#freedomasresponsibility

We owe to society, the discussion on nuances of civic responsibility and compelling wide-ranging aims of education. “Many graduating students do not believe that college significantly influenced their capacity to contribute to the larger community.” A gap exists between aspiration and actuality of the goal for responsibility to larger community.

Personal and Social Responsibility Inventory (PSRI), an institutional climate measure was developed as part of the Core Commitment Initiative (developed by American Association for Colleges and Universities) - a yardstick measuring performance. It had three types of items in survey research across universities in US: Attitudinal items, Behavioral and open-ended items. Fifty-eight percent of students strongly agreed that contributing to a larger community should be a major focus of their institution, while the campus professionals indicated even stronger support, with 74 percent choosing the “strongly agree” response (AAC&U Report) Demographic differences-women (60.7%; two-fifth of women) tend to be more supporting than male students about whether their campuses should be focused on contributing to larger community.

Most fertile ground for advancing civic learning and responsibility will be departmental programs and requirements. According to American Association for Colleges and Universities, an environment that fosters a ‘care climate’ has following five dimensions:

1.       Striving for excellence: developing a strong work ethic and consciously doing one’s very best in all aspects of college.

2.       Cultivating personal and academic integrity: recognizing and acting on a sense of honor, ranging from honesty in relationships to principled engagement with a formal academic honor code.

3.       Contributing to a larger community: recognizing and acting on one’s responsibility to the educational community and the wider society, locally, nationally, and globally.  

4.       Taking seriously the perspectives of others: recognizing and acting on the obligation to inform one’s own judgment; engaging diverse and competing perspectives as a resource for learning, citizenship, and work.

5.       Developing competence in ethical and moral reasoning and action: developing ethical and moral reasoning in ways that incorporate the other four responsibilities; using such reasoning in learning and in life

Measuring the processes and outcome of education from beyond private or economic benefit, “higher education can and must play in helping students to recognize and act on their responsibility to their educational community and to wider society.” Both educational opportunities and stated goals need to be aligned in endorsing the attitude-students as responsible global citizens- and public purpose ought to be infused among students.

Perceptions of public advocacy for students’ active and involved citizenship need to be shaped, enforces. Institutional characteristics can make a difference in attitudes and perceptions about the institution’s focus on contributing to community. Gap between ‘should be’ and ‘is’ strikingly high given the perceptions of institutional commitment by type of institution. Providing opportunities does not necessitate they will be seized, students’ skills and commitments need to be increased as well.

Students need to be aware of the importance of contributing to the greater good and who are poised and ready to do so. According to qualitative interviews with students and professionals, certain activities can enhance students’ awareness about the importance of contributing to community

·         Community Service

·         Praying/meditating,

·         Campus life activities

·         Faculty interactions- Faculty Influence students a great deal  

·         Courses and Programs Motivate Students to continue contributing.

·         Courses with community-based Projects

·         Help Students make connections.

·         Larger External Issues prompt students to Contribute to the Greater Good.

·         Co curricular activities