HLE - 580 - Civic Learning and Democratic Engagement

2025-2026 Graduate Course New

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General Catalog Information
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  • Department*
  • School/College Curriculum Committee
    Departments in CLAS or SCMA can ignore this question. This question only needs to be answered if your proposal is in the SoE or SoB.
  • Subject*
    Course Number*
    580
    580
    Assign a course prefix and number appropriate to the course content. Graduate courses should be designated with 500-600 level courses. Dedicated numbers include: 599 or 699 for Independent Studies (with some exceptions by area). Do not use a course number for new courses that have already been used. Check with the Registrar's office (registra@oswego.edu) if you are not sure which numbers are available for your program.
  • Title*
    Civic Learning and Democratic Engagement
    Civic Learning and Democratic Engagement
    Course titles longer than 30 characters will be abbreviated by the Registrar's Office.
  • Description*

    This course introduces students to the role of civic engagement and democratic learning (CLDE) programming within higher education. Topics include theories, forms, and assessment strategies as well as considering the role of CLDE programs across a range of offices and divisions.

    Write a concise catalog course description (50 words or less) for the college catalog, including the course goals and/or content.
  • Prerequisite:
    Complete when there are actual prerequisite courses. Identify prerequisite courses and/or experiences; avoid cascading prerequisites by listing only the last course the student would be expected to take in sequence of courses.
  • Co-requisite:
    Indicate any course the student is also required to take along with this new course.
  • Equivalent Course:
    Use for equivalent courses where a student with credit in one may not earn credit in the other. Example: HIS 504 – “Not open to students who have credit in ANT 503.”
  • Offered:*
    Check all that apply
  • If "other" selected above, please provide detailed offering information:
  • Credit:*
    3
    3
    Indicate credit hours appropriate to course content. Variable credit courses should list “low figure OR high figure” or “low figure TO high figure.” The low figure represents the minimum number of credits for which a student may enroll in any one semester or term. The high figure represents the maximum number of credits for which a student may enroll in any one semester or term. Where a course is to be taken only for one credit value OR another higher credit value, the entry would be "(low value OR high value)." For example, if a course may be taken for either 3 or 6 credits (never less than 3, never 4 or 5, never more than 6), the entry would be 3 OR 6. Variable credit courses that may be taken for a range of credit, such as, from 1 to 9 credits (including 2, 3, 4, 5, 6, 7, 8, or 9 credits, but never exceeding 9) the entry would be "(1 TO 9)" credits.
  • Is this course repeatable?*
  • Repeat Credit Limit
    Enter the maximum number of credits the student can earn for all instances of this course.
  • Is there a lab associated with this course?*
  • If yes, what is the lab course name?
    (i.e. BIO 500)
  • How many credits is the lab?
  • Is this an internship course?*
  • Grade Mode*

  • Mode of Instruction

    SUNY definitions can be found here: https://docs.google.com/spreadsheets/d/1N3Q4GH5_pjWUOqcN56HtASScRJQ679InMM12h3X4Aec/edit?usp=sharing

  • Mode of Instruction*
    Please check the primary mode of instruction. Note: if internship is selected, EXCEL will be notified to review the proposal for consistent wording and course set-up.

  • Special Section Attributes

    You may find a description of each special section attribute in the following document: https://drive.google.com/file/d/0B2FOkYuRIJ-AdjFDSXYyUHMtbkk/view


  • Special Section Attributes
    Check all that apply.
  • Justification of new course*

    "Civic Learning and Democratic Engagement" would provide the opportunity for Higher Education Leadership students to learn about the growing importance of higher education institutions in fostering civic responsibility and democratic participation. As higher education institutions are increasingly recognized as key players in preparing students for active civic life, this course equips future leaders with essential knowledge and skills to develop and assess civic engagement and democratric learning programs. The course will benefit students by exploring the role of such programming across diverse institutional settings, providing them with practical and theoretical tools to enhance student engagement, and aligning with broader institutional goals of social responsibility and community partnership.

    Justify the need for the course in a particular program of study. Include such details as: targeted student population, rationale for class size, rationale for elective or required status, and why the course is offered at the graduate level.

  • Course Information

    Please provide course objectives, course outline, methods of instruction, course requirements, and means of evaluation below.

  • Course Objectives*

    1. Students will be able to compare and contrast a range of definitions and theories of civic learning and democratic engagement.

    2. Students will be able to explain the role of higher education institutions in developing democratic citizens.

    3. Students will be able to develop civic learning an democratic engagement programming appropriate for difference offices/divisions within higher education institutions.

    4. Students will be able to apply appropriate assessment strategies to a variety of activities and a range of dimensions of civic learning and democratic engagement.

    List the course objectives in measurable terms (i.e. list what the student is expected to do as a result of this course). Avoid non-measurable terms, such as: Understand, Familiarize, Appreciate, Help, Learn Unacceptable Examples: 1. Students will understand important terms and events. 2. Students will appreciate nuanced criticisms. Use measurable objectives: Critically Examine, Describe, Discuss and compare, Analyze and interpret, Demonstrate Acceptable Examples: 1. Students will analyze and interpret important terms and events. 2. Students will demonstrate informed criticism. 3. Students will produce a project that will... 4. Students will identify important historical resources...
  • Course Outline*

    This course will cover:

    • Definitions and theories of civic learning and democratic engagement
    • Role of higher education institutions in civic learning and democratic engagement
    • The relationships between civic learning and democratic engagement to a range of campus offices/divisions
    • Forms of civic learning and democratic engagement including but not limited to service-learning and democratic/political engagement (e.g., voter engagement, political activism and advocacy, civic knowledge)
    • Models and challenges around assessment related to civic learning and democratic engagement
    Provide an expanded description of the course content. This might include an outline, bulleted list or paragraph description. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements or the accreditation process.
  • Methods of Instruction*

    Methods of instruction for this course will include lectures, large group discussions, small group discussions, individualized readings, literature reviews, and applied projects.

    Methods of instruction may include but are not limited to lectures, small group and large group discussions, laboratory activities, readings, presentations, case studies, literature reviews, analysis papers, and project-based research and development.
  • Course Requirements*

    Students are expected to actively participate in class discussions, group work, and in-class presentations. They are required to demonstrate engagement with assigned readings and course materials. Additionally, students must complete out-of-class assignments such as case studies, research papers, and project proposals to apply course theories and concepts.

    Course requirements should include the in-class and out-of-class expectations for students to achieve the stated course objectives. This may include, but is not limited to, class attendance and participation, readings, class discussions, small group work, integrated field experience, case studies, research and analysis papers, in-class presentations, reader responses, and quizzes/tests/exams.
  • Means of Evaluation*

    Students will be evaluated by means of short papers requiring them to synthesize course topics, annotated bibliographies and literature reviews on individualized readings, and a project proposal outlining a civic learning and democratic engagement project for a specific area of campus (grounded in a specific theory and including an assessment plan).

    All student work will be evaluated according to graduate level standards.

    Means of evaluation should align with methods of instruction and may include class presentations, group projects, class discussions, writing assignments, exams. Indicate that student work will be evaluated according to graduate level standards.
  • Bibliography

    The Civic Learning and Democratic Engagement National Task Force. 2011. A Crucible
    Moment: College Learning and Democracy’s Future.

    Corey Dolgon, Tania D. Mitchell, and Timothy K. Eatman. 2017. The Cambridge
    Handbook of Service Learning and Community Engagement. Cambridge University Press.
    doi.org/10.1017/9781316650011

    Edward Zlotkowski, Nicholas V. Longo, and James R. Williams, Eds. 2015. Students as
    Colleagues: Expanding the Circle of Service-Learning Leadership. Campus Compact.

    Ioana G. Hulbert and Deirdre Harkins. 2024. Assessing the Civic Campus: The Link
    Between Higher Education and Democracy. ITHAKA.

    Abraham Goldberg and Carah Ong Whaley, Eds. 2024. Leaning into Politics: Higher
    Education and the Democracy We Need. Information Age Publishing.

    Matthew Hartley. 2009. “Reclaiming the Democratic Purposes of American Higher
    Education: Tracing the Trajectory of the Civic Engagement Movement” Learning and
    Teaching: The International Journal of Higher Education in the Social Sciences 2(3): 11-
    30.

    David Hoffman, Jennifer Domagal-Goldman, Stephanie King, Verdis Robinson. June
    2018. Higher Education’s Role in Enacting a Thriving Democracy: Civic Learning and
    Democratic Engagement Theory of Change

    A bibliography is encouraged but not required. A bibliography or a listing of journals, conference proceedings, and texts can provide an academic foundation for the course.
  • Library Resources*

    No new library resources would be required for this course. The course would make use of currently available resources, such as:
    https://suny-osw.primo.exlibrisgroup.com/permalink/01SUNY_OSW/1kc64uk/cdi_proquest_journals_2753320062

    https://suny-osw.primo.exlibrisgroup.com/permalink/01SUNY_OSW/8kqel5/alma996548786004851

    https://suny-osw.primo.exlibrisgroup.com/permalink/01SUNY_OSW/1kc64uk/cdi_proquest_journals_2753320057

    https://suny-osw.primo.exlibrisgroup.com/permalink/01SUNY_OSW/1kc64uk/cdi_crossref_primary_10_1080_15512169_2017_1418368

    Indicate the digital, print, and/or computer technology resources (for faculty and students) that you intend to use when offering this course. Consider resources and access available for online graduate students, as appropriate. Penfield Library resources are continually assessed and reviewed based on usage and changing needs. The librarians want to provide resources to support your graduate classes, but need to know what those resources are and then see that purchased resources are used over time. Please contact your subject librarian in Penfield Library, and if appropriate, the Campus Technology Services Chief Technology Officer, to confirm campus resource availability.
  • Computer Technology Resources*

    No new computer technology resources would be needed for this course.

  • Textbook(s)/Course Materials
System Administrator Only
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