American
Democracy Project
Spring Academic Affairs Colloquium
New York Room, Cooper Hall
February 13, 2004
Discussion
Questions
How to Participate
Unfortunately, the entire College community cannot participate at the Colloquium
due to a lack of space. However, those interested in providing feedback on any
of the following questions are encouraged to send their thoughts to Cynthia Boaz
the American Democracy Project's Campus Coordinator, at
cboaz@brockport.edu or (585) 395-5671
.
(Facilitator/Recorder/Reporter: Marcy Esler)
- How can themes of citizenship and civic engagement be built into
orientation programs for first year college students?
- How can a summer reading program be incorporated into and strengthen
the academic experience of first year students?
- How can first year students' course schedules be linked to create
learning communities that focus on themes of citizenship and civic
engagement?
- How can faculty who teach first year students be assisted in infusing
themes of citizenship and civic engagement in courses for first year
students?
- How can residence life and other student affairs professionals be
teamed with faculty to strengthen the experience of first year students?
- How can extra-classroom events (e.g., speakers, arts and cultural
events, etc.) be developed to reinforce and complement themes of citizenship
and civic engagement during the first college year?
(Facilitator/Recorder/Reporter: Christopher Brennan)
- What student learning outcomes concerning citizenship and civic
engagement are most appropriately sought via a General Education program?
- Do themes of citizenship and civic engagement "compete" with other
goals and objectives of the General Education program?
- If themes of citizenship and civic engagement are embedded in General
Education programs, how can these themes be carried over into the
major and minor?
- Where would a focus on themes of citizenship and civic engagement
"fit" within SUNY Trustees student learning outcomes for General Education
programs?
- How could student learning outcomes on citizenship and civic engagement
within a General Education Program be most effectively assessed?
(Facilitator/Recorder/Reporter: Robert Miller)
- With numerous and competing demands on faculty time, how can we
encourage and recruit faculty involvement in the work of the American
Democracy Project?
- What are the most effective strategies to inform faculty about the
work of the American Democracy Project and to encourage their active
involvement?
- In what ways would a multi-campus collaboration contribute to faculty
interest and involvement, or does this add a layer of complexity that
discourages faculty?
- What role should a faculty development center (e.g., Center for
Excellence in Learning and Teaching) play in fostering faculty involvement
in the campus ADP program? Are there more effective organizational
locations for this work? (e.g., existing offices of service learning,
outreach, social responsibility centers, or others).
- What are the most meaningful ways to recognize, celebrate and reward
faculty who energetically and effectively provide leadership for this
effort as well as those who directly contribute to fostering themes
of citizenship and civic engagement among students?
- How is the concept of scholarship changing in ways that encourage
greater engagement with the local community?
- How might the role of service by faculty be reconceptualized to
include community service?
(Facilitator/Recorder/Reporter: Ken O'Brien)
- How can we capitalize on the 2004 national election to focus students'
attention on citizenship and civic engagement?
- What steps must be taken to insure that a focus on the election
remains nonpartisan, balanced, and fair?
- After November 2, how can the election continue to be used to educate
students about themes of citizenship and civic engagement?
- What special events could be developed to foster voter interest
and understanding?
- How can civil discourse and civil listening be developed?
- What are the best voter education/registration strategies?
(Facilitator/Recorder/Reporter: Colleen Donaldson)
- What are the most direct "signs" that a campus values citizenship
and civic engagement? Where are these signs to be found? (e.g., mission
statement, slogans, ceremonies, other).
- What role and activities should the College president, provost,
deans and others play to reinforce and encourage the campus focus
on themes of citizenship and civic engagement
- What events or public gatherings best reinforce the themes of citizenship
and civic engagement of the American Democracy Project? (e.g. commencement,
other regular campus events, new events)?
- How can themes of citizenship and civic engagement be integrated
in the college's student recruitment, marketing, and public relations
strategies?
- What rewards and recognitions could be developed or redesigned to
emphasize civic engagement?
(Facilitator/Recorder/Reporter: Michael Fox)
- How can a campus American Democracy Project planning committee approach
the issue of assessing outcomes?
- What are the appropriate and relevant goals of campus involvement
in the American Democracy Project? Are these goals for the institution
or for its students?
- How are the outcomes of the American Democracy Project on any individual
campus measurable? Are these academic outcomes or something
else?
- What might constitute observable benchmarks that can be used to
chart progress in the American Democracy Project? At what point
can a campus decide whether its involvement in the American Democracy
Project has been a 'success'? What is a realistic timeframe
for a campus's involvement in the work of the American Democracy Project?
- What effects' of a college's focus on the themes of citizenship
and civic engagement might be expected to produce 'results' in student
during the undergraduate years, or after graduation? What measures
of alumni activity would indicate continuing 'success' of the project?
- What existing assessment measures are available to evaluate civic
engagement? What new assessment mechanisms could be used or
developed for campuses?
(Facilitator/Recorder/Reporter: Rob DiCarlo)
- Where are the opportunities for service learning in the curriculum?
In the co-curriculum? In student organizations and groups?
- What is the optimal structure for service learning to assure that
service, learning, and civic reflection each occur?
- What are the best resources that can be utilized to increase an
understanding of service learning in the disciplines?
- What assessment strategies can be used in service learning to assure
a connection to civic engagement outcomes?
(Facilitator/Recorder/Reporter: Dan Raimondo)
- How can a campus's student newspaper and student government contribute
to and reinforce the themes of citizenship and civic engagement?
- How can campus life programming be integrated with the themes of
citizenship and civic engagement?
- How can the college's arts and cultural affairs events program be
integrated with the themes of citizenship and civic engagement?
- What role can residence halls play in advancing the themes of citizenship
and civic engagement?
- What roles can the athletics program as well as Greek and non-Greek
student organizations play in advancing the themes of citizenship
and civic engagement?
(Facilitator/Recorder/Reporter: Christine Murray)
- What role might the community play in the design of the American
Democracy Project on our campus?
- What opportunities exist for engagement with the community in this
project beyond service learning (e.g. a joint voter registration drive
with the League of Women Voters)?
- What agencies or organizations might be campus partners (e.g. working
with Rotary International on the world wide eradication of polio)?
- What characterizes a win/win situation for the campus and for the
campus partner in a successful relationship that embraces civic engagement?
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