ABSTRACT
Higher education has a long history of facilitating the development of democratic engagement. This chapter provides a model for measuring civic literacy as a student learning outcome and describes how this outcome is assessed in academic affairs using a rubric with specific criteria. It investigates possible expansion of the rubric into student affairs to better assess student development of civic literacy through various cocurricular programs and democratic engagement efforts. The American Association of State Colleges and Universities emphasized the important role of higher education institutions in their communities, demonstrating the “inextricable linkages with their communities and the world at large”. The utilization of specific and direct prompts is essential to assessing student learning. The creation of the Voter Engagement Committee signaled a renewed and long-term dedication to advancing democratic engagement within the college with the help of a diverse coalition of stakeholders from different backgrounds and roles.
