The programme asks design practitioners to step beyond their traditional professional and occupational role and to consider the broader application of design practices, as a means of formulating and articulating social change. This programme offers students the opportunity to address directly both the prevailing and emerging social and economic production of interactions, interfaces, services and experiences. In challenging the purpose, methods and ambitions of current design practice, students will identify opportunities for new design activity, pioneer innovative forms of engagement and collaborate with citizens to generate responses to emerging problems, political issues and social phenomena.
Graduates will be able to demonstrate a research focused, critical and collaborative design process, capable of tackling the challenges of 21st century life; of exploring the transformative possibilities of new technology and data; of mapping the changing role of the public sector and its interventions in the lives of its citizens; of identifying and developing new social and economic models of design and production; of utilising the language and practice of design to formulate innovative approaches to complex problems and emerging social relationships.
We believe the designer as citizen is a reflective professional who is as intellectually adept at formulating a new design challenge as he or she is at creating an innovative response to such a challenge. Profiles of our primary research supervisors from across fine art, design, architecture and digital fields. Key Facts. Assessment The assessment combines written work, visual and project material produced both by groups and individuals.
It will encourage the following types of design activity: The making of artefacts, services, systems and experiences that respond to contemporary social relations; Articulating a critique of the cultural conditions presently shaping citizenship and the effects upon these caused by scientific or technological advances; The generation of new strategies, methods, tools and processes to contribute to social change prompted by economic, societal and ecological transformation; Strategies and activities involving direct political and social action affecting issues of change encompassing governmental policy, health, wellbeing and the lived environment.
Study Guide Download Programme Specification Download Register an Interest. How to Apply. Moreover, after some decades of steady decline in the voting rates of young people, including college students, youth participation in the current U. In the primaries, about 17 percent of the U. Unfortunately, among young people with no college experience, only about one in fourteen voted in the primaries. This growing civic engagement movement—characterized by the factors noted above—provides a series of important opportunities to expand the scale of student participation and impact and to involve more students in political activism as well as volunteering.
Political participation should include not only participatory acts like voting but coalition-building, analysis of complex situations, advocacy, communication, and organizing. In this period of expanding opportunity, it is essential to be realistic and strategic about the persistent obstacles and challenges. These include the common bias in academia that public service programming is academically inferior, and concern that efforts to strengthen political participation tend to promote a liberal political agenda and to detract from other educational priorities.
Hart Research Associates Institutions that compete for under-graduates must emphasize economic benefits. Meanwhile, for many faculty, excelling within their own academic disciplines seems more important than labor-intensive local work with students and communities.
Those who are motivated to be civically engaged scholars and teachers often face a lack of rewards and incentives Gibson et al. The recent experience of colleges and universities that have the most robust and innovative civic engagement programs suggests a set of strategies that hold particular promise for advancing this work throughout higher education. We advocate the following fifteen-point approach:.
The development of the Tisch College of Citizenship and Public Service at Tufts University illustrates the value of the strategies described above. The mission of the Tisch College of Citizenship and Public Service at Tufts University, which illustrates the value of the strategies described above, is to educate students in all fields for lifetimes of active citizenship.
The prospective result of this ambitious goal is a much greater scale of impact than if Tufts were to concentrate its civic engagement functions in a separate school or center. To deliver on this promise, Tisch College has employed an infusion strategy, working as a catalyst and a resource to integrate and elevate civic values and skills across the entire curriculum and across the whole university.
The development of Tisch College has been a process of collective invention by multiple groups—faculty, administrators, student, alumni and community partners. Our basic strategy has been to ensure that a decisive majority of students have multiple experiences—in courses, internships, and extracurricular activities—that cumulate and make active citizenship a significant part of their college or graduate school experience and that become a lifelong commitment.
Tisch College supports faculty in all parts of the university to conceptualize active citizenship in terms that fit their disciplinary methods and traditions. We have had considerable success with a faculty fellows program—two-year, part-time appointments of faculty members from diverse fields, supported to lead curriculum development and engaged research in all schools of the university.
The thirty-five faculty fellows program alumni have evolved into the adjunct faculty of Tisch College. Each term, more than one hundred undergraduate courses in arts and sciences and in engineering place significant emphasis on active citizenship values, skills, and knowledge. Graduate programs are implementing the same integrative strategy.
In addition, the provost and dean of the college are supporting the leadership of a network of a dozen endowed chairs that concentrate on public service. As we endeavor to inspire and guide the civic development of students, we have been impressed with the powerful impact of several courses that are taught by practitioners—distinguished public leaders who share their vision and experience, and whose role modeling reaches far beyond what even the most activist full-time faculty member can accomplish.
Our student programming features a flagship peer-leadership program for undergraduates called Citizenship and Public Service Scholars—eighty students from a broad spectrum of majors who receive civic leadership training and function as ambassadors and organizers to elevate the civic development of their fellow students. Like our sister institutions, Tufts is experiencing a much-increased student demand for paid public service and social change internships and summer projects.
Tisch College provides staff, organizational and financial assistance to several student partner organizations, including a one thousand-student-strong undergraduate volunteer service society that is the largest extracurricular group on campus, to strengthen their capabilities and the civic learning of their members. Students have initiated a pair of efforts that focus primarily on increasing political participation—a voter registration and education campaign called Tufts Votes!
We are documenting and analyzing the educational results of Tisch College programs through an elaborate longitudinal study that follows students into their initial years after graduating and through other surveys of a sample of sophomores and of all graduating seniors. Tufts alumni have played a major role in building Tisch programs. They raise money to expand public service internships, mentor summer interns in five major cities, advise on program directions, guest lecture in classes, and provide public service career advice.
Local alumni chapters around the world have developed strong service projects and the Office of Alumni Relations emphasizes active citizenship in its programming. Most recently, the university established a Loan Repayment Assistance Program to help graduates of all Tufts degree programs who work in comparatively low-paying nonprofit and public sector jobs to pay back their educational loans.
After initially concentrating entirely on educational initiatives, Tisch College has added civic engagement research to its mission, supporting scholarship about civic learning and citizen participation, and facilitating community-engaged research through the Tufts Community Research Center. Dynamic presidential and provostial leadership has been a key part of the development of Tisch College.
President Lawrence S. President Bacow convenes an Annual Presidential Symposium on Community Partnerships and each year presents Presidential Awards for Citizenship and Public to the dozen undergraduate and graduate students who have demonstrated the most outstanding civic leadership. Brown, D. Witte eds. Higher education: Civic mission and civic effects. Colby, A. Ehrlich, E. Beaumont, and J. Beaumont, T. Ehrlich, and J. Educating for democracy: Preparing undergraduates for responsible political engagement.
Ellison, J. Scholarship in public: Knowledge creation and tenure policy in the engaged university. I magining America, available via www. Gibson, Cynthia M. New times demand new scholarship: Research universities and civic engagement —A leadership agenda. Tufts University. Kirby, E. Marcelo, J. Gillerman, and S. The youth vote in the primaries and caucuses.
Citizenship and community service: Are they a concern and responsibility of higher education?
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Table of Contents Overview. From the Editor. The Place of Political Learning in College.
Educating Students to Foster Active Citizenship. Democracy Matters at Colgate University. Value-Added Learning. Peer Review. Hollister, Nancy Wilson and Peter Levine. Campus Civic and Political Participation A growing number of colleges and universities have developed impressive initiatives in civic and political participation Brown and Witte Opportunities and Challenges This growing civic engagement movement—characterized by the factors noted above—provides a series of important opportunities to expand the scale of student participation and impact and to involve more students in political activism as well as volunteering.
Strategies that Hold Promise The recent experience of colleges and universities that have the most robust and innovative civic engagement programs suggests a set of strategies that hold particular promise for advancing this work throughout higher education.
Design & Citizenship
We advocate the following fifteen-point approach: Define political participation and civic agency broadly. This definition should include electoral politics and support the fundamental role of government, and also to support pathways to community change through nonprofit and private sector action Colby et al. Integrate education for political participation across the curriculum. Involve all disciplines, not only the social sciences—in order to reach more students and also engage the insights and models of more fields of study.
We need not only social science majors, but also future engineers, natural scientists, business people, doctors, journalists, and artists who are both competent in their professional roles and also are active, effective citizens. Stop relegating civic engagement to the cocurriculum.
Active Citizenship: The Role of Higher Education
More fully exploit the educational potential of cocurricular activities. Invest heavily in elevating what students learn by volunteering and through political activity. Demonstrate that programming to elevate civic agency can lead to higher quality education. Political participation is important in and of itself, but proponents can garner additional support by demonstrating its broader educational benefits as well.
Involve all constituencies. Administrators, faculty, staff, students, alumni, and community partners all play substantial roles in the development of current effective models. Support collective leadership, and both top-down and bottom-up leadership. Some of the most powerful civic initiatives have been invented and organized by students. Community partners can be great coeducators. Take advantage of student-produced news and information. This rapidly growing form of student democratic participation is one that will grow in its influence on students and on other constituencies as well.
Encourage students at different institutions to collaborate. Peer effects are powerful: by concentrating on young people who are civically engaged and academically successful on certain campuses, we strengthen their civic development Pascarella and Terenzini However, we also isolate them from much less engaged groups of students and young people, for whom peer effects may be negative. Deliberate efforts should be made to bring young people from different campuses together in civic projects. Strengthen research about youth civic engagement. The further development of this area of research can support, guide and reinforce educational programming.
This is a particularly important opportunity for research universities that, with a few notable exceptions, have been comparatively cautious in their civic engagement programming.
Attend to the international as well as the domestic context and dimensions of civic agency. Educate for global as well as local and national citizenship. Work for real academic culture change, not just effective programs. Overall campus climate matters; it has a powerful effect on this dimension of student learning Colby et al.
The civic engagement movement of higher education has been long on rhetoric, short on evidence. Treat the obvious methodological difficulties as an opportunity, not an excuse.