• Civic Engagement Course Grants

    Grants are made to faculty who create or revise courses in ways that enhance civic engagement.

  • Civic Engagement Certificate Program (Wagner)

    Created a Civic Engagement Certificate Program for which required courses and service relate to local and global poverty.

  • Collaborations (Pace)

    In the course 'Congress and the Presidency in the Television Age,' faculty and students at Pace University and the University of Denver connect via broadcast technology to the C-SPAN Center in Washington D.C. The course, features prominent guests in politics and journalism, and the classroom exchanges are broadcast on C-SPAN2.

  • Course Revisions (courses required for graduation) (Bethune-Cookman, Chatham, Hampshire, Macalester, New England, Pace, Ursinus)

    Bethune-Cookman—Revised 'Renewing Ethical Values' chapter in the required freshman seminar textbook to reflect the institution's commitment to civic engagement and social responsibility issues and concerns.

    Chatham—All sophomores complete the course, 'Citizenship and Civic Engagement,' and participate in its campus-wide co-curricular complement, the Periclean Series, comprised of speakers, community events, and experiential learning on themes from the courses

    Hampshire—Made courses multi-semester experiences so that students can be introduced to a topic one semester and then have an advanced class, ending the sequence with a project placement.

    New England College—Added a service component to the core freshman course on Human Rights, making it a Human Rights and Responsibility course.

    Pace—Implemented a 3-credit Civic Engagement and Public Values course requirement as part of the revised undergraduate core curriculum. This innovative course designation incorporates academic discipline, civic competency and service learning with courses taught through each of Pace's five schools.

    Ursinus—The 'Common Intellectual Experience', a required year-long seminar for first-year students, introduces inquiry into the central questions of a liberal education, including concepts of social and civic responsibility.

  • Course Revisions (other courses) (Macalester, New School)

    Macalester—Developed an interdisciplinary program, Quantitative Methods for Public Policy Analysis, in which a cluster of courses use the same policy issue to illustrate the use of quantitative methods. The Program is receiving external support to develop a national model for promoting quantitative literacy for public policy and civic engagement.

    New School—Developed community-based learning curricula which link students with opportunities at New York City Institutions.

  • Faculty Development (Macalester, New England College)

    Macalester—Added a component on Project Pericles and civic engagement to its New Faculty Seminar. Conducted a seminar in 'Public Scholarship Across the Curriculum' to assist faculty in developing public scholarship courses to introduce faculty to community resources and successful models of community based learning and research.

    New England College—Held workshops for faculty on applying for grants to support efforts to integrate civic engagement activity and academic content into the curriculum.

  • Integrating Community Activities (Chatham, Hampshire, Rhodes)

    Chatham—Students and advisors collect and analyze data on the status of women in Pennsylvania counties for a collective project on National Young Women's Day of Action when they premier their findings, send letters to the editor of their local papers and have campus projects relating to the National Education for Women's Leadership Pennsylvania theme.

    Hampshire—Initiated a course, 'Returning to Hampshire,' for students returning from local, national, and international social justice internships that creates novel and important opportunities for students to explore the connections between 'here' and 'there' and to examine larger notions of citizenship, belonging, equality, and justice—questions that enrich their advanced academic work and help illuminate future career paths.

    Rhodes—Developed and promoted a new curriculum which includes a general degree requirement that all students "Participate in activities that broaden connections between the classroom and the world."

  • Majors, Minors, and Academic Programs (Allegheny, New England College, St. Mary's College of Maryland, Ursinus)

    Allegheny—The Values, Ethics, and Social Action (VESA) Minor, which includes the Psychology, Philosophy and Religious Studies, and Economics Departments, strengthens the curricular layer of Allegheny's commitment to the local community.

    New England College—Each major incorporates 'an understanding of Periclean perspectives' as an outcome goal within its curriculum.

    St. Mary's College of Maryland—The St. Mary's College curriculum committee passed a proposal for a minor in Democracy Studies that includes a senior capstone project in an area of civic engagement/participation.

    Ursinus—Transforms and expands an existing leadership course with related activities into a Project Pericles Leadership Studies Program.

  • Periclean Scholars (Elon)

    This group of students, selected during their sophomore year, participates in a program to enhance their awareness of civic responsibility to provide them with the skills to become proactive members of society. For each cohort, a faculty member teaches a special class centered around a project that the students have chosen and works with them on that project until graduation.

  • Research Collaboration of Faculty Mentors and Students (Dillard)

    A campus-wide competition of student-faculty research collaborations provided an opportunity for civic engagement. Although not specifically designated as Periclean, approximately half the projects, including the projects that won first and second place, captured the Periclean spirit by focusing subject area tools (from fields including biology, chemistry, mass communication, music, psychology, and public health) to examine problems such as water supply, soil contamination, air quality, and psychological health that were of special interest to the community in the wake of Hurricane Katrina.

  • Service-Learning Collaboration (Berea)

    The Hispanic Outreach Project is a service-learning collaboration between the college and the Hispanic community which helps bridge the Spanish-speaking and English-speaking communities by connecting students with opportunities to use their Spanish skills.

  • Teaching Assistants (Pace)

    Pace provides stipends and training for students to work with faculty who teach Civic Engagement and Public Values Courses.

  • Tenure and Promotion Guidelines (Macalester)

    Macalester is giving ongoing consideration to the need to revise tenure and promotion guidelines to ensure they recognize and encourage civically engaged work.