- Ways to be Engaged
- Make a Difference Day
- Hunger and Homelessness Awareness Week
- MLK Day of Service
- Nonprofit & Volunteer Fair
- Civic Engagement Week
- Earth Day
- Wellness Week
- Day of Caring
- Craft 'N Care Projects
- DOT (Do One Thing)
- Alternative Break Service Trips
- Voter and Election Engagement
- Community Values Award
- Bloss Hall Civic Engagement Community
- Clinton Global Initiative University
- For Students
- For Community Partners
- "Reimagining the Civic Imperative of Higher Education" in A Different Kind of Politics: Readings on the Role of Higher Education in Democracy
by Elizabeth Hollander and Matthew Hartley
This brief, introductory essay offers a persuasive overview of how the university, through the employment of community engagement, can help maintain civic discourse and a healthy democracy. (click here and scroll to bottom for a link to a downloadable .pdf from kettering.org)
- “Universities and the Decline of Civic Responsibility” in Journal of College and Character: 2(9) (2001)
By Derek Bok
Bok recounts his own experience in academia and argues that students are decreasingly exposed to issues of ethics, morals and civic responsibility. (abstract)
- "At A Glance: What We Know about the Effects of Service-Learning on College Students, Faculty, Institutions and Communities" from www.campuscompact.org
Janet S. Eyler, Dwight E. Giles, Jr., Christine M. Stenson, and Charlene J. Gray, eds.
This piece offers an extensive and dense index of research on service-learning in higher education and its impact on academic outcomes. (.pdf)
- A Different Kind of Politics: Readings on the Role of Higher Education in Democracy
Derek Barker, ed.
Barker presents research on the implications of the civic engagement movement and its efforts to treat students as active and engaged citizens while building democratic relationships within communities.
- Pedagogies of Praxis: Course-based Action Research in the Social Sciences
Nila Ginger Hofman and Howard Rosing, eds.
This compilation identifies case studies on the (successful and unsuccessful) efforts to build public interest partnerships between higher education institutions and community-based organizations and their implications
- Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets
by John P. Kretzmann and John L. McKnight
A must-read for anyone interested in community development work, this handbook demonstrates that the most successful community development initiatives often emphasize building upon a community's strengths, rather than focusing on it's weaknesses. This concept, known as Asset-Based Community Development (ABCD), is the focus of Northwestern's Asset-Based Community Development Institute.
- The Civically Engaged Reader
Adam Davis and Elizabeth Lynn, eds.
Assembling more than forty provocative and diverse readings that range across literature, philosophy, and religion, this compilation invites reflection on all kinds of civic-minded activities—from giving and serving to leading and associating—and on the vital connections between thought and service. The book is an excellent resource for faciliting reflection activities.
Campus Compact is a national coalition of more than 1,100 college and university presidents - representing some 6 million students - dedicated to promoting community service, civic engagement, and service-learning in higher education. Northwestern University is a member of the Illinois chapter of Campus Compact. Their website offers a wide range of online resources and readings that offer insight into developing syllabi, assessing outcomes, facilitating reflection and other elements of service-learning.
The Kettering Foundation is an independent, nonpartisan research organization rooted in the American tradition of cooperative research. Everything Kettering researches relates to one central question: what does it take for democracy to work as it should? Or put another way: What does it take for citizens to shape their collective future? A focus of their research is on higher learning and "the possibilities of bridging public work with the institutional routines of schools."