D4D is a campus-based program in which Periclean students research, develop their own opinions and advocate their positions on current policy issues of public import. D4D hopes to harness the energy and enthusiasm of students and produce thoughtful, engaged and responsible citizens, celebrating our freedom and strengthening our democracy.

SCSV is a Periclean program that encourages colleges and universities to develop innovative programs on campus and/or in the community to engage voters in the election process. SCSV seeks to increase voter registration and voting by students and community members. Under SCSV, Pericleans hold one or more events on campus and/or in the community that relate to an aspect of the 2016 Presidential Elections. SCSV encourages and facilitates thoughtful engagement of students in the political process—learning about candidates, understanding issues, and championing knowledgeable opinions.

Examples of Campus Programs developed by Pericleans

  • Campus Events Series (Wagner)

    Planned a year-long series of events around diversity on campus with community members, culminating in a November Family Culturefest that included performances, food, children's activities, exhibits, and voter registration, to promote a stronger community.

  • Centers for Civic Engagement (Allegheny, Bates, Berea, Bethune-Cookman, Macalester, New England College, New School, Rhodes, Spelman, St. Mary's College of Maryland, Swarthmore)

    Allegheny—Created the Institute for Civic Engagement as a central facility to promote, coordinate, and oversee all activities associated with the implementation of Allegheny's Periclean Commitment.

    Bates—Project Pericles is administered through the Harward Center For Community Partnerships to link key academic endeavors at the College with community collaboration, research, and service.

    Berea—Project Pericles is housed in the Center for Learning Through Service (CELTS). This allows Project Pericles to build on existing infrastructure and tradition of service and service-learning.

    Bethune-Cookman—Dedicated their Center for Civic Engagement in October 2006.

    Macalester—Created a Center for Civic Engagement that consolidates and expands co-curricular offices and programs for an institutional focus for civic engagement.

    New England College—Established the Project Pericles Center for Civic and Social Engagement to coordinate activities for civic engagement, social responsibilities and service learning; integrate concepts of civic and social responsibility into the curriculum and co-curriculum; develop connections between the College and communities; and interact with other Periclean institutions.

    Rhodes—Established the Rhodes Center for Academic Research and Education through Service (CARES), funded by both a Priddy Grant and the college. One of CARES' principal goals is to narrow the gap between the academic program and those programs in student affairs that promote engaged citizenship.

    Spelman—Created the Center for Leadership and Civic Engagement.

    St. Mary's College of Maryland—Established the Center for the Study of Democracy, which represents Project Pericles at St. Mary's College of Maryland, and has the mission of better understanding early Maryland as an "emerging democracy" and of applying the lessons to a domestic and international discussion of democracy's role in the modern world.

    Swarthmore—Established the Eugene M. Lang Center for Civic and Social Responsibility to provide vision, leadership, and support for the College's central commitment to educate for civic and social responsibility.

  • Coordinating Council for Civic Engagement (Allegheny)

    The Coordinating Council brings together various civic engagement entities (Center for Political Participation, Center for Economic and Environmental Development, Office of Community Service and Service-Learning, Writing at Allegheny, and the Values, Ethics and Social Action academic minor) under one umbrella organization. This virtual organization has heightened the visibility of civic participation and has assisted students, faculty, and administration in locating and enrolling in civic engagement activities.

  • Endowment (Swarthmore)

    Swarthmore trustees created an endowment specifically to fund student initiatives that address significant societal challenges.

  • Evaluation and Assessment (Allegheny, Macalester, Pace, Pitzer)

    Allegheny—Conducts an annual census of faculty, administration, and students involved in civic engagement.

    Macalester—Conducted a civic engagement inventory to provide a snapshot of the range of civic engagement projects, initiatives, and programs at Macalester; committed to developing a web-based version that will provide an up-to-date catalogue of civic engagement activities. Conducted a faculty survey about the nature of civic engagement and the support faculty need to become civically engaged as teachers and scholars.

    Pace—Administers a pre-test and post-test to assess its Civic Engagement and Public Values courses.

    PitzerWorks with faculty, students, and community partners to evaluate the effectiveness of internship programs; conducted an inventory of all of the courses and programs that seek to address the educational objective for social responsibility. Began the systematic analysis and monitoring of student and alumni survey data related to issues of civic involvement, social responsibility, and community service, to develop a focused analysis of relevant student opinions and behaviors and to inform the development of new questions that directly reflect the intended outcomes of Project Pericles.

  • Faculty Fellowships (Berea)

    The Faculty Fellowships in Service-Learning are semester-long seminars that provide faculty members an intensive opportunity to explore service-learning through readings and discussions. By the end of the seminar, each of the Faculty Fellows develops a service-learning course and syllabus, which is taught during the following academic year.

  • 'Get on the Bus' Program (Bethune-Cookman)

    A program to provide transportation to civic engagement activities and venues.

  • Lectures, Discussions, Assemblies, and Panels (Bethune-Cookman, Hendrix, New England College, Pace, Widener)

    Bethune-Cookman—Held a variety of civic engagement assemblies to create opportunities for students and others to address issues of social concerns and civic responsibility.

    HendrixEstablished a weekly community forum for campus conversations about the most pressing community, national, and international issues. Topics have ranged from "Iraq: Is it Time for the US to Get Out?" to a discussion of a controversial Hendrix tradition "Shirttails 2006: Rite of Passage, Mating Ritual, or Archaic Tradition?"

    New England College—Hosted a symposium on 'Learning, Social Responsibility and Civic Engagement,' as well as discussions entitled 'On Citizenship' and 'What is Civic Engagement?', and a faculty panel addressing 'Civic Engagement and Democracy: A Necessary Connection?'

    Pace—Held a panel on 'Global Citizenship and International Service Learning' for Pace students and faculty with representatives from several organizations working in Asia, Europe, and South America, a seminar on 'Democracy at a Critical Juncture: The Regional, National and Global Implications of 9/11' and initiated the Project Pericles Speaker Series.

    Widener—Widener holds an annual Constitution Day and Citizenship Day each fall to engage faculty and students in critical dialogue on American democracy and citizenship.

  • Mock Political Convention (New England College)

    Held a mock Presidential primary convention providing an opportunity for students to meet many of the major candidates, attend political workshops, interact with representatives of the national media, and mingle with political activists.

  • Newsletters, Discussion Papers, Booklets, and Reports (Allegheny, Elon, Macalester, Pace)

    Allegheny—Publishes a Civic Engagement Newsletter to link together campus civic engagement efforts, provide a written record of events, and ensure that civic engagement activities are visible to a campus-wide audience.

    Elon—Publishes an annual 'Pericles Report' featuring faculty, staff, and student activities to document Elon's efforts in the area of civic engagement and to recognize active participants.

    Macalester—Produced a civic engagement discussion paper entitled 'Liberal Education for Global Citizenship: Renewing Macalester's Traditions of Public Scholarship and Civic Learning' in order to develop civic engagement-related concepts and definitions appropriate to Macalester and to encourage a common understanding of the nature, purposes, and modalities of civic engagement. This paper promotes the understanding that on a fully engaged campus the basic missions of the College include—and value—the civically engaged scholarly work of public scholarship, civic learning, and community/public service.

    Pace—Publishes quarterly Project Pericles at Pace E-News to promote Civic Engagement initiatives on the campus.

  • Periclean-in-Residence (Elon)

    Each year Elon will host an individual who in the course of his/her life's work models the ideals of Project Pericles. During their week-long stay, the Pericleans-in-Residence will work with students and give open lectures on campus.

  • Recognition and Awards (Elon, Pace, Rhodes)

    Elon—The Periclean Award is an annual award providing campus-wide recognition to faculty and staff whose efforts as civically engaged and socially responsible citizens model the ideals of Project Pericles. Elon also provides an 'Elon Experiences Transcript' describing student extracurricular and service-related work as a companion supplement to the academic transcript.

    Pace—Students are awarded a Periclean Leadership Certificate at Commencement for completion of the program. The Engaged Department Award is given to departments who make outstanding contributions towards Educating for Citizenship through the Civic Engagement and Public Values area of the core curriculum.

    Rhodes—Provides fifteen four-year scholarships for students who commit to 8 to 10 hours per week of service and leadership programming; also provides a Summer Service Fellows program, which supports 15 students who devote their summer to a focused service activity.

  • Staff Initiatives (Elon, Swarthmore)

    Elon—Each year Elon funds several service sabbaticals for any university employee, affording them the opportunity to spend a month working with an agency or cause to which they are committed. Service sabbatical recipients are encouraged to integrate student interns into their projects.

    Swarthmore—Operates 'Learning for Life,' which pairs Swarthmore students with college staff (primarily in Environmental Service, Dining Service, and Facilities) to form learning partnerships that meet each week to pursue educational objectives identified by the employee.