2022 Civic Learning and Democratic Engagement Meeting
Share knowledge and develop a sense of community around civic learning and democratic engagement.
Share knowledge and develop a sense of community around civic learning and democratic engagement.
Engage in a deep dive into the latest research on the modern student experience.
The Sino-US CHEPD program is designed for undergraduate and graduate Chinese students to study at participating AASCU member institutions. The program is jointly administered by AASCU and the China Center for International Educational Exchanges (CCIEE). Students who complete the program receive two separate degrees from a US institution and their Chinese home institution.
Participate.Under the platform of Sino-US Cooperation in Higher Education and Professional Development (CHEPD), with joint administration of the China Education Association for International Exchange (CEAIE) and the China Center for International Educational Exchange (CCIEE) in China, AASCU is proud to offer the Sino-American CHEPD 1+2+1 Program.
Since 2001, this program has provided the opportunity for Chinese students to spend up to two years at an AASCU institution to pursue undergraduate and graduate studies. Participants then receive two separate degrees from their Chinese home institution and their U.S. host institution.
The CHEPD 1+2+1 Program has become the largest and most successful program of its kind. Recognized by the Chinese Ministry of Education as a Program of Excellence, it is one of most important platforms for cooperation between Chinese and American universities.
Our program has built sustainable partnerships for over two decades.
Number of participating institutions – 40 AASCU members, 130 from Chinese partners.
U.S. campuses have received of approximately $300 million in tuition, fees, room and board.
Chinese students who pass the national entrance examination will complete their initial year of study in China. They will study in the US during their 2nd and 3rd years, then return to their Chinese home institution for the final year. After completing all the degree requirements, the student will receive two degrees from both US and Chinese institutions.
First-year graduate students are selected from Chinese universities to spend two or three academic semesters studying in an AASCU member university. They return to their Chinese universities for the final academic year. Qualified students will be granted diplomas and masters’ degrees from both Chinese and U.S. universities.
Students follow the regular 1+2+1 Program, i.e., the International Cohort Program students complete their freshmen year in Chinese university. In the second and third years of the program, students come to the United States to complete their sophomore and junior years at the US partner university. Students return to China to finish their senior year at Chinese university and graduate with two separate bachelor’s degrees from Chinese and American universities. All students participating in this program have already had their four-year curriculum mapped out, through articulation agreements between the two partner institutions.
Learn more about ICP.Students who are not interested in pursuing a degree in the United States, but are seeking study abroad experiences, can apply for the Youth Exchange Student program for one academic semester or one year through US partner institutions. YES students are allowed to transition to 1+2+1 Program degree-seeking status once they are on the US campuses.
The China Center for International Education Exchange (CCIEE) is an independent legal entity established by China Educational Association for International Exchange (CEAIE), affiliated with the Ministry of education of China. Over the past thirty years, CCIEE has extensively conducted short- and long-term programs such as student exchange, study in China, teaching training, self-funded overseas-study. Aiming at promoting education exchange and cooperation between China and other countries, CCIEE insists on bringing in high-quality foreign educational resources, and facilitating China’s education to be internationalized and worldwide recognized.
Founded in 1981, the China Education Association for International Exchange (CEAIE) is China’s nationwide not-for-profit organization that conducts programs and activities that facilitate international educational exchanges and cooperation. CEAIE is fully committed to promoting the advancement of education, culture, science and technology; and strengthening understanding and friendship among the peoples of all countries and regions of the world.
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page to redirect to https://highered.aspeninstitute.org/transfer-intensive/
page to redirect to https://aascu.postsecondarytransformation.org/
AASCU’s American Democracy Project recognizes individual leadership at the provost, faculty, and staff levels in civic engagement on AASCU member campuses.
Our work to equip students with the knowledge, skills, and experiences to be informed and engaged, ready to tackle current and future issues to ensure a thriving and equitable democracy is more important than ever. The American Democracy Project recognizes leadership in civic engagement on AASCU member campuses through awards presented at the Civic Learning and Democratic Engagement (CLDE) conference in June.
in recognition of exemplary leadership by a chief academic officer.
Learn more.One of AASCU’s Excellence & Innovation Awards, given to recognize institutional team commitment to meaningful and deep civic engagement work.
Learn more.Awarded to exemplary early-career leaders who advance the wider civic engagement movement in higher education via community-campus collaboration to build a broader public culture of democracy committed to justice, equity, and inclusion.
John Saltmarsh is Professor of Higher Education in the Department of Leadership in Education in the College of Education and Human Development at the University of Massachusetts, Boston. He has published widely on community engaged teaching, learning and research, and organizational change in higher education, including the co-edited book Publicly Engaged Scholars: Next Generation Engagement and the Future of Higher Education (2016), and the edited volume with Matthew Hartley, ‘To Serve a Larger Purpose:’ Engagement for Democracy and the Transformation of Higher Education (2011). He is the co-author of the “Democratic Engagement White Paper” (NERCHE, 2009) and “Full Participation: Building the Architecture for Diversity and Public Engagement in Higher Education” (Columbia University Law School: Center for Institutional and Social Change, 2011). From 2005-2016 he served as the Director of the New England Resource Center for Higher Education (NERCHE). From 1998-2005 he was the director of the national program on Integrating Service with Academic Study at Campus Compact.
The award was named in John Saltmarsh’s honor to recognize a long-standing passion of his: nurturing and preparing the next generation of higher education leaders (staff, faculty, or administrators) to sustain and advance the civic engagement movement. The award recognizes emerging higher education leaders whose community partnership work is grounded in reciprocity, mutual respect, shared authority, and co-creation of goals and outcomes.
2023 nominations accepted from March 27 through April 21.
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The Japan Studies Institute (JSI) is a multidisciplinary professional development institute focused on helping participants integrate Japan studies into the undergraduate curricula.
Learn more.This multidisciplinary program is designed to engage faculty and staff with little or no prior training, nor professional experience in Japan and Japan studies, who can impact undergraduate education, either through teaching or academic support services that affect undergraduate studies. It provides faculty with expertise and support, to assist them in developing courses and initiatives that will enable students to gain a better understanding of Japan.
Number of years AASCU has provided this professional development opportunity for its members.
Number of Institutions that have participated in the Institute from from across the US, the Bahamas and Canada.
Number of faculty and administrators that have been trained by the Institute.
The Institute involves two weeks of intensive seminars, lectures, readings, films, and cultural activities related to various aspects of pre-modern and modern Japanese history, education, business and culture. Previous programs have included topics as diverse as social relations and the changing role of women in Japan, Japan’s policy on Sustainable Development Goals (SDGs), Japanese foreign policy and regional relations, and the internment of Japanese Americans during World War II. Institute faculty includes scholars, representatives from the local Japanese community, artists, and government officials.
Selected participants are hosted at the San Diego State University for a two-week residential program. The participants are selected from institutions across the United States and reflect a range of disciplines. While attending the program, participants live and work together on the university campus. Participants attend all classes together, Monday through Friday. Sundays and evenings are reserved for free time and/or independent study. The formal program is also complemented by several off-campus and evening activities for all participants.
2022 JSI Fellows | ||
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William Crawley | Dean, College of Education and Professional Studies | University of West Florida |
Lucas Foster | Associate Professor, Mathematics | Northeastern State University |
Sandra Gonsalves-Domond | Professor, Personality and Social Psychology | Ramapo College of New Jersey |
Abdul Knowles | Director, Global Studies and Programmes | The University of the Bahamas |
Michael Mays | Professor, English and Director, Hanford History Project | Washington State University |
Newly Paul | Assistant Professor, Print/Digital Media | University of North Texas |
Lokesh Shivakumaraiah | Executive Director, International Relations & Assistant to the Provost | Mississippi Valley State University |
Binod Shrestha | Associate Professor, Studio Art | University of North Texas |
Leslie Stewart | Associate Professor, Political Science | Delta State University (MS) |
Robyn Wall | Assistant Professor, Art | Delta State University (MS) |
Lingling Wang | Assistant Professor, International Business | Worcester State University (MA) |
Marie Barnas | Associate Professor, Video and Film Production | Middle Tennessee State University |
Applicants must:
Applications usually open around late October and are due by the end of February. All required documents must be submitted by the deadline:
Participants in the program are responsible for ancillary expenses related to travel to and from the program site, and all other personal and miscellaneous items.
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This program provides interdisciplinary experiential learning and professional development for faculty, staff, and administrators by exploring conflict resolution in public lands. It leads to strategic intentionality in prioritizing sustainability and constructive discourse on campuses.
institutions integrated information about public lands or public resources onto their campuses.
participants developed resources to share their work with students.
years of participants creating their own unique programs to explore national parks with undergraduates.
Released in 2010, this monograph details the work of the AASCU institutions as they explore the various issues surrounding the controversies over public lands.
Read the full report.A faculty member’s story of how she implemented lessons learned from the initiative.
Read more.Applications to join the summer 2024 trip will open in June 2023.
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A cohort of senior campus leaders committed to operationalizing and sustaining civic and community engagement across their institutions.
Since 2020, ADP and Collaboratory have invited AASCU members to join cohorts and participate in meetings to connect with others to form a community of practice; in 2020 and 2021, those cohorts focused on strategies for data collection. For the 2022-2023 academic year, the program focuses on bringing small teams from each campus together to organize and collaborate on implementing an institutional vision for community engagement. As an added benefit, all teams can connect to other institutional teams to share best practices, refine their strategies, and have professional development opportunities.
published activities
community partners
course sections
involved students
hours contributed by those students
total funding for engagement and service
published activities
community partners
course sections
involved students
hours contributed by those students
total funding for engagement and service
Several years of assessments indicate that the Town Hall Meeting improves students learning of course content, changes students’ self-perception from an identification with high school notions of schooling as too often boring and meaningless to a college appropriate identification of schooling as relevant and part of students’ development as adult participants in a democracy, improves students’ civic participation, and increases students’ self-esteem.
Explore more on the institution's Collaboratory site.By considering the city’s rich history in civil rights and economic justice, as well as the even more powerful desire for civility that has impacted our ability to have deep, community-wide discussion of the area’s struggles, this program explores the different traditions of participation that drive public policy, governance, and citizen engagement.
Explore more on the institution's Collaboratory site.Students in the Gender Institute for Teaching Advocacy program work to compile a digital library including information related to various organizations throughout the state.
Explore more on the institution's Collaboratory site.Professional practice internship on voter registration, marketing, and increasing voter turnout among youth voters.
Explore more on the institution's Collaboratory site.
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