Diversity & Democracy: Civic Learning for Shared Futures
Diversity & Democracy Volume 14, Number 3  

Diversity & Democracy
Volume 14,
Number 3

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About This Issue
Featured Topic: Shared Futures
Higher Education for Civic Learning and Democratic Engagement: Reinvesting in Longstanding Commitments
Reconfiguring Civic Engagement
on Campus: What Are the Levers for
Civic Literacy across the
The Civic Power of Interfaith
Assessing Civic Mindedness
Connecting with Community
Educating for Changemaking
Campus Practice
Supporting Students through
Community Connections
Engaging Diversity and
Democracy in Local and National
Research Report
Fostering Social Change
Leadership among Asian American
And More...
In Print


The Democracy Imperative

The Democracy Imperative (TDI), sponsored by the University of New Hampshire and directed by Diversity & Democracy board member Nancy Thomas, is a national network of educators focused on improving higher education's role in strengthening democracy. TDI's website houses a series of pertinent resources, including publications, syllabi, and a forward-thinking Statement of Principles and Practices. To access these and other resources or to sign up for free membership, visit www.unh.edu/democracy.

Speak Up Handbook

Created by the Southern Poverty Law Center, this incisive resource provides essential advice for confronting "everyday bigotry" in a wide variety of contexts, from social events to on-campus encounters to the workplace. The guide paints a vivid picture of the many forms bias assumes in daily life and lists concrete steps one can take to address one's own missteps as well as the actions of others. To download the handbook as a PDF file, visit www.tolerance.org/publication/speak/speak.

The Road Half Traveled

In The Road Half Traveled: University Engagement at a Crossroads, released in December 2010 by the Democracy Collaborative at the University of Maryland, authors Rita Axelroth and Steve Dubb examine ten institutions to determine the positive and negative effects of engagement with local communities. The authors identify each school as a facilitator, a leader, or a convener in improving the status of the broader community, and they analyze their collective work to determine best practices for community engagement. To download the report, visit www.margainc.com/html/Road_Half_Traveled_web.pdf.

Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
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