Educating for Democracy Impact Outcomes
Educating for Democracy?
Students in the Educating for Democracy Lab partnered with faculty Daniel Schugurensky, a professor in the School of Public Affairs and in the School of Social Transformation, and Carl Hermanns, a clinical professor in the Mary Lou Fulton College for Teaching and Learning Innovation. The instruction team additionally included Social Sciences Assistant Librarian, Tim Feller, and Humanities Division Assistant Librarian, Campbell Garland. Collaboratively, the student-faculty-librarian team investigated the role of education in both supporting and revitalizing democracy worldwide. Through collaborative research, students engaged with historical and contemporary challenges to democracy and reimagined educational systems to empower K-12 students and communities. This work culminated in impactful outcomes, including final presentations that shared innovative ideas and proposals aimed at fostering informed, discerning, and compassionate citizens. These presentations sparked community dialogue and action toward reimagining education systems to uphold the ideals of democracy.
Student Outcomes
Strengthening Civic Preparedness in Arizona Schools
One student-led outcome from the Lab addresses gaps in civic education and critical thinking among high school students, which contribute to low youth voter turnout and disengagement. The team designed a survey to assess students' civic knowledge and perceptions. Using these insights, they developed an action plan proposing workshops and resource packets to better equip students for active participation in democracy. The outcome provides a foundation for future collaboration with educators and policymakers to enhance civic engagement in Arizona schools. Learn more here.
Empowering Student Voice and Climate Action Through University-K12 Partnerships
Working to strengthen climate change education and civic engagement by connecting ASU students with local K-12 classrooms was the focus of this collaborative team. College students were trained as Climate Ambassadors to co-develop and deliver climate-focused lessons alongside middle school teachers. This partnership provided teachers with classroom-ready resources, empowered students to address climate issues in their communities, and encouraged future civic participation. The program fostered youth leadership, improved climate literacy, and offered ASU students valuable teaching and leadership experience, laying the foundation for expanding university-K12 collaborations in climate and democracy education. Learn more about it here.
Educating for Democracy?
Exploring the gap between civic education and real-world democratic engagement in schools, this collaborative group conducted surveys and focus groups with recent high school graduates revealing that while students learned about civics, they had few opportunities to practice it. To address this, the team proposed a participatory civic education model that integrates hands-on activities like student budgeting and classroom discussions into the school day. Pilot workshops were designed to help students apply classroom content to real-life civic responsibilities. Their approach fosters critical thinking, agency, and democratic participation, preparing students not just for exams, but for engaged citizenship in their communities. Learn more here.
Using Education to Protect Democracy
This interdisciplinary student outcome explores how education can combat scapegoating and polarization, which can erode democratic values. Students examined gaps in civics education and emphasized the need for critical thinking, media literacy, and representation of diverse voices. Their proposed solution focuses on intergenerational learning, misinformation awareness, and creating spaces for student expression. Future work includes a podcast and interactive website amplifying scapegoated voices, aiming to equip young people with tools to foster inclusivity, critical inquiry, and active democratic participation. Learn more here.
Media Coverage
ASU News. An Intergenerational Approach to Learning. By: Scott Bordow (12/05/2024)