What's Happening?
Higher education institutions are being called upon to better support and incentivize faculty civic engagement, both as citizens and scholars, to fulfill their democratic mission. While student civic engagement, particularly voting, receives significant
attention, the civic contributions of faculty members are often overlooked or even discouraged. Faculty possess valuable expertise that could benefit communities, support civic organizations, and influence public policy. However, current academic systems, including promotion and tenure processes, often prioritize traditional research and teaching, viewing civic engagement as an 'extra' activity. Barriers such as limited opportunities for shared governance, lack of clear communication on permissible political activities, and the intense time demands of academic careers further hinder faculty involvement. This call to action emphasizes that faculty civic engagement is a critical component of higher education's role in fostering a healthy democracy.
Why It's Important?
The lack of institutional support for faculty civic engagement has significant implications for the democratic health of the U.S. Faculty members, as experts in various fields, can provide crucial insights and support for local communities, civic organizations, and public policy development. By not actively encouraging this engagement, higher education institutions are missing an opportunity to leverage a vast intellectual resource for societal benefit. In an era marked by democratic backsliding and increasing scrutiny of higher education's value, integrating civic engagement into the core mission of universities can enhance their relevance and contribution to society. Furthermore, empowering faculty to translate their research into actionable policy and community solutions can lead to more informed decision-making and stronger civic infrastructure, ultimately benefiting the nation's cities, states, and overall democratic process.
What's Next?
To address these challenges, institutions can implement several strategies. They can adapt successful practices from student civic engagement initiatives, such as providing voter registration at new faculty orientations and facilitating faculty voting on election days. Beyond voting, institutions should offer workshops and training on communicating with diverse audiences, writing policy briefs, and building relationships with legislators. It is also crucial for campus leaders to develop policies and procedures to support faculty who face pushback or harassment due to their public-facing work, especially contingent faculty who lack the protections of tenure. Ultimately, a cultural shift is needed within the higher education sector to recognize and reward faculty civic engagement as a mission-critical practice, similar to teaching and research, ensuring it is not treated as a one-off project but an integral part of the institution's democratic responsibility.
Beyond the Headlines
The deeper implications of this issue extend to the very definition of scholarship and the role of universities in a democratic society. Historically, figures like Ernest Boyer have advocated for a broader understanding of scholarship that includes engagement. The current emphasis on traditional metrics for promotion and tenure can inadvertently create an ivory tower effect, isolating academic expertise from pressing societal needs. By re-evaluating reward systems and actively fostering civic engagement, universities can bridge the gap between academia and public life, making scholarship more impactful and relevant. This shift could also help counter the growing skepticism about the value of higher education by demonstrating its direct contributions to civic health and democratic resilience, fostering a more engaged and informed citizenry.
