Young adults who had participated in a college program in which they learned to deliberate were compared with a matched sample from the same college who did not participate. Interview and survey responses to questions about citizenship and communication about politics were analyzed. Ten years after their graduation, the students who learned to deliberate during college had more complex conceptions of citizenship and its responsibilities compared to their 2005 classmates in the matched cohort. They also expressed more willingness to engage in political talk across differences. The study suggests that when emerging adults have extended experience deliberating about potentially divisive policy issues, they develop cognitive and communicative skills that equip them to navigate the diverse socio-political world that they now inhabit. Thus, we argue that education for democracy in the 21st century should include instruction in deliberative practice.

Colleges and universities have been accused of abdicating their civic responsibilities, especially when it comes to abating the political alienation among college students, and not offering, instead, a positive institutional model of good democratic practice. Students complain that the democratic principles they are learning about in class are not implemented in the university governance that they see and hear. In this essay, I consider the challenges of citizenship for higher education and for students, the similarities and differences between workplace and academic democracy, and the role and profile of a particular academic institution as a model for democratic practice. Then I present three case studies of political action at one university and the inconsistent yet hopeful messages about democracy that this institution's words and actions potentially conveyed to students and other onlookers.

Introduction: John Dewey, a prominent educational philosopher, emphasized the importance of connecting education and democracy, and advocated for the cultivation of civic values through experiential learning. Dewey’s pedagogical model most often unfolds with educators designing students’ experiences, which Dewey believed instills and advances the moral foundation of a democracy. Dewey faced many detractors over his lifetime who maintained that his emphasis on experience and moral development lacked the substance of traditional educational philosophy and was marginally connected to civic education. In recent years and in an increasingly contentious social/political environment, Dewey’s perspective has been rediscovered and rehabilitated by research that has identified both political and moral identities to be central constructs in the construction of a civic identity. This paper explores how civic education is affected when socio-political crises disrupt the established educational order, leaving students to navigate these turbulent circumstances on their own. Methods: This study employs a mixed-methods approach to examine the impact of the socio-political crises of 2020—COVID-19 and racial unrest—on civic learning in higher education. A total of 1217 college students were surveyed during the spring of 2020 to assess how their academic experiences influenced their engagement with these twin crises. Both quantitative and qualitative data were gathered to provide insight into students’ experiences. Results: The findings suggest that students’ learning experiences during these crises had a significant impact on how they engaged with the socio-political challenges of 2020. Students who engaged in more self-reflective experiential learning during the pandemics reported a renewed understanding of their roles as citizens and increased commitment to a more equitable and just communal existence. Students reported that being forced to actively engage with the crises—rather than passively receiving information—helped them to develop a sense of civic responsibility. Discussion: The results of this study highlight the potential for civic education to be enriched during times of crisis, particularly when students are encouraged to actively engage with their experiences. Dewey’s model of experiential learning proves relevant when socio-political upheaval forces students into a direct, personal, unmediated experience with the issues at hand. The result seems to be deeper, previously unappreciated understanding of their roles in a democratic society. The study suggests that higher education can serve as a vital space for fostering civic engagement, even in the face of unexpected challenges. Furthermore, the disruption of traditional educational processes during crises can create opportunities for students to develop critical thinking skills and a more profound commitment to civic participation.