My natural science core courses address such issues as pseudo-science, conflicts between public perceptions of science and the realities of science, etc. These are essential for proper and ethical global citizenry.
  3. Socratic Method


Q. - Do any of the classes you teach include content that fosters the following skills necessary for successful civic engagement? I f "other," please specify below.

Responses – Undergraduate Faculty

  1. Community change organizational change
  2. Making a case through reasoned argument
  3. Research methods for community assessment
  4. Leadership as "shared"
  5. Community participation and engagement in the problem solving process.
  6. Research into critical contemporary issues
  7. Development of skills in the critical analysis of public discourse (political speeches, campaigns, advertising, and social movements)

Responses – Professional Staff

  1. Students learn the core values and documents that form our American democracy. They become better able to participate as informed citizens in political debates, elections, and self-governance.

Q. - Do any of the classes you teach include content that fosters the following values necessary for successful civic engagement? I f "other," please specify below.

Responses -Undergraduate Faculty

  1. Critical thinking objectivity openness to new ideas ands ways of looking at things
  2. College administrations generally operate in an undemocratic, top down, authoritarian manner. How ironic that colleges and universities, of all places, would be involved in any project designed to promote democracy. It is hard to imagine less democratic institutions anywhere in society.

We asked undergraduate faculty if they maintained any course web sites that deal with civic engagement. 3% responded “yes.”


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