civic responsibility for students essay

Greater Good Science Center • Magazine • In Action • In Education

How to Inspire Students to Become Better Citizens

The political turmoil of the last few years has many of us worried about the future of our country and our planet.

But here’s the good news: Thanks to new trends in education, the next generation may be more engaged, thoughtful, respectful, and compassionate citizens.

Research suggests that the growing emphasis on social-emotional learning (SEL) in schools can lay the foundation for more active civic engagement among our youth. In a 2018 study of almost 2,500 students, researchers found that those with greater emotional and socio-cognitive skills—such as empathy, emotion regulation, and moral reasoning—reported higher civic engagement.

Among this group of eight to 20 year olds, being more empathic (more upset when others are treated unfairly) and more “future-oriented” (more aware of how decisions impact their future) predicted a host of important civic behaviors and attitudes: volunteering; helping friends, family, and neighbors; valuing political involvement (e.g., keeping up with current events and taking part in rallies); engaging in environmentally conscious behaviors; demonstrating social responsibility values; and prioritizing other civic skills like listening and summarizing conflicting views. In other words, students with certain SEL skills also seemed to be more oriented toward social, community, and political issues.

And when students help others and practice civic behaviors, they may feel better, too. In a recent one-week study of 276 college students, participants experienced greater well-being on days when they engaged in certain types of civic activities, like helping friends or strangers and caring for their environment by recycling and conserving resources. According to the researchers, these kind and helpful behaviors also seemed to be meeting young adults’ basic needs for autonomy, connectedness, and competence—to feel free, close to others, and capable.

By its nature, social-emotional learning can support the democratic structures and processes that raise up all voices in our schools, empowering students to be more engaged in their world. So how can we thoughtfully apply these skills in our own classrooms? Here are several research-based ideas and resources to consider.

1. Re-examine your disciplinary practices

Researcher Robert Jagers and his colleagues found that Black and Latino middle school students who perceived more democratic homeroom, classroom, and disciplinary practices had higher civic engagement, particularly when students perceived an equitable school climate.

Similarly, researcher Peter Levine argues that teachers who truly want to educate students about democracy face massive barriers if the school environment is “unjust or alienating.” Harsh, authoritarian, and less-inclusive climates can ultimately weaken their community engagement, turnout in elections, and trust in government .

More and more research suggests that exclusionary discipline (e.g., suspensions and expulsions) can be alienating and counterproductive, and restorative practices (strategies that focus on learning from mistakes and repairing relationships rather than punishing students) may offer a more humanizing, equitable, and respectful alternative. In this context, students come together to learn to navigate conflicts, process their feelings, and collaboratively problem-solve a way forward.

When reviewing disciplinary practices at your school, also consider the following: Who is being disciplined? How often, and why? (If your school is like many others in the U.S., your students of color are disproportionately disciplined for the same or similar infractions when compared to white students. How is your school addressing that difference?) Are preventive strategies your number-one priority (e.g., relationship and community building)? How do you model and practice communication strategies for resolving conflicts ?

2. Facilitate meaningful dialogue among diverse learners

Research suggests that students in an “open classroom climate,” one that grows out of respectful dialogue and exposure to varying opinions, tend to have greater civic knowledge, commitment to voting, and awareness of the role of conflict in a democracy.

But perhaps you don’t feel prepared to teach students how to discuss and resolve tensions—especially around charged topics like racism. You may want your classroom to feel like a “safe space,” but how, exactly, do you foster and sustain one?

Start by preparing yourself. We all have different comfort levels with conversations about race, and being uncomfortable doesn’t necessarily mean that we are unsafe (or shouldn’t venture into that territory). Teaching Tolerance, a project of the Southern Poverty Law Center, has created the free online Let’s Talk handbook that can help you outline some of the vulnerabilities that make you feel less effective as a facilitator (along with your strengths!), and discover specific strategies for addressing strong emotions in your classroom.

More Resources

Not Light, But Fire , a new book by educator Matthew Kay, encourages teachers to be more focused and deliberate when discussing race in high school classrooms. Kay shares personal anecdotes coupled with practical strategies for facilitating meaningful classroom dialogue.

The Let’s Talk! handbook can help you navigate and understand your own uncomfortable emotions during heated conversations. It also features practical steps for leading reflective classroom discussions.

Learn the elements of compassionate listening , and seven ways to teach listening skills to elementary students . You can also adapt our Greater Good in Action Active Listening pair practice for children or teens in your classroom.


For example, when you sense confusion or denial of racism, this Teaching Tolerance tool recommends that you “ask questions anchored in class content or introduce accurate or objective facts for consideration.” Or, if students respond that they feel blamed, remind them that “racism is like a smog; we all breathe it in and are harmed by it. We may not have created the system, but we can do something about it.”

3. Use advisory time to encourage group cohesion and connectedness

If you value opportunities for meaningful dialogue, but think there isn’t time in your schedule for yet another priority, consider advisory or homeroom time in secondary schools (and classroom meetings in elementary schools). This time in the day or week can be thoughtfully structured for relationship and skill building. In this setting, students can learn how to actively participate in supportive dialogue with their peers over a sustained period of time.

In the Jagers study mentioned above, the featured homeroom routines included establishing social norms and contracts, group problem solving, and fun group activities to build connection and trust. For example, many teachers support their students in jointly creating a group “constitution” or agreement that highlights 1) the group’s values (e.g., responsibility, respect, fairness, and honesty) and 2) the concrete behaviors demonstrating those values. Further, students might lead or assist the teacher in proposing activities, like fostering a small class pet, developing solutions to pressing problems at school (e.g., creating a recycling program), or simply enjoying social time together (yoga in the gym or a “get to know you” game).

Of course, students can also share greetings, personal interests, and feelings with one another. My daughter’s high school “mentor” group (designed to include multiple ethnicities and viewpoints) meets daily and sticks together for four years. Every Wednesday morning, they check in with each other, share how they are feeling, and receive “support” and “resonance” from their peers and teacher-mentor, as needed—a wonderful opportunity for fostering empathy and a sense of belonging.

During advisory or circle time, many students across the country also plan to participate in service activities in their schools and communities, which is a great way to promote volunteerism and civic responsibility.

4. Feature engaging civics lessons, activities, and projects in your curriculum

Of course, there are plenty of opportunities for further civics education in social studies and history classes.

Teaching Tolerance’s website includes quizzes, videos, stories, and lessons for helping children to understand and value the voting process even though they aren’t active voters yet.

Facing History and Ourselves offers a plethora of ready-made lessons and resources for secondary teachers for discussion within the following units: Standing Up for Democracy , Identity and Community: An Intro to Sixth Grade Social Studies , and Universal Declaration of Human Rights . You may also be interested in exploring civic dilemmas .

The Morningside Center for Social Responsibility regularly features lessons on current issues, such as Overcoming Hate: A Circle on the Pittsburgh Synagogue Massacre or Caravan: Why Are People Leaving Their Homes? .

In the Action Civics program, for example, students “ learn politics by doing politics .” They identify an issue they care about (e.g., homelessness, teacher pay, the opioid crisis), research it, and design a plan of action to advocate for that issue at a local level. Project-based learning like this—that is experiential, situated in the real world, and powerfully linked to students’ interests—makes politics come alive for them.

There are a number of different teaching strategies and activities (debates, Socratic seminars , and mock trials, as well as the National Model United Nations ) that give students the opportunity to actively practice civic behaviors, attitudes, and values while learning more about social studies, history, and political science. Many of these approaches help students learn how to paraphrase main ideas, develop an evidence-based argument, and anticipate counter-arguments while they practice conducting themselves respectfully and professionally in a group context.

With these ideas and resources in mind, it’s time to revitalize civic learning in our schools, and SEL skills can help serve as the building blocks. When students actively practice these skills in their schools, they are likely to feel a stronger sense of personal agency in their communities and in the larger world. There may be no more meaningful work right now than supporting a thriving democracy and more informed, responsible, and caring student citizens.

About the Author

Amy L. Eva, Ph.D. , is the associate education director at the Greater Good Science Center. As an educational psychologist and teacher educator with over 25 years in classrooms, she currently writes, presents, and leads online courses focused on student and educator well-being, mindfulness, and courage. Her new book, Surviving Teacher Burnout: A Weekly Guide To Build Resilience, Deal with Emotional Exhaustion, and Stay Inspired in the Classroom, features 52 simple, low-lift strategies for enhancing educators’ social and emotional well-being.

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Promote and Model Civic Responsibility

Since the founding of what would become the United States, white supremacists did not intend for voting and civic engagement to be inclusive. Historically, straight white men who own land have been at the top of the racial hierarchy in our nation. That doesn’t mean it has to be that way. We can uphold the ideals of democracy explicitly expressed in the Constitution and make them work for all of us.

Thankfully, people marginalized by those in power—from Black and Indigenous people to all women, children and the LGBTQ+ community—have consistently challenged oppressive structures and given us a blueprint to fight for a true democracy. Young people have always been at the forefront of these movements, grounding the work in core values of diversity and inclusion. Today’s youth need the tools to navigate our world and address issues affecting our futures.

Young people must be engaged in the present to build and maintain an infrastructure that makes it feasible to become active participants in a diverse democracy.

Learn From and Celebrate Defenders of Democracy

When we uplift those who’ve fought for social justice, it balances these often painful narratives of struggle with a sense of triumph and celebration. Acknowledging and celebrating defenders of democracy also helps us tell the complete story of the U.S. It allows us to identify why these heroes had to fight and how their activism affects us all today.

It’s also essential to go beyond learning about people and places that make headlines or are found in textbooks. Connect with the people in your communities who have fought—and continue to fight—for our rights.

Charles Person, one of the original Freedom Riders, reminds us about the critical role of individuals in a movement—no matter how small. He says it’s imperative to acknowledge and celebrate people who sacrificed their livelihoods, and even their lives, in efforts to create a more just society.

“A lot of times we, and especially in a city like Atlanta, we can always look at the Kings and the Abernathys and those families who have done a lot of things,” Person said in a 2022 interview with Learning for Justice. “We forget about the people who haven’t been elevated to the same level as the Kings or the Abernathys.”

We can champion people in our communities who model civic responsibility. These could be local activists, historians, educators, caregivers or anyone who counters efforts to suppress people’s rights.

Connect Civics Learning to Community Action

Young people need opportunities to engage with political discourse and social justice movements. Some argue there aren’t enough opportunities to allow Black and Latine/x youth, particularly those in low-income areas, to participate in civic duties. For example, in an essay for Chalkbeat, Yale student Caleb Dunson writes that Black youth like himself need access to civic education courses and internships and mentorship programs with elected officials or activist organizations. Dunson also notes there is value in connecting what is learned in class to current issues in the community.

“For example, a lesson on political institutions could prompt a discussion on how America’s governing bodies both uphold and challenge racism,” Dunson writes. “A lesson on elections could focus on current voter suppression efforts or how to be an informed voter in the 21st century. And a lesson about political propaganda could teach students how to assess the credibility of information sources.”

Tips for Civic Engagement

Here are a few ways young people can organize around voting rights and increase civic engagement in their communities:

• Volunteer to be part of a voter registration drive.
• Host or participate in a debate watch party. This is one way for community members to get acquainted with issues that impact their community and to witness how leaders relate to those issues. The League of Women Voters Education Fund offers tips for a successful watch party.
• Attend community discussions about what’s on the local ballot. Legislators and high courts have been striking down voting rights provisions, affirmative action policies, inclusive education initiatives, and efforts to improve young people’s quality of life, such as student loan forgiveness. In addition to voting rights, it’s important now more than ever to uplift these issues. Get to know what’s on your community’s ballot and which candidates are running for office by visiting VOTE411 .
• Offer digital spaces to include those who can’t appear in person at community events. Many social media platforms offer tools to host virtual events and Q&As. You can also livestream an in-person event.

For Parents and Caregivers

• Talk to children about civic duties you perform, such as voting, jury duty and community service. When appropriate, allow young people to accompany you while performing civic duties.
• Help youth stay informed. Reading the newspaper, watching the evening news together, discussing current events or attending a community town hall are a few ways to spark young people’s curiosity about what is happening around them.
• Start instilling media literacy at a young age to help combat mis- and disinformation. Monitor and guide young people’s media use, including their intake of news sources, social media and blog posts.
• Emphasize hope. It’s easy to become overwhelmed or cynical when learning about our country’s history and the realities of oppression. But as Dr. Martin Luther King Jr. said, “We must accept finite disappointment, but never lose infinite hope.”

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Developing Civic Responsibility

Civic responsibility is a crucial component of social, emotional, and academic growth in students of all ages. To spark students’ thinking about civic responsibility, invite them to reflect on this working definition:

Civic responsibility means active participation in the public life of a community in an informed, committed, and constructive manner, with a focus on the common good (Gottlieb & Robinson, 2006, 16).

As students explore this definition, offer specific examples of civic responsibility, such as donating blood or clothing or joining the armed forces. Students can also examine how to amend this definition to meet the needs of their communities. Is there anything that they would add or remove to more fully capture what it means to be socially responsible?

Fostering Civic Responsibility by Grade Span Programs promoting civic responsibility and engagement vary immensely, but ones that are the most effective tend to contain three crucial elements: intentional connection between school and community, collaborative learning among students, teachers, and community members, and multiple opportunities for civic engagement (Cress, 2012). To begin integrating civic responsibility into your classroom, consider the following approaches:

• K–2: Position students as active participants in the classroom community. Provide opportunities for students to form trusting relationships with each other and work with others toward the greater good. Educators can arrange activities where students create partnerships and consider how to best use the resources available in their classrooms to solve a problem (Wilcox, 2011).
• 3–5: Incorporate service learning, which provides opportunities for students to engage directly with their communities (Larson-Keagy, n.d.). Combine learning goals with community service to enhance student growth while working toward the common good, through community-based activities in which students can apply their knowledge of course content (Bandy, 2011).
• 6–8: Plan issue-specific, grade-wide events where students, teachers, staff, and community members gather to discuss a topic relevant to their school and community (Gottlieb & Robinson, 2006). This forum can also include action steps, where students fundraise, organize a campus cleanup, or write letters to their local leaders to advocate for a cause.

Regardless of the age or stage of students, students can develop the attitude and skills necessary to participate actively and constructively in society. The more opportunities they have to integrate civic responsibility into their lives, the more natural it will feel to work toward the common good and become involved community members.

Bandy, J. (2011). What is service learning or community engagement? Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/

Cress, C. M. (2012). Civic engagement and student success: Leveraging multiple degrees of achievement. Diversity and Democracy, 15 (3).

Gottlieb, K., & Robinson, G. (Eds.). (2006). A practical guide for integrating civic responsibility into the curriculum (2nd ed.). Community College Press.

Larson-Keagy, E. (n.d.). Civic responsibility and service learning: The need for curricular integration. Community College Journal for Civic Commitment , (1). https://www.mesacc.edu/community-civic-engagement/journals/civic-responsibility-and-service-learning-need-curricular

Wilcox, K. C. (2011). The importance of civic responsibility in higher performing middle schools: An empirical study. Education and Urban Society , 43(1), 26–41. https://doi.org/10.1177%2F0013124510379826

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The Concept of Civil Responsibilities Essay

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Civil means a citizen or citizens and responsibilities mean reply or state of being responsible. Civil responsibilities are responsibilities of citizens, which are also the active action that involves taking part in government, democracy, paying taxes, obeying the law, jury services, and respecting others. These actions one can enhance them by being civilly aware and recognizing them in defending the constitution according to the U.S citizenship and immigration services. It can also be defined as the duties to be called upon to respond to actions at law for an injury caused by a felony or crime as opposed to criminal responsibility or liability to be proceeded against in a criminal tribunal (Maley et al. 47).

The above-mentioned errands are vital in making sure that American maintains its freeness and prosperity. This is because the responsibilities involve action within the community where the people vote and encourage other citizens to vote as a sign of taking part in the democratic process.

This concept of civil responsibility was first recorded in ancient Rome. It was in here that citizens wanted to generate contributions for the good of the whole society and not for themselves as individuals. This idea was amongst other things that were included in the U.S constitution. By the 18 th and 19 th centuries, this idea had spread and was manifested in volunteer participation in fire departments and public works projects (Trakman, Leon and Gatien 78).

Civil responsibilities do occur within the community and in addition to the national responsibilities of community service that avails a chance for citizens harboring unique capabilities to participate in the civic duties. The individuals who do not meet their civil duties ought to encounter legal charges. On the other hand, civil responsibilities are voluntary.

The civil society organizations also have civil responsibilities. Their role is building and shaping good citizens. In order to accomplish this, they should play a central role in ensuring citizens are aware of their rights and responsibilities. They should also assist in forming the dream society made of people educated in areas of active and patriotic citizenship.

Civil responsibilities are not necessarily required by the law. It is socially a good behavior to perform, and its examples include voting in elections, signing up for the military, participating in government politics, and holding committee. The public, as well as the organization of civic societies, take the mandates to ensure good and acceptable conditions in protecting and exercising the civic roles and responsibilities.

The importance of civic responsibilities is allowing everyone to have basic human rights. The right to vote is a civil responsibility, which is most cases in countries that is free to vote, it is taken for granted. Forget that many people around the world do not have that freedom of voting because their government is dictatorship e. g in China.

Without civil responsibilities, means having no opportunities for civil engagement. When this happens, the chances of violence are likely to increase as the citizens seek their voices to be heard and their needs to be met (Asch 89).

In perspective, the citizenship was perceived as an entity linked to labor of common people making products and applying strategies that benefited people due to civil responsibilities. This type of civil that was identified did help to create an important balance between pursuit of individual wealth and creation of public things.

Another important of engaging in civil responsibilities is that citizens ensures and upholds democratic values and duties which include equality, privacy, justice human rights, property authority participation, rule of law and self respect. The schooling institutions release competitive skills to learners in civil responsibilities while aiming at developing responsible students who participate actively towards national, community, and government interests. This method of teaching civil responsibilities is known as civil Education (Asch 59).

It also helps one to discover own voice and potential by interacting with other people from different countries. Essentially, the civil responsibility is associated with churches and memberships in voluntary associations to foster the lives of the population practicing it. When people are able to develop their strategies to operate in a reliable ecosystem based on mutual achievements and contents, they develop reliable roles that help other individuals as well as the government to maintain order and sustainability. The attitude and actions related to civil responsibility are displayed through political, civil, environmental and economic advocacy (Faust 102).

Civil responsibilities require supporting the community by providing opportunities for human and financial resources. This requires one to accept and utilize values that are beneficial to society and not for individual gain. The use of resources to support a sustainable life for all people within an economic boundary is a key civic responsibility. These responsibilities are aimed at enhancing the formation of a suitable ecosystem for human coexistence.

Finally, can say that civil responsibilities are very important in our nations and are the responsibilities of citizens in a society to show certain attitudes and actions related to participating in the society and democratic governance. Therefore, civil responsibilities assist citizens in respecting and exercising their rights and responsibilities.

Works Cited

Asch, Sidney H. Civil Rights & Responsibilities under the Constitution . New York: Arco, 1968. Print.

Faust, Drew Gilpin. This Republic of Suffering: Death and the American Civil War . New York: Alfred A. Knopf, 2008. Print.

Maley, William, C. J. G. Sampford, and Ramesh Chandra Thakur. From Civil Strife to Civil Society: Civil and Military Responsibilities in Disrupted States . Tokyo: United Nations UP, 2003. Print.

Trakman, E. Leon and Sean Gatien. Rights and Responsibilities . Toronto: U of Toronto, 1999. Print.

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• Defining of Citizenship and Its Aspects
• Civil Law Differences Between China and United States
• John Winthrop and the Puritan Concept of Freedom
• Affirmative Action Laws, Their Role and Changes
• Civil Rights and Egalitarianism: Anderson's View
• The National Security Agency' Surveillance Program
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The Civic Digest

Helping You Discover the Power of Civic Engagement

Civic Duty: Roles, Responsibilities, and Real-World Examples

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In society, civic duty forms the threads that bind us together, ensuring the smooth functioning and stability of our communities. But what exactly is civic duty, and why does it hold such importance in our daily lives?

Key Takeaways

• Community Involvement: Civic duty fosters community involvement and strengthens democratic values.
• Legal and Moral Responsibilities: Civic duties are legally required, while civic responsibilities are voluntary but essential for societal well-being.
• Educational Role: Education is crucial in promoting awareness and understanding of civic duties and responsibilities.

Table of Contents

What is civic duty, civic duty vs civic responsibility, understanding civic duty, synonyms for civic duty, historical context, civic experience, jury service, paying taxes, staying informed about local and national issues, other civic duties, legal vs. moral civic responsibilities, examples of civic responsibilities, role of education in promoting civic responsibilities, the impact of civic responsibilities, case studies of civic engagement, civic action project ideas that reflect civic engagement include:, role of governments and organizations in promoting civic duties.

• Media's Role in Fostering Civic Awareness

Overcoming Challenges to Civic Engagement

The power of role models, civic engagement, future trends in civic engagement, evolving concepts in a changing world, emerging trends in civic engagement, the potential impact of technology on civic duties, future challenges and opportunities, sustaining civic engagement in a rapidly changing world, civic or civil duty, exploration of civic duty, just doing my civic duty sir, why is fulfilling civic duties important, what are some examples of civic duties, how does civic responsibility differ from civic duty, how can individuals promote civic engagement.

At its core, civic duty refers to the responsibilities and obligations that each citizen owes to their community and nation. These duties, encompassing a range of actions from voting to community service, are essential for the sustenance of democratic values and the overall health of society.

The terms “civic duty” and “civic responsibility” are closely related and often used interchangeably, but they do have distinct meanings:

• Definition: A civic duty is a legal obligation that is required by law. Failure to fulfill these duties typically results in legal consequences.
• Voting in elections (mandatory in some countries)
• Serving on a jury when summoned
• Paying taxes
• Obeying laws
• Registering for selective service (in countries with conscription)
• Key Aspect: Civic duties are often enforceable by law and are considered mandatory for citizens.
• Definition: A civic responsibility is a social obligation that is perceived as important for the benefit of the community and society, but it is not legally required. These responsibilities are based on ethics and morality rather than law.
• Volunteering in the community
• Participating in community activities or town meetings
• Staying informed about current events and issues
• Voting in elections (in countries where it is not mandatory)
• Advocating for social, environmental, or political change
• Key Aspect: Civic responsibilities are voluntary actions taken to contribute to the health and improvement of the community and society.

Civic duties are legal obligations that every citizen is required to fulfill, while civic responsibilities are voluntary actions that are encouraged for the betterment of society. Both play a critical role in maintaining a functioning, healthy democracy and community.

Why is it Important to Fulfill our Obligations of Citizenship?

The term ‘Civic Duty’ encompasses the responsibilities and obligations that citizens owe to their society. It’s a concept rooted in the philosophy of being a part of a larger community, where each individual’s actions contribute to the collective well-being and governance. Civic duty is about participation in the social and political spheres, ensuring the community’s and country’s smooth functioning.

Here are some synonyms for “Civic Duty”:

• Civic Responsibility
• Community Obligation
• Public Duty
• Social Responsibility
• Citizen’s Duty
• Civic Commitment
• National Service
• Patriotic Duty
• Civic Obligation
• Community Service

Each of these terms conveys the idea of responsibilities or obligations that individuals have towards their community and society as a whole.

What Does it Mean to be a Responsible Citizen?

Being a responsible citizen involves a blend of civic duties, civic responsibilities, ethical behavior, and active participation in the welfare of one’s community and country. Here are key aspects of what it means to be a responsible citizen:

• Adherence to Laws and Regulations : Abiding by the laws of the land is a fundamental aspect of being a responsible citizen. This includes everything from following traffic rules to adhering to national regulations.
• Participation in the Democratic Process : Engaging in the democratic process, which includes being informed about issues, voting in elections, and respecting the outcomes of these processes.
• Community Involvement : Contributing to the betterment of one’s community through volunteering, participating in local events, and supporting community initiatives.
• Paying Taxes : Fulfilling financial obligations to the government honestly and on time, which is crucial for funding public services and infrastructure.
• Respecting the Rights of Others : Acknowledging and respecting the rights and beliefs of others, even if they differ from one’s own. This includes promoting tolerance, diversity, and inclusion.
• Environmental Stewardship : Taking actions that contribute to the sustainability of the planet, like recycling, conserving resources, and supporting environmental initiatives.
• Education and Lifelong Learning : Staying informed and educated about local, national, and global issues, and continually seeking to broaden one’s understanding of the world.
• Ethical Conduct : Acting with integrity and honesty in both personal and professional spheres, and making decisions that consider the welfare of the wider community.
• Civic Engagement : Being involved in civic matters, which can range from attending town hall meetings to advocating for social or political causes.
• Responsibility for Personal Actions : Accepting accountability for one’s actions and understanding the impact they can have on others and the community.
• Supporting and Respecting Public Services and Institutions : Recognizing the role of public services and institutions and supporting their efforts in maintaining social order and public welfare.
• Promoting the Public Good : Advocating and working towards policies and practices that benefit the wider community and not just individual interests.

In essence, being a responsible citizen means actively contributing to the well-being and functioning of the society in which one lives, not only through obligatory duties but also through voluntary actions that foster a sense of community, promote social justice, and sustain the environment.

Historically, the concept of civic duty has evolved significantly. In ancient civilizations, civic duties often involved direct participation in decision-making processes, like the assemblies of ancient Greece. As societies evolved, the nature of these duties changed, adapting to the complexities of modern governance. Today, civic duty encompasses not only political engagement but also social responsibilities, environmental stewardship, and ethical conduct within a community.

Civic experience” refers to the involvement and participation of an individual in activities related to the governance, improvement, and well-being of their community, society, or nation. It encompasses a range of activities and engagements that contribute to the public good and the democratic process. Here are various aspects and examples of civic experience

In contemporary times, civic duty has expanded to include a range of activities and responsibilities. Voting in elections is a primary example, enabling citizens to have a voice in their government’s direction.

However, civic duty also includes obeying laws, serving on juries, paying taxes, and respecting the rights of others. Beyond legal obligations, civic duty involves moral responsibilities like volunteering , participating in community service, and staying informed about local and national issues.

The significance of civic duty in modern society cannot be overstated. It’s a pillar that supports democratic values, ensuring that citizens not only enjoy the rights granted by their government but also actively participate in the governance process. This participation is crucial for the health of any democracy, as it ensures accountability, transparency, and responsiveness from elected officials.

Civic duties also foster a sense of community and belonging. By engaging in activities that benefit the larger society, individuals strengthen the bonds that hold communities together. This sense of collective responsibility and mutual support is vital for addressing social challenges and building resilient, thriving societies.

Civic experience is not only about participation but also about the impact and learning that comes from being actively involved in the civic life of one’s community and country. It contributes to personal growth, a stronger community, and a more robust democracy.

Is Voting a Civic Duty?

One of the most fundamental civic duties is participating in elections. Voting is the cornerstone of a democratic society, allowing citizens to have a say in who represents them in government. It’s not just a right but a responsibility to make informed choices that shape the future of the community, region, and nation.

What is one legal responsibility of American Citizens?

Serving on a jury is another critical civic duty. It plays a vital role in the judicial system , ensuring that the principle of a fair trial by a jury of one’s peers is upheld. Jury service allows citizens to participate directly in the legal process , contributing to the administration of justice.

The obligation to contribute financially to the community through taxes is essential. Taxes fund public services like education, healthcare, infrastructure, and security. Paying taxes is a civic duty that supports the common good and ensures the proper functioning of government services.

An informed citizenry is crucial for a healthy democracy. Staying updated on local and national issues enables individuals to make educated decisions, especially during elections. It also equips citizens to hold their representatives accountable and to actively participate in public discourse .

• Obeying Laws : Adhering to the law is a basic civic duty. It ensures order and safety in society.
• Community Service : Volunteering and engaging in community service projects benefit society and foster a sense of solidarity.
• Respecting the Rights of Others : Civic duty also encompasses respecting the rights and beliefs of other individuals, promoting tolerance and understanding in a diverse society.
• Environmental Stewardship : Protecting the environment and engaging in sustainable practices is increasingly recognized as a crucial civic responsibility.
• Participating in Civil Discourse : Engaging in respectful and constructive dialogue about societal issues contributes to a more informed and cohesive community.
• Emergency Response : In times of crisis, such as natural disasters, citizens must respond and assist in recovery efforts, whether through direct action or supporting relief organizations.

These duties collectively contribute to the functioning and improvement of society. They foster a sense of belonging and investment in the community’s welfare, encouraging active participation in civic life. Understanding and fulfilling these duties are essential for the sustained growth and health of any democratic society.

The Responsibilities of Citizens

Civic responsibilities can be categorized into two main types: legal and moral. Legal responsibilities are those mandated by law, such as obeying traffic rules or paying taxes. Failure to adhere to these can result in legal consequences.

On the other hand , moral responsibilities are guided by ethical and societal values, like volunteering or being a considerate neighbor. These are not legally enforced but are crucial for societal harmony and the betterment of communities.

• Obeying Laws : A fundamental legal responsibility, obeying laws ensures order and safety in society.
• Respecting Others’ Rights : This involves acknowledging and valuing the rights and freedoms of others, essential for a respectful and tolerant community.
• Community Involvement : Actively participating in community activities, whether through local governance, schools, or neighborhood groups, strengthens communal bonds.
• Voting : As both a right and a responsibility, voting in elections is critical for representing citizens’ voices in a democratic society.
• Jury Duty : Serving on a jury when called upon ensures the justice system operates fairly and impartially.
• Environmental Care : Taking steps to protect the environment, like recycling and conserving energy, reflects a moral responsibility towards future generations.
• Educational Engagement : Staying informed and educated about societal issues and participating in the educational system, whether as students, parents, or community members, are vital for an enlightened and progressive society.

Education plays a critical role in cultivating civic responsibilities. Schools and educational institutions are not just about imparting academic knowledge; they are crucial for instilling values of citizenship, ethics, and community engagement.

Through education, individuals learn about their rights and responsibilities, the importance of active participation in society, and the skills necessary to contribute positively to their communities.

Fulfilling civic responsibilities has a profound impact on the health and well-being of society. It leads to more engaged, informed, and cohesive communities, where individuals feel connected to and invested in their collective future. Moreover, it fosters a culture of mutual respect, understanding, and collaboration, essential for addressing social challenges and promoting sustainable development.

the responsibilities of citizens encompass a wide range of actions and behaviors, from legal obligations to moral commitments. These responsibilities are the bedrock of a functional and harmonious society, and their fulfillment is essential for the continued prosperity and stability of communities and nations. Through education and active engagement, individuals can understand and execute their civic duties, contributing to a vibrant, responsive, and responsible society.

What does it mean to do your civic duty?

• Civic Technology for Enhanced Citizen-Government Interaction : In Boston, the BOS:311 app is a prime example of civic technology. This app allows Bostonians to report non-emergency issues like potholes and noise disturbances, enhancing service delivery and fostering community involvement. The app’s success highlights how technology can be used to improve civic engagement and strengthen the relationship between citizens and government.
• Participatory Budgeting : Paris is known for its participatory budgeting initiative, where citizens are involved in allocating a portion of the city’s capital budget. Since 2014, Parisians have had a say in how budget funds are used, enabling them to propose and vote on various projects. This approach empowers communities and nurtures a sense of shared responsibility in decision-making.

Social Media C ivic Activism :

• #DressLikeAWoman Campaign : This campaign emerged in response to an alleged statement by President Trump asking his staff to “dress like women.” The hashtag became a rallying point on social media, with users sharing diverse images of women in various professional and personal attire, challenging gender norms and stereotypes.
• #StopFundingHate : This UK grassroots activism campaign aimed to counteract the anti-migrant positions of several British newspapers. It gained traction online, leading to significant outcomes, such as Lego and the Body Shop ceasing their promotional giveaways and advertisements with certain publications.
• #YouAintNoMuslimBruv : Originating in London, this hashtag became a symbol of unity and rejection of Islamophobia following a terror attack. It was used widely on social media to highlight the non-Islamic nature of terrorism, showcasing the power of digital platforms in shaping public discourse.
• #HeForShe : Launched by UN Women and backed by notable figures like Emma Watson and Justin Trudeau, this campaign focuses on involving men and boys in gender equality efforts. The campaign leverages social media to spread its message and encourage pledges from around the world.
• #WomensMarch : The 2017 Women’s March, marked by its massive global participation, was largely coordinated and amplified through social media. The hashtag united millions of women and allies, advocating for gender equality and other social issues.
• #BlackLivesMatter : Originating from a Facebook post, this hashtag grew into a global movement addressing racial injustice and inequality. It demonstrates the power of social media in bringing together people from diverse locations for a common cause.
• #ASLIceBucketChallenge : This viral challenge involved people pouring ice-cold water over their heads to raise awareness and funds for ALS (Amyotrophic Lateral Sclerosis). It became a social media sensation , significantly boosting donations for ALS research.
• #BringBackOurGirls : Following the abduction of 276 schoolgirls by Boko Haram in Nigeria, this hashtag was used globally to demand their return. The widespread use of the hashtag brought international attention to the incident and the broader issue of violence against women and girls.

These examples illustrate the varied and impactful ways in which social media can be leveraged for activism, from raising awareness and challenging societal norms to influencing policy changes and mobilizing for collective action

• Climate Change Activism : The Fridays for Future movement, initiated by Greta Thunberg, encourages students to skip school on Fridays to demand government action on climate change. This global movement underscores the role of youth in civic engagement and the importance of addressing environmental issues.
• Co-Creation in Public Services : Helsinki, Finland, has embraced a co-creation model f or public services. The city conducts workshops involving citizens in designing services ranging from healthcare to local development plans. This approach promotes community ownership and responsibility, showcasing an inclusive model of governance.
• Community Response to Natural Disasters : In the wake of natural disasters, communities often come together in extraordinary ways. For example, during the floods in a small town, residents formed volunteer groups for rescue and rehabilitation, showcasing the power of community involvement and the spirit of civic duty in action.
• Grassroots Movements and Social Change : The role of civic engagement in driving social change can be seen in movements like the fight for civil rights or environmental conservation. These movements often start with individual citizens recognizing a societal issue and taking action, eventually leading to significant policy changes.

• Establishing community gardens to promote sustainable agriculture and foster community engagement.
• Implementing plastic waste reduction campaigns to combat plastic pollution.
• Organizing voter registration drives to promote participation in the electoral process.
• Initiatives supporting homelessness, providing resources and assistance to those in need.

These real-world examples serve to illustrate the broad spectrum of civic duties and their profound impact on both local and global scales. They demonstrate how individual actions, when guided by a sense of responsibility towards one’s community and nation, can lead to significant positive changes in society. Through these narratives and analyses, the concept of civic duty becomes more tangible and inspiring, encouraging readers to reflect on and engage in their civic responsibilities.

Encouraging Civic Engagement

• Educational Programs and Campaigns : Governments and organizations often implement educational initiatives to encourage civic engagement. For instance, voter education campaigns aimed at increasing electoral participation, especially among young and first-time voters.
• Community Involvement Programs : Many local governments organize community involvement programs, like neighborhood clean-up drives or town hall meetings, to foster a sense of community and encourage active participation in local governance.

Media’s Role in Fostering Civic Awareness

• Informative Journalism : Media plays a crucial role in keeping citizens informed about local, national, and international issues. Ethical and investigative journalism can highlight societal needs and encourage civic action.
• Public Service Announcements : Media outlets often collaborate with governments and NGOs to disseminate public service announcements that promote civic responsibilities like voting, recycling, and obeying traffic laws.
• Addressing Apathy : One of the significant challenges to civic engagement is apathy. Governments and organizations can address this by making civic participation more accessible and engaging . For example, implementing online voting systems or interactive civic education programs.
• Bridging the Digital Divide : In an increasingly digital world, ensuring that all citizens have access to digital resources is crucial for civic engagement. Efforts to bridge the digital divide, such as providing public internet access and digital literacy programs, are essential.
• Influential Figures Promoting Civic Duties : Public figures and influencers often play a vital role in encouraging civic duties. When well-known personalities engage in civic activities, they can inspire their followers to do the same.
• Celebrating Civic-Minded Individuals : Recognizing and celebrating individuals who exemplify strong civic engagement can motivate others. Awards and public recognition for community service or outstanding civic contributions can serve as significant encouragement.

A crucial element in building and maintaining a healthy, functioning democracy, has inspired many thought-provoking quotes. Here are some notable ones:

Quotes About Civic Engagement

Margaret Mead : “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”

Barack Obama : “Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.”

John F. Kennedy : “Ask not what your country can do for you – ask what you can do for your country.”

Martin Luther King Jr. : “Everybody can be great…because anybody can serve. You don’t have to have a college degree to serve. You don’t have to make your subject and verb agree to serve. You only need a heart full of grace. A soul generated by love.”

Nelson Mandela : “It is in your hands to create a better world for all who live in it.”

Aristotle : “The essence of life is to serve others and do good.”

Mahatma Gandhi : “The best way to find yourself is to lose yourself in the service of others.”

Jane Addams : “The good we secure for ourselves is precarious and uncertain until it is secured for all of us and incorporated into our common life.”

These quotes encapsulate the spirit of civic engagement, emphasizing the importance of individual action, community service, and collective responsibility for societal improvement.

• Digital Engagement Platforms : The rise of digital platforms offers new avenues for civic engagement. From online petitions to virtual town halls, technology is providing more accessible and diverse ways for citizens to participate in civic life .
• Youth Involvement : Encouraging youth participation in civic duties is essential for future engagement . Schools and youth organizations play a crucial role in this, providing opportunities for young people to engage in community service and civic education.

Encouraging civic engagement is a multi-faceted effort involving governments, organizations, media, and influential individuals. By addressing challenges and leveraging modern tools and platforms, these entities can inspire and facilitate active civic participation. This engagement is crucial for fostering a vibrant, responsive, and inclusive society where every citizen feels empowered to contribute to the common good.

The Future of Civic Duties

• Globalization and Digitalization : The rapid pace of globalization and digitalization is reshaping the concept of civic duties. The interconnectedness of the world today means that civic responsibilities now extend beyond national borders , encompassing global issues like climate change and human rights.
• Technological Influence : Technology is transforming how civic duties are performed. Online voting, digital activism, and social media campaigns are becoming more prevalent, offering new platforms for civic engagement.
• Digital Participation : The rise of digital platforms has opened up new avenues for civic engagement. Online petitions, social media advocacy, and virtual town hall meetings are making it easier for citizens to voice their opinions and participate in governance from afar.
• Youth-Led Movements : There’s a growing trend of youth-led movements worldwide, addressing issues ranging from climate change to social justice. This indicates a shift towards a more active, engaged younger generation in civic duties.
• Enhanced Accessibility and Inclusivity : Technology can make civic participation more accessible and inclusive. For example, apps and websites that make it easier to vote or provide information on civic issues can engage broader segments of the population.
• Challenges of Misinformation : However, the rise of digital platforms also brings challenges, such as the spread of misinformation. Ensuring the reliability and credibility of information is crucial for informed civic engagement.
• Educating for a Digital Age : As civic duties evolve, so too must our approach to civic education. Future citizens will need to be digitally literate and aware of global issues, requiring a revamp of current educational curriculums to include these aspects.
• Balancing Technology and Personal Connection : While technology provides new opportunities for engagement, maintaining a personal connection to civic duties is essential. Encouraging face-to-face community interactions and grassroots movements remains vital.
• Adapting to Societal Changes : Civic duties must adapt to societal changes, including demographic shifts, cultural transformations, and evolving societal norms. This adaptation is crucial for keeping civic engagement relevant and effective.
• Innovative Policies and Practices : Governments and organizations need to develop innovative policies and practices that encourage and facilitate civic engagement in an ever-changing world. This might include reforming electoral processes or creating new platforms for public participation.

The future of civic duties is intricately linked with technological advancements and the evolving needs of a globalized society. As we navigate these changes, the essence of civic duties:

• Participation
• Responsibility
• Community engagement

Remains vital. Adapting to and embracing these changes will be crucial for fostering a society where civic duties continue to be a fundamental part of the social fabric, ensuring a dynamic, responsive, and inclusive future for all citizens.

The terms “civic duty” and “civil duty” are often used interchangeably, but they have slightly different connotations and contexts.

• Definition : Civic duty refers to the responsibilities of a citizen in their engagement with society and governance. It encompasses actions and attitudes associated with democratic governance and social participation.
• Voting in elections
• Serving on a jury
• Participating in public discourse and community meetings
• Volunteering for community services
• Obeying the law
• Focus : The focus is on participation in the civic life of a community in a way that promotes the health of democracy and involves understanding and actively engaging in the rights and responsibilities of citizenship.
• Definition : Civil duty often refers to the legal obligations that a citizen has within civil society, the body of law that governs individual and business interactions.
• Complying with civil laws (e.g., contract laws, property laws)
• Paying civil fines or damages
• Fulfilling contractual obligations
• Focus : The focus is more on the legal aspects of a person’s actions and interactions within society, especially in non-criminal areas of law.

While civic duty is more about active engagement in the democratic process and community life, civil duty is typically used in the context of legal obligations in civil society. Both, however, are integral to the functioning and stability of a society, ensuring that citizens contribute positively to their communities and adhere to the laws that govern them.

In this exploration of civic duty, we’ve traversed from its fundamental concepts to the practical implications and future outlooks. Civic duties, encompassing a wide range of responsibilities from voting to community service, form the backbone of our societies, ensuring their smooth functioning and the upholding of democratic values. They are not just tasks to be completed but are integral to our identity as responsible citizens.

Through various examples and discussions, we’ve seen how civic duties manifest in real-life scenarios, contributing to societal well-being and the maintenance of order and justice. Whether it’s participating in elections, serving on a jury, paying taxes, or engaging in community service, each act of civic responsibility plays a crucial role in shaping our communities.

As we look towards the future, it’s clear that civic duties will continue to evolve with our changing world. The rise of digital technology and the global interconnectedness it brings, while presenting new challenges, also offers unprecedented opportunities for civic engagement. From online voting to digital activism, the landscape of civic duties is expanding, allowing for more inclusive and diverse participation.

However, the essence of civic duty remains constant – it is about being an active, informed, and responsible member of society. It’s about understanding the impact of our actions on our community and nation and stepping up to contribute to the greater good. As we navigate the complexities of the modern world, fostering a culture of civic responsibility is more important than ever.

To sustain and enhance civic engagement, continuous efforts from governments, educational institutions, media, and individuals are needed. Innovative policies, educational reforms, and the use of technology can play significant roles in promoting and facilitating civic duties. But ultimately, it is the individual’s commitment to these duties that will determine the health and vibrancy of our democracies.

Civic duties are not just a set of obligations but are opportunities for us to contribute to the fabric of our society. By embracing these responsibilities, we can ensure the continued prosperity and stability of our communities and nations, paving the way for a future where civic engagement is not only a duty but a cherished part of our collective identity.

Frequently Asked Questions:

Fulfilling civic duties ensures the smooth functioning of society, supports democratic values, and fosters a sense of community and belonging.

Examples include voting in elections, serving on a jury, paying taxes, and obeying laws.

Civic responsibility involves voluntary actions like community service and staying informed about current events, while civic duties are legally required actions.

Individuals can promote civic engagement by participating in community activities, staying informed about issues, and encouraging others to fulfill their civic duties.

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Rick Hess Straight Up

Education policy maven Rick Hess of the American Enterprise Institute think tank offers straight talk on matters of policy, politics, research, and reform. Read more from this blog.

How Can Civics Education Safeguard Democracy?

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When you’ve been around as long as I have, one gets all manner of intriguing questions. While I usually respond to such queries in private, some seem likely to be of broader interest. So, in “Ask Rick,” I occasionally take up reader queries. If you’d like to send one along, just send it to me, care of Greg Fournier, at [email protected] .

Last fall, I saw you wrote a piece that seemed to suggest we shouldn’t care whether civics education encourages students to vote. With presidential primary season upon us, I found myself thinking back on the piece. At the time, I thought that was a pretty odd stance, especially for someone who once taught high school civics. Did I misunderstand you? If not, that strikes me as a dubious stance at a time when democracy is under threat.

Dear Dubious,

Thanks for your thoughtful query. Let’s see. First off, let me provide readers with a bit of context for your question. Last fall, the American Educational Research Association touted a new study that found, as the press release declared, “State-Mandated Civics Test Policy Does Not Improve Youth Voter Turnout.” In discussing the study’s results, I argued that the tendency to regard voting and advocacy as the aim of civic education is misguided.

Why would I think it’s misguided to focus on voting? Well, self-government also requires knowledge, a respect for rules, personal responsibility, patience, and a willingness to work with those who see things differently. My concern is that these things have gotten neglected amid the focus on “engagement.” After all, let’s note that “democracy is under threat” at a time when voting is easier than ever (due to mail-in ballots, same-day registration, et al.) and at a time of historically high voter participation . There’s an obvious disconnect here.

Once upon a time, as you note, I taught high school civics. So, it’s no surprise that I want graduates to vote. But we live in an era when “small money” donors have eclipsed party leaders in their influence on candidates, Americans consume political tirades as social media entertainment, and the most extreme voters call the shots in party primaries. The problems we confront are not, I’d argue, due to a lack of political participation but to a lack of restraint, trust, knowledge, and respect for institutions and norms.

Self-government depends on our accepting electoral outcomes or court decisions even when we disagree vehemently with the result. It depends on presidents and voters understanding that the executive branch isn’t empowered to spend billions of dollars (on a border wall or a student-loan jubilee) without a law that empowers them to do so. It depends on respect for due process, free speech, canvassing boards that faithfully review vote tallies, independent courts, responsible legislators, and limits on executive authority. That’s the stuff that should be at the heart of civics education.

Today, civics education has strayed pretty far afield from such notions. Heck, in 2022, the RAND Corp. reported that, when asked about the purpose of civics education, more K–12 teachers emphasized environmental activism than “knowledge of social, political, and civic institutions.” Teachers who say they’re more concerned about environmental activism than civic institutions when asked about civics education are probably not focused on exploring why things like federalism or the separation of powers might be good (especially when they impede one’s preferred environmental agenda).

As I see it, the critical part of civics education isn’t students learning how to be heard; it’s their learning to be responsible, reflective citizens. And voting doesn’t require that voters be either responsible or reflective. Rather, it’s mostly an opportunity to tell office-seekers, “This is what I want.” That may be a crucial part of citizenship, but it’s also the easy part.

I’ll go further: The hard part is understanding why we shouldn’t always get our way. That applies equally to Trump backers who refuse to accept that he lost in 2020 and student-loan borrowers who want the Biden administration to ignore all those legal niceties and just “forgive” the hundreds of billions they owe the U.S. Treasury. In these cases (as in many others), the guardians of self-government have not been the voters. Civic education should help students grasp the role of institutions and norms in safeguarding self-government and checking illiberal impulses, whether those are found on the right or the left.

I’m far less concerned with teaching students to get their way than with helping them understand how anti-majoritarian arrangements like the Bill of Rights, the federal system, the separation of powers, and judicial review can protect us—even in those moments when we’re furious about the results. Civics should teach students how democratic institutions actually work and what it takes to maintain them. And it should prepare them to be the kind of officials and citizens who will stand up to bullies, mobs, and demagogues in the years to come.

The opinions expressed in Rick Hess Straight Up are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Educating Citizens: Preparing America's Undergraduates for Lives of Moral and Civic Responsibility (Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, and Jason Stephens)

Permissions : This work is protected by copyright and may be linked to without seeking permission. Permission must be received for subsequent distribution in print or electronically. Please contact [email protected] for more information.

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Michigan Journal of Community Service Learning Fall 2003, pp. 70-75

Review Essay Higher Education’s Imperative: Rising to the Challenge of Educating Citizens

Priya Kapoor and Dilafruz R. Williams

Portland State University

Educating Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility

Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, and Jason Stephens San Francisco: Jossey-Bass, 2003

In a recent Peer Review article on “Educating for Citizenship,” Caryn McTighe Musil (2003) of the Association of American Colleges and Universities writes:

There has been a quiet revolution occurring in the academy over the last two decades. Civic concerns have achieved new visibility alongside the traditional academic mission of higher education. It is difficult to find a college campus that does not tout a coordinated center for community service, service-learning, or research centers devoted to distinctly civic issues. Institutions have redefined themselves to be more responsible citizens in their communities. Nearly a thousand college presidents are members of Campus Compact, an organization created to promote greater campuscommunity involvement. Seventy percent of students participate in some sort of service before they graduate (p. 4).

Musil’s reference to a “quiet revolution” is timely. In recent years, there has been a surge of interest in challenging academia to explicitly articulate its role in educating citizens.1 Our institutions are asked to confront their indulgence with age-old specialized curriculum fragmented into disciplinary boundaries that produce graduates skilled more at reading impersonal maps than mapping their own community’s civic interests through direct participation. Our inflexible and pedantic classrooms are being challenged for entrenched pedagogical habits of pedagogy disconnected from real life. Our fixation with efficiencies, competition, and economies of scale controlled by market forces is increasingly coming under scrutiny as we ask, what is education for?2 And, in particular, the lethargy, cynicism, and skepticism toward anything “politi

cal,” seen among 18-25 year-olds and undergraduates, are causing alarm as our democracy is progressively becoming a citizenry of spectators rather than participants.3 Consequently, the traditional goals of liberal arts education are being forced to be recast as the discourse of “engagement” becomes increasingly center-fold.

Taking head-on the challenges mentioned above is a timely and practical new book, Educating Citizens: Preparing Undergraduates for Moral and Civic Responsibility (henceforth, EC) by Colby, Ehrlich, Beaumont, and Stephens (2003). As a sequel to an earlier book on Civic Responsibility edited by Ehrlich (2000), EC illustrates the commitment made by The Carnegie Foundation for the Advancement of Teaching to a “vision of education that integrates intellectual with moral virtues and connects the values of civic responsibility to the classic academic mission of higher education” (p. xi).

Colby et al. are troubled that higher education institutions by and large have ignored their moral and civic goals. They are particularly disillusioned that academic cheating is increasing and there is less interest among youth in voting and political participation. They critically examine the historical underpinnings of pedagogical practices that are traditionally rewarded in academia and the rigidity of an educational system grounded in specialization and devoid of much connection with the realities of life. One outcome of burdensome teaching loads in universities is that students customarily become passive learners. Passivity is the wholesale reliance on classroom instruction exacerbated by separation of campus and community. Colby et al. call for change in precisely those approaches that lull faculty into believing that they are adequately doing their job of serving students. The complexity of

Page  71 Review Essay

world affairs, economic system of globalization, and plurality of public opinion force upon educators an imperative to search for more rigorous teaching forms and evaluation of their efforts. More importantly, Colby et al. point to the lack of conscious intentionality to bring moral education, character building, and civic participation into the academy’s mainstream discourse, recognizing that morality issues are traditionally tied to organized religion and right of center ideologies, a subject most teachers believe is outside their purview and would rather avoid.

However, instead of merely critiquing the decline resulting from the academy’s neglect, Colby et al.’s EC takes us on a journey of several institutions, programs, and courses where faculty and administrators are indeed making a difference. EC presents us with an array of case studies of higher education institutions that have defied the external pressures to conform to market demands and taken creative approaches to address their students’ moral and civic growth. EC surveys in depth a broad spectrum of 12 institutions that are public, private, faith-based, secular, research/doctoral, liberal arts, and community colleges. What binds these seemingly diverse institutions—for instance, Messiah College, Duke University, and Portland State University—is their commitment to integrate civic and moral concerns with mainstream academic life. Reminiscent of Ehrlich’s (2000) previous plea for civic responsibility in higher education, Colby et al.’s dedicated work is a call for revolutionary thinking within academe. They take it upon themselves to move readers for change in academia, illustrating cases that should be inspiring and groundbreaking to those uncertain of concrete benefits of restructuring a system that has resisted change. Colby et al., thus, have brought us a book that inspires a vision of the possible through concrete, down-to-earth examples.

From Margin to Center: A Multi-Faceted Approach

Colby et al. start from the fundamental assumption that “it is not possible to create a value-neutral environment” in colleges and universities. Hence, higher education “ought to educate for substantive values, ideals, and standards…and should not be content with what is sometimes referred to values clarification” (italics in original, p.11). Rather than pretend, the authors urge that institutions make conscious and deliberate choices about the “basic moral principles, ideals, and virtues” that can form a common ground to guide their work, including the work of educating citizens in a democracy (p.

11). They also urge that academia acknowledge there is a hidden curriculum often fraught with moral messages. Integrity is about making transparent to the community what one stands for and why.

Lest we think that higher education is impervious to outside influence, Colby et al. remind us that permeability is quite natural; hence, the task is to “find common values that constitute the foundation for moral and civic learning…while still recognizing that those shared values often come into conflict with each other and that different individuals and subcultures may create different hierarchies among these values” (p.12). Most likely, the mission of colleges and universities entails “a core set of values, such as intellectual integrity, concern for truth, and academic freedom;” nonetheless, they must also foster “values such as mutual respect, open-mindedness, the willingness to listen to and take seriously the ideas of others, procedural fairness, and public discussion of contested issues” (p. 13). EC’s authors aim to develop “the whole person, as an accountable individual and engaged participant in society—local, state, national, and global” (p.18).

Given that EC is about preparing undergraduates for both moral and civic responsibility, Colby et al. clarify that the moral and the civic are inseparable. The term morality describes “prescriptive judgments about how one ought to act in relation to other people” (p. 15). It follows that “many core democratic principles, including tolerance and respect, impartiality, and concern for both the rights of the individual and the welfare of the group, are grounded in moral principles” (p. 15). Moral considerations are always included in civic decisions. Hence it is crucial that good judgments and a strong moral compass be used during civic and political involvement.

In trying to further clarify their conceptual framework, Colby et al. view political engagement as a particular subset of civic responsibility, yet distinct from other forms of civic participation because political engagement exists on a continuum with apolitical forms of civic engagement. Going beyond electoral politics, the authors define political engagement as “including activities intended to influence social and political institutions, beliefs, and practices and to affect processes and policies relating to community welfare, whether that community is local, state, national, or international” (p. 19). Political engagement, therefore, may include:

working informally with others to solve a community problem; serving in neighborhood organizations, political interest groups, or

Page  72 Kapoor and Williams

political organizations; participating in public forums on social issues, discussing political issues with family and friends, and trying to influence others’ political opinions; working on a campaign…; thus, not all forms of civic involvement count as political. (p. 19)

To educate citizens, then, is to develop a wide array of capacities:

The first is moral and civic understanding, which includes dimensions such as interpretation, judgment, and knowledge. The second category is moral and civic motivation and includes values, interests, emotions such as empathy and hope, sense of efficacy, and moral and civic identity. Finally, some core skills are essential for carrying out moral and civic responsibility by applying core knowledge and virtues and transforming informed judgments into action. Given these capacities, moral and civic maturity requires competence in a wide range of practical areas, including moral and political discourse and other forms of communication, interpersonal relationships, and civic and political engagement. Among the skills needed for the latter are the ability to lead, to build a consensus, and to move a group forward under conditions of mutual respect. (pp. 19-20)

The curriculum, extra-curricular activities, and campus culture are all fertile sites for such holistic learning in higher education. EC presents a forceful argument for restructuring the current paradigm of education by showcasing the work done in 12 institutions of higher learning, along with dozens of courses and programs from other campuses. These colleges and universities vary in organization, size, location, and ideological persuasion— religious or other—demonstrating the varied modifications of moral and civic education, and its ability to fit multiple institutional philosophies. Most of the institutions provide rhetorical, structural, and functional support to administrators, faculty, staff, and students to keep alive the vital discourse of moral and civic education. The case studies also share a number of general features: integrating moral and civic education into the curriculum, connections with real life, and creating campus-wide shared cultural values. Based on the authors’ field research, the text is rich with myriad practical examples of ways that campuses can make education of citizens their primary focus.

Alverno College, most notable for its assessment efforts and a diagnostic digital portfolio, is a small Roman Catholic college for women in Milwaukee, Wisconsin. Since the 1960s, it has been a leader in “spelling out competencies that its students should

have when they graduate and in defining and assessing those competencies” (Colby et al., p. 53). At Alverno, a large number of academic programs have moral and civic responsibility. There is even a major in community leadership and development, and another in experiential learning and community development (p. 54). Abilities such as “Valuing in Decision Making, Social interaction, Global Perspective, and Effective Citizenship” are assessed and required for graduation. Along similar lines, at Greeneville, Tennessee-based Tusculum College, students must demonstrate nine competencies titled, Self-Knowledge: The Examined Life, Civility, and Ethics of Social Responsibility

(p. 54). This small liberal arts college has also instituted a required Commons Curriculum and has a strong program of service-learning with a community governance structure. The College’s Ethics and Social Responsibility competency addresses further categories such as: Individual and Community, Public and Private Life, Diversity and the Common Good, and Civic Responsibility and Social Change. In the latter instance, students gain understanding in complex social issues by actually participating in, and improving, their own communities. Under the leadership of its President, Duke University in North Carolina has restructured its general education program to include two required Ethical Inquiry courses and a first-year writing program emphasizing ethics. Duke houses the Kenan Institute of Ethics that also promotes honor codes on academic integrity. Portland State University’s motto, “Let Knowledge serve the City,” displayed prominently on the bridge accessing the campus, is an important visual and philosophical backdrop to hundreds of community-based learning courses. This large university in Portland, Oregon, with mostly commuter students, has a decade-strong general education program called University Studies, which foregrounds civic involvement in freshman inquiry courses through senior capstone experiences undertaken exclusively to address community needs and interests. Like Duke, Portland State University’s reform efforts were led by its President (p. 59). At Spelman College, which is a historically black women’s college in Atlanta, community-based service forms the main drive of its moral and civic development efforts, though social justice is a strong “subtheme” of the campus ethos. A plaque that reads, “Spelman College, Women Who Serve,” acts as an unofficial motto as “leadership, service, and commitment” are embraced for improving the largely black local community (p. 60).

Kapi`olani Community College, in Honolulu, has a diverse student body that fiercely protects its

Page  73 Review Essay

students’ right to appreciate their own cultural identity and difference, and that of others. Hawaiian and Asian-Pacific influences are included into teaching even as the college has adopted six emphases, across the curriculum, one of which is service-learning. “Campus leaders see the incorporation of values, ethics, and service into the curriculum as an organic, bottom-up process triggered and fostered to a large extent by the involvement of the institution with the community” (p. 61). The United States Air Force Academy in Colorado Springs, Colorado, has instituted the Center for Character Development to oversee its stated goal of moral education—character development, using the language of virtues: “forthright integrity, selflessness, commitment to excellence, respect for human dignity, decisiveness, responsibility, selfdiscipline and courage, and appreciation of spirituality” (p. 62). Similarly, Turtle Mountain College espouses values sacred to the Chippewa tribe— humility, love, creation, bravery, honesty, knowledge, wisdom, and truth. The college is located in Minot, North Dakota, and their curriculum has full commitment to the tribal community and Native American culture. At the Protestant Christian institution, Messiah College, located in rural western Pennsylvania, one can see commitment to combining civic education framed within Christian values and faith throughout the curriculum. California State University at Monterey Bay, which is a newly built campus on an army base, has a distinctive vision statement committed to civic engagement and social justice goals in the community embedded within its outcomes-based curriculum. The vision statement is signed by all new faculty and staff and displayed in several locations on campus. Along parallel lines, another campus, the University of Notre Dame, a Catholic institution in South Bend, Indiana, has a distinctive mission statement that is testimony to its commitment to social justice. At graduation, students take a pledge to accept jobs that uphold their own and their alma mater’s promise toward goals in service and justice. Social justice and community activism are also recurring themes in the curriculum at the College of St. Catherine, the largest Catholic women’s college, situated in St. Paul, Minnesota.

Many of the values upheld by these institutions are explicitly stated in their mission statements—a critical first step to establishing and changing institutional culture. Furthermore, a variety of required undergraduate courses explicitly include promoting and fostering civic and moral responsibility. And, these campuses ensure that the students are connected to their communities through active engagement in issues of civic welfare and social

justice. These institution-wide efforts are indicators that shaking free of the status quo of higher education can indeed be made a priority.

Rising to the Challenge: An Impetus for Change

The education terrain is considerably different from the 1920s liberal arts school in which Colby et al.’s upper-class model student Virginia Durr studied to prepare herself to be a good wife and citizen, while still doubting the benefits of racial equality. When she is asked to share her dinner table with a person of color, she recoils, pleading that her father would not approve and the authorities respond that her father is her problem and not theirs. Feeling suitably challenged, Durr stays. She later reflects upon this incident and her characterbuilding years in college, once she is married and has acquired status in life, which then lead her to become an activist for social justice.

Unlike men and women of Durr’s generation, our current students have to learn quickly to live with each other while assimilating the vast knowledge base within their own majors. Therefore we do not serve the cause of moral and civic education by designing courses in morality, ethics, and community that are peripheral to students’ core disciplinary education. The student body as well as the world in which our students, domestic and international, participate are now culturally and politically contingent. Hence, Colby et al. use a more acceptable and apt variation of the term liberal arts education—liberal education—to encompass the vastly adjusted reality of our educational actors, i.e., students and their faculty. Since democracy should not be taken for granted, as John Dewey (1910) urged, we take on the directive posed by Colby et al. and ask: (i) How must students conduct themselves in order to be the true inheritors and makers of democracy? and (ii) What pedagogical practices can faculty embrace to incorporate the political, historical, and cultural interests no matter what their disciplinary leanings?

Universities and colleges that are most successful in making students mindful of their conduct are those that have codified and enumerated civil expectations on campus. An “anything goes” attitude does not allow students to reflect upon their own behaviors and assumptions, nor does it order their thought process when interacting with the diverse contexts they are bound to be part of on and off campus. As seen in EC, Spelman College has a decorum guide, Air Force Academy believes in systematic character development of its cadets, and all students at California State University at Monterey

Page  74 Kapoor and Williams

Bay take a course on ethical communication. In addition, students at several campuses in EC frequently endorse academic integrity charters and sign honor codes. Colby et al. believe that participation in these activities is a bold and rare move by students who stand to destabilize their own social world that places value on loyalty to friends and the dominant cultural value of individual advancement. We believe that self-discipline comes from constantly deliberating on moral and ethical questions, some of which are bound to arise while serving in community organizations, domestically and overseas.

Bringing its idealism and wisdom to academia, EC rouses teachers to stave off practices they have accepted not because they believe in them, but because they are taught so. As teachers, we must give varied formats a chance to develop students’ abilities and decenter inflexible teaching practices that prevent students from interacting gainfully in a pluralistic world. For instance, when we place students in nonprofit, service-based organizations, they confront their racial and class positioning in a way they rarely have previously. This chance to learn and serve is a valuable opportunity to connect with diverse community organizations and bring back practical insights to class work, contextualizing one’s theoretical learning on varied subject matter. To examine the kind of pedagogy that enhances developing moral and civic responsibility is instructive here. Pedagogy is not simply a series of skills or techniques; rather it is cultural and performative. We believe that as educational practitioners we must broaden the possibilities of incorporating political, historical, and social considerations in our daily pedagogies. We must speak to the students’ everyday lives: faced with countless cultural, political, and historical realities and discourses— many within popular culture domains—that students in turn challenge, confront, comprehend, and/or imbibe. As performative practice, pedagogy questions traditional knowledge production and canonizing thought within the academy by reconfiguring the teacher and student location whereby they can engage with, produce, and make sense of knowledge and theory while contributing to their institutions and communities. Multiculturalism debates have served an important influence in academia while transforming teaching practices and philosophies, curricula, and student participation in higher education. In the same way, moral and civic consciousness inculcated through coursework and community-based learning promises to transform university life and the quality of democratic participation in society. Scholars today are addressing the lack of faith our youth have in polit

ical democratic processes by consciously creating spaces and opportunities on campuses whereby students can delve into learning and serving, and grappling with the nitty-gritty of democratic community participation. Moral judgment and development are decidedly enhanced through deliberative pedagogies at college. Students’ chronic tendency to believe that each position presented in an academic argument is equal and opposite to another, without weighing the moral, ethical worth of it, is an opportunity for faculty. The challenge is to overturn this form of relativistic and simplistic tendency through transforming it into a learning moment. In such cases relevant reading and communitybased interventions present rewards as time spent in the community is a phenomenological, embodied experience and goes beyond hypothetical examples from texts.

In conclusion, the post September 11, 2001 social and political climate, passage of the Patriot Act, and the most recent challenge to Affirmative Action make the analyses of Educating Citizens and its imperative of moral and civic education more pressing and current. Struggle to maintain democracy and plurality of viewpoint is not over in western societies, in this case the United States, which prides itself on values of freedom and justice. Democracy requires active participation in social, cultural, and political processes toward the common good. Education that is mindful of this goal is the key to continuing the legacy of democratic participation.

Both authors have contributed equally to this essay.

1 See for instance, Campus Compact www.compact. org.civic for scholarship, conferences, research undertakings, and special issues of journals devoted to this topic.

2 Orr, D. (1992). Ecological literacy: Education and the transition to a postmodern world. New York: SUNY.

3 For an essay review of Ehrlich (2000) see: Williams, D. R. (2000). Participants in, not spectators to, democracy: The discourse on civic responsibility in higher education. Michigan Journal of Community Service Learning, 7, 158-165.

Dewey, J. (1914). Democracy and education. New York: Free Press.

Ehrlich, T. (Ed.). (2000). Civic responsibility in Higher Education. Phoenix, AZ: Oryx Press.

Musil, C. (Spring 2003). Educating for Citizenship. Peer Review 5(3), 4-8.

Page  75 Review Essay

PRIYA KAPOOR is assistant professor in the department of Communication at Portland State University and teaches a popular course in intercultural communication as a community-based learning course. Her pedagogy and writing examine race, class, gender, and nation, at the local and international levels, in media and globalizing discourses. Her recent writing includes: “Multiculturalism with an Edge,” in Encounter: Education for Meaning and Social Justice; and “Gendered Sites of Conflict: Internet Activism in Reproductive Health,” in Feminist Media Studies.

DILAFRUZ R. WILLIAMS is professor of Educational Policy, Foundations, and Administrative Studies, at Portland State University. Previously, as director of Community-University Partnerships, she initiated long-term partnerships and provided faculty development in community-based learning. Her scholarship examines formation of community in democracy in contemporary times with a particular focus on the role of K-12 schools and higher education institutions. She is co-author of Ecological Education in Action: On Weaving Education, Culture, and the Environment published by SUNY press. She was recently elected to a four-year term on the Portland School Board.

Responsibilities of Citizenship

This lesson provides

Guiding Questions

• What does a good citizen know, believe, and do?
• Students evaluate and discuss the knowledge, skills, dispositions, and activities necessary for good citizenship.

Expand Materials Materials

Educator Resources

• Handout A: A Good Citizen Answer Key

Student Handouts

• Responsibilities of Citizenship Essay

Handout A: A Good Citizen

Handout b: citizen slips, expand key terms key terms.

• civil discourse
• philanthropic

Expand Prework Prework

Have students read Introductory Essay: Responsibilities of Citizenship .

Instruct students to ask their parents, siblings, or a friend what they believe make makes a good citizen and write down a few responses to share at the beginning of class the following day.

Teacher should cut apart the Citizen Slips on Handout B , and place the small strips of paper in a jar or envelope.

Expand Warmup Warmup

Divide students into groups of three or four and distribute Handout A: A Good Citizen . Give groups five minutes to respond on the Handout regarding the knowledge, beliefs and actions of a good citizen.

Reconvene the class and invite students to share their responses to Handout A . Keep a list of responses on the board.

Expand Activities Activities

Keep students in their small groups and have groups draw 5-10 slips from Handout B: Citizen Slips . In their groups, they should answer the question: At this point in your life, what can you do individually in relationship to the knowledge, belief, or action on the Citizen Slip?

Ask students to put their Citizen Slips into two groups: one for those Slips that describe private exercise of values (e.g. providing for family, keeping one’s promises), and another for Slips that describe public applications of values (e.g. voting, running for office.) In what ways might some of the activities overlap these two categories (private/public)?

Expand Wrap Up Wrap Up

Point out the Alexander Hamilton quote at the end of the essay:

“It seems to have been reserved to the people of this country, by their conduct and example, to decide the important question, whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force.” (Alexander Hamilton, Federalist No. 1, 1787)

Make a T-chart on the board with columns for positive and negative. Ask students to list a few of the most important types of positive “conduct and example” for the survival of good government. Then have them list some of the negative citizenship behaviors that concern them the most. Conclude by asking, “What can you do now to demonstrate and encourage behaviors that reflect good citizenship? To what extent is it your responsibility to resist and discourage negative behaviors?”

Expand Homework Homework

Have students research local non profit or government agencies whose mission they support. Have them note in their journals, what sorts of things they might be able to help with through volunteer work. Encourage students to follow through with these activities as they are able.

Expand Extensions Extensions

Go to www.goodcitizen.org and select one of their Top 10 Citizen Actions and document yourself completing them via a video recording, podcast, or journal entry.

Essay: Responsibilities of Citizenship

Next Lesson

Ancient Republics and European Charters

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The start of a new semester is an opportunity to create a new community and learning culture in the classroom.  For many teachers this semester, this community building is taking place in new and challenging circumstances.

Essay on Responsibility

Essay generator.

Responsibility, an essential virtue, plays a pivotal role in shaping an individual’s character and contributing to societal progress. It encompasses a wide range of actions and attitudes, from personal accountability to civic duty. This essay delves into the multifaceted nature of responsibility, its importance in various aspects of life, and ways to foster it.

Responsibility

At its core, responsibility is the moral obligation to act correctly and make decisions that positively impact oneself and others. It involves recognizing and accepting the consequences of one’s actions. Responsibility is not just about fulfilling duties; it is about being reliable, trustworthy, and making decisions that are considerate of others.

Personal Responsibility

Personal responsibility is fundamental in shaping one’s life. It involves self-discipline, time management, and the ability to make thoughtful decisions. For instance, students demonstrate personal responsibility by completing their assignments on time and preparing for exams. Adults show it by managing their finances wisely and fulfilling their professional obligations.

Social Responsibility

Beyond personal spheres, responsibility extends to social contexts. Social responsibility involves contributing to the welfare of society and the environment. It includes actions like volunteering, recycling, and being informed about social issues. Companies exhibit social responsibility through ethical business practices and community engagement.

Responsibility in Relationships

Responsibility is crucial in building and maintaining healthy relationships. It requires honesty, respect, and the ability to listen and respond to the needs of others. In friendships, it might mean being there for someone in difficult times. In family dynamics, it involves contributing to household chores and supporting family members.

Academic Responsibility

In academic settings, responsibility is key to success. It involves attending classes regularly, engaging in learning activities, and respecting teachers and peers. Academic responsibility also includes academic integrity – avoiding plagiarism and cheating, which are detrimental to one’s learning process.

Civic Responsibility

Civic responsibility entails participation in the democratic process, adherence to laws, and involvement in community affairs. It includes voting, being aware of current events, and possibly engaging in activism or community service. Civic responsibility is the bedrock of a functioning democracy.

Professional Responsibility

In the workplace, responsibility is synonymous with dependability and professionalism. It involves meeting deadlines, collaborating with colleagues, and adhering to ethical standards. Professional responsibility also includes continual self-improvement and contributing positively to the work environment.

The Consequences of Irresponsibility

Irresponsibility can have far-reaching consequences. Neglecting personal health, for example, can lead to chronic diseases. Academic irresponsibility can result in poor grades and lost opportunities. Social irresponsibility can contribute to environmental degradation and societal problems.

Fostering Responsibility

Responsibility can be developed through practice and reflection. Setting personal goals, managing time effectively, and reflecting on one’s actions are ways to cultivate personal responsibility. Participating in community service and staying informed about social issues can enhance social responsibility.

Responsibility is not just a moral obligation; it is a necessary component for personal growth and societal well-being. It manifests in various forms, from personal to professional, and its absence can have detrimental effects. By embracing responsibility in all its forms, individuals can lead more fulfilling lives, and societies can thrive. As we navigate the complexities of the modern world, the value of responsibility becomes even more pronounced, making it an indispensable virtue for the future.

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UW-Eau Claire students engage in civic responsibility

With more than $27 million already spent on television ads, the April 4 election for the Wisconsin Supreme Court is the most expensive judicial race in American history.

As campaign teams and special interest groups pour money into a race that will determine the majority control of the state’s highest court, University of Wisconsin-Eau Claire student leaders are educating Blugolds about where, when and how to vote.

The Student Senate’s Intergovernmental Affairs Commission’s goal is for all students — regardless of their political affiliation — to have the election-related information they need to vote in April, says Hannah Kelly, a UW-Eau Claire junior who serves as the IGA director.

It’s important for students to have that information because “historically, college students have been a population that doesn’t vote as much either due to apathy or unequal access and knowledge,” says Kelly, a political science major and Spanish minor who also is earning certificates in social diversity and equity, diversity and inclusion-Peace Corps.

Those efforts already are making an impact, says Jake Wrasse, UW-Eau Claire’s legislative and community relations liaison.

For example, in the February 2018 Supreme Court primary election, there were 109 votes cast in Eau Claire’s Ward 20, which is primarily comprised of students living in the upper campus residence halls. In the February 2023 Supreme Court primary election, 310 votes were cast in Ward 20. So, voting rates in the ward increased by more than 184% from 2018-2023, Wrasse says.

“The university’s mission calls us to foster active citizenship among our students and increases in student voting over the past several years show Blugolds are continually becoming more engaged with this important civic responsibility,” Wrasse says.

When making decisions, policymakers often overlook college students even when their decisions directly impact students, Kelly says.

“So, it’s more important more than ever that we show up and act,” Kelly says. “It’s important that we vote so we can show policymakers that college students are a population that needs to be considered.”

With that goal in mind, the IGA is organizing several election-related initiatives prior to the April 4 election, Kelly says.

 The Student Senate will partner with the League of Women Voters, a nonpartisan organization that promotes voting, to share voting-related information with students. Senate and LWV representatives will be in Davies Center from 10 a.m.-2 p.m. March 29.

On April 3, IGA members and the senate’s Communication Commission will jointly host Motivation Monday, a weekly event where senators interact with students. Beginning at noon April 3 outside of Davies Center, senators will promote voting, help students know where and how to vote, and share voter registration information, she says.

“These and other efforts by student leaders to encourage their classmates to register to vote and get to the polls will help many Blugolds vote for the first time, which is the first step in making voting a lifelong habit,” Wrasse says.

Kelly also encourages students to visit the Student Senate and MyVote Wisconsin websites to find voter registration information.

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Princeton University 2024-25 Supplemental Essay Prompt Guide

Early Action: Nov 1

Regular Decision Deadline: Jan 1

Princeton University 2024-25 Application Essay Questions Explanation

The Requirements: 2 essays of 250 words, 1 essay of 500 words, 3 short responses

Supplemental Essay Type(s): Community ,  Why , Oddball

This is Princeton, the Number One university in the nation. Maybe you’ve heard of it? JK, we can smell the sweat on your palms from here. So first, take a breath. The Princeton supplement is extremely straightforward (perhaps too straightforward?) and your greatest challenge will be to refrain from overthinking it. Don’t intimidate yourself with visions of what you think admissions officers want to see on an application. Self-aggrandizing or downright false stories aren’t going to win anyone over. It’s the unique, specific details that only you can share that will set you apart and seal you in an admissions officer’s memory. Take this as your mantra: be yourself! 

For A.B Degree Applicants or Those Who are Undecided:

As a research institution that also prides itself on its liberal arts curriculum, princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. what academic areas most pique your curiosity, and how do the programs offered at princeton suit your particular interests (please respond in about 250 words or fewer.) .

To ace this question, you’ll need to articulate for admissions why a well-rounded liberal arts education is important to you. Do you think Princeton’s liberal arts curriculum will allow you to build upon your communication and problem solving skills, preparing you for a career in civil service? Maybe you think it will help you be more marketable once you enter the working world, preparing you to work in a variety of fields (which is especially helpful if you’re undecided). What classes are you dying to take? Which academic programs call to you and why? Demonstrate your interest in Princeton’s academic offerings (and liberal arts curriculum, for brownie points) and admissions is bound to be impressed!

For B.S.E Degree Applicants:

Please describe why you are interested in studying engineering at princeton. include any of your experiences in or exposure to engineering, and how you think the programs offered at the university suit your particular interests. (please respond in 250 words or fewer.).

You can get an engineering degree at thousands of schools across the country, so why are you so keen to study engineering at Princeton specifically? Remember that this isn’t set in stone, so don’t stress over your vision; just show that you’ve done your research. Maybe your sister regaled you with stories about her experience studying engineering at Princeton, and you knew you wanted the same experience for yourself. Maybe there is an alum who is doing what you aspire to do, and you want to follow in their footsteps! Does Princeton have a specific program that many other schools do not offer? Whatever it is that draws you to Princeton’s engineering program, make sure that, after reading your essay, admissions has a clear understanding of your interest and goals.

1. Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you?  (Please respond in 500 words or fewer.)

Engaging others in meaningful conversations about important issues can be incredibly intimidating and challenging, and the Princeton admissions department knows this. That is, in part, why they are curious to learn how your lived experiences will impact the way you engage with others on campus. What has shaped you as a person and how has that made your perspective unique? What lessons have you learned and applied? What can you share with others? Is there anything you can teach your classmates or peers about your hometown, culture, religion, identity, race, or ethnicity that they might not already know? Admissions wants to know how your lived experiences will affect the conversations you have and the ways in which you contribute to the Princeton community. Tell admissions a story that demonstrates your investment in listening, learning, and connecting.

2. Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (Please respond in 250 words or fewer.)

Princeton wants to welcome motivated, socially aware students to campus next fall, so tell admissions about a time when you gave back to your community in a meaningful way. (Hint: your “community” can be as small as your neighborhood and as large as the entire world or even universe!) Maybe you’ve volunteered at your church’s food pantry every other weekend since you were in middle school or canvassed for political candidates that you believe will generate positive change for generations to come. Whatever your example(s) may be, don’t be afraid to touch on what those experiences meant to you (after all, you do have 250 words to work with!). And bonus points if you can connect your past service to the work you hope to do in the future. 

More About You

Please respond to each question in 50 words or fewer. there are no right or wrong answers. be yourself, what is a new skill you would like to learn in college, what brings you joy , what song represents the soundtrack of your life at this moment.

Do not, we repeat, do not overthink your responses to these questions. Admissions even goes so far as to say that there are no right or wrong answers. So, go with your gut. Maybe, in college, you’re hoping to learn how to speed read, or play frisbee, or even ride a bike! Perhaps you want to tell admissions about the look on your sister’s face everytime you agree to play dress-up with her (what brings you joy?). As for the song, we’d recommend keeping it clean, but other than that, let your freak flag fly. Are you currently listening to “Midnight Sky” by Miley Cyrus on repeat? Or maybe “Ooh La La” by The Faces really resonates with you as you’re growing up and learning life’s tough lessons. Whatever it may be, be true to yourself and you’ll ace these short answers.

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What happened in the Kolkata rape case that triggered doctors’ protests?

Activists and doctors in India demand better safeguarding of women and medical professionals after a trainee medic was raped and murdered in Kolkata.

Activists and doctors across India continued to protest on Wednesday to demand justice for a female doctor, who was raped and murdered while on duty in a hospital in the eastern city of Kolkata.

Feminist groups rallied on the streets in protests titled “Reclaim the Night” in Kolkata overnight on Wednesday – on the eve of India’s independence day – in solidarity with the victim, demanding the principal of RG Kar Medical College resign. Some feminist protesters also marched well beyond Kolkata, including in the capital Delhi.

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While the protests were largely peaceful, a small mob of men stormed the medical college and vandalised property. This group was dispersed by the police.

This comes after two days of nationwide protests by doctors following the incident at RG Kar Medical College in West Bengal’s capital city. “Sit-in demonstrations and agitation in the hospital campus will continue,” one of the protesting doctors, identified as Dr Mridul, told Al Jazeera.

Services in some medical centres were halted indefinitely, and marches and vigils shed light on issues of sexual violence, as well as doctors’ safety in the world’s most populous nation.

What happened to the doctor in Kolkata?

A 31-year-old trainee doctor’s dead body, bearing multiple injuries, was found on August 9 in a government teaching hospital in Kolkata.

The parents of the victim were initially told “by hospital authorities that their daughter had committed suicide,” lawyer and women’s rights activist Vrinda Grover told Al Jazeera. But an autopsy confirmed that the victim was raped and killed.

Grover has appeared for victims in sexual violence cases in India in the past, including Bilkis Bano , a Muslim woman who was gang-raped during the 2002 Gujarat riots, and Soni Sori, a tribal activist based in Chhattisgarh state.

Thousands of doctors marched in Kolkata on Monday, demanding better security measures and justice for the victim.

On Tuesday, the Kolkata High Court transferred the case to the Central Bureau of Investigation (CBI).

The Federation of Resident Doctors Association (FORDA) called for a nationwide halting of elective services in hospitals starting on Monday. Elective services are medical treatments that can be deferred or are not deemed medically necessary.

On Tuesday, FORDA announced on its X account that it is calling off the strike after Health Minister Jagat Prakash Nadda accepted protest demands.

One of these demands was solidifying the Central Protection Act, intended to be a central law to protect medical professionals from violence, which was proposed in the parliament’s lower house in 2022, but has not yet been enacted.

FORDA said that the ministry would begin working on the Act within 15 days of the news release, and that a written statement from the ministry was expected to be released soon.

Press release regarding call off of strike. In our fight for the sad incident at R G Kar, the demands raised by us have been met in full by the @OfficeofJPNadda , with concrete steps in place, and not just verbal assurances. Central Healthcare Protection Act ratification… pic.twitter.com/OXdSZgM1Jc — FORDA INDIA (@FordaIndia) August 13, 2024

Why are some Indian doctors continuing to protest?

However, other doctors’ federations and hospitals have said they will not back down on the strike until a concrete solution is found, including a central law to curb attacks on doctors.

Those continuing to strike included the Federation of All India Medical Associations (FAIMA), Delhi-based All India Institute Of Medical Sciences (AIIMS) and Indira Gandhi Hospital, local media reported.

Ragunandan Dixit, the general secretary of the AIIMS Resident Doctors’ Association, said that the indefinite strike will continue until their demands are met, including a written guarantee of the implementation of the Central Protection Act.

Medical professionals in India want a central law that makes violence against doctors a non-bailable, punishable offence, in hopes that it deters such violent crimes against doctors in the future.

Those continuing to protest also call for the dismissal of the principal of the college, who was transferred. “We’re demanding his termination, not just transfer,” Dr Abdul Waqim Khan, a protesting doctor told ANI news agency. “We’re also demanding a death penalty for the criminal,” he added.

“Calling off the strike now would mean that female resident doctors might never receive justice,” Dr Dhruv Chauhan, member of the National Council of the Indian Medical Association’s Junior Doctors’ Network told local news agency Press Trust of India (PTI).

Which states in India saw doctors’ protests?

While the protests started in West Bengal’s Kolkata on Monday, they spread across the country on Tuesday.

The capital New Delhi, union territory Chandigarh, Uttar Pradesh capital Lucknow and city Prayagraj, Bihar capital Patna and southern state Goa also saw doctors’ protests.

Who is the suspect in the Kolkata rape case?

Local media reported that the police arrested suspect Sanjoy Roy, a civic volunteer who would visit the hospital often. He has unrestricted access to the ward and the police found compelling evidence against him.

The parents of the victim told the court that they suspect that it was a case of gang rape, local media reported.

Why is sexual violence on the rise in India?

Sexual violence is rampant in India, where 90 rapes were reported on average every day in 2022.

Laws against sexual violence were made stricter following a rape case in 2012, when a 22-year-old physiotherapy intern was brutally gang-raped and murdered on a bus in Delhi. Four men were hanged for the gang rape, which had triggered a nationwide protests.

But despite new laws in place, “the graph of sexual violence in India continues to spiral unabated,” said Grover.

She added that in her experience at most workplaces, scant attention is paid to diligent and rigorous enforcement of the laws.

“It is regrettable that government and institutions respond only after the woman has already suffered sexual assault and often succumbed to death in the incident,” she added, saying preventive measures are not taken.

In many rape cases in India, perpetrators have not been held accountable. In 2002, Bano was raped by 11 men, who were sentenced to life imprisonment. In 2022, the government of Prime Minister Narendra Modi authorised the release of the men, who were greeted with applause and garlands upon their release.

However, their remission was overruled and the Supreme Court sent the rapists back to jail after public outcry.

Grover believes that the death penalty will not deter rapists until India addresses the deeply entrenched problem of sexual violence. “For any change, India as a society will have to confront and challenge, patriarchy, discrimination and inequality that is embedded in our homes, families, cultural practices, social norms and religious traditions”.

What makes this case particularly prominent is that it happened in Kolkata, Sandip Roy, a freelance contributor to NPR, told Al Jazeera. “Kolkata actually prided itself for a long time on being really low in the case of violence against women and being relatively safe for women.”

A National Crime Records Bureau (NCRB) report said that Kolkata had the lowest number of rape cases in 2021 among 19 metropolitan cities, with 11 cases in the whole year. In comparison, New Delhi was reported to have recorded 1, 226 cases that year.

Prime Minister Modi’s governing Bharatiya Janata Party (BJP) has called for dismissing the government in West Bengal, where Kolkata is located, led by Mamata Banerjee of All India Trinamool Congress (AITC). Banerjee’s party is part of the opposition alliance.

Rahul Gandhi, the leader of the opposition in parliament, also called for justice for the victim.

“The attempt to save the accused instead of providing justice to the victim raises serious questions on the hospital and the local administration,” he posted on X on Wednesday.

Roy spoke about the politicisation of the case since an opposition party governs West Bengal. “The local government’s opposition will try to make this an issue of women’s safety in the state,” he said.

Have doctors in India protested before?

Roy explained to Al Jazeera that this case is an overlap of two kinds of violence, the violence against a woman, as well as violence against “an overworked medical professional”.

Doctors in India do not have sufficient workplace security, and attacks on doctors have started protests in India before.

In 2019, two junior doctors were physically assaulted in Kolkata’s Nil Ratan Sircar Medical College and Hospital (NRSMCH) by a mob of people after a 75-year-old patient passed away in the hospital.

Those attacks set off doctors’ protests in Kolkata, and senior doctors in West Bengal offered to resign from their positions to express solidarity with the junior doctors who were attacked.

More than 75 percent of Indian doctors have faced some form of violence, according to a survey by the Indian Medical Association in 2015.

What happens next?

The case will now be handled by the CBI, which sent a team to the hospital premises to inspect the crime scene on Wednesday morning, local media reported.

According to Indian law, the investigation into a case of rape or gang rape is to be completed within two months from the date of lodging of the First Information Report (police complaint), according to Grover, the lawyer.

The highest court in West Bengal, which transferred the case from the local police to the CBI on Tuesday, has directed the central investigating agency to file periodic status reports regarding the progress of the investigation.

The FIR was filed on August 9, which means the investigation is expected to be completed by October 9.

Bengal women will create history with a night long protest in various major locations in the state for at 11.55pm on 14th of August’24,the night that’ll mark our 78th year as an independent country. The campaign, 'Women, Reclaim the Night: The Night is Ours', is aimed at seeking… pic.twitter.com/Si9fd6YGNb — purpleready (@epicnephrin_e) August 13, 2024

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Fact-Checking Claims About Tim Walz’s Record

Republicans have leveled inaccurate or misleading attacks on Mr. Walz’s response to protests in the summer of 2020, his positions on immigration and his role in the redesign of Minnesota’s flag.

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By Linda Qiu

Since Gov. Tim Walz of Minnesota was announced as the Democratic nominee for vice president, the Trump campaign and its allies have gone on the attack.

Mr. Walz, a former teacher and football coach from Nebraska who served in the National Guard, was elected to the U.S. House of Representatives in 2006 and then as Minnesota’s governor in 2018. His branding of former President Donald J. Trump as “weird” this year caught on among Democrats and helped catapult him into the national spotlight and to the top of Vice President Kamala Harris’s list of potential running mates.

The Republican accusations, which include questions over his military service , seem intended at undercutting a re-energized campaign after President Biden stepped aside and Ms. Harris emerged as his replacement at the top of the ticket. Mr. Trump and his allies have criticized, sometimes inaccurately, Mr. Walz’s handling of protests in his state, his immigration policies, his comments about a ladder factory and the redesign of his state’s flag.

Here’s a fact check of some claims.

What Was Said

“Because if we remember the rioting in the summer of 2020, Tim Walz was the guy who let rioters burn down Minneapolis.” — Senator JD Vance of Ohio, the Republican nominee for vice president, during a rally on Wednesday in Philadelphia

This is exaggerated. Mr. Walz has faced criticism for not quickly activating the National Guard to quell civil unrest in Minneapolis in the summer of 2020 after the murder of George Floyd by a police officer. But claims that he did not respond at all, or that the city burned down, are hyperbolic.

Mr. Floyd was murdered on May 25, 2020, and demonstrators took to the streets the next day . The protests intensified, with some vandalizing vehicles and setting fires. More than 700 state troopers and officers with the Minnesota Department of Natural Resources’ mobile response team were deployed on May 26 to help the city’s police officers, according to a 2022 independent assessment by the state’s Department of Public Safety of the response to the unrest.

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