Talking Politics: Creating a Course for Incoming Freshman on Political Discourse

Abstract

Efforts to teach civic engagement address not only students’ political knowledge but also their skills and dispositions. Although the scholarship of teaching and learning has explored the role of political discussion in the pre-college classroom extensively, attention to the topic at the college-level has been limited. Given the challenges campuses currently face regarding freedom of expression, there is value in featuring political discussion in college instruction. In this paper, we share our experiences in creating and piloting a one-credit course for incoming freshmen entitled “Talking Politics: Disagreeing Without Being Disagreeable”. Learning objectives, course content, and assessment tools are outlined as well as our plans to enhance future iterations. We hold that learning to “talk politics” with those who disagree with us is a core democratic skill and that this course offers a promising approach to imparting this skill.

Keywords:

• civic education
• civic engagement
• curriculum
• experiential learning
• political learning

Acknowledgments

We acknowledge and thank the Rutgers University Research Council for their support of this research.

Notes

1 For analysis of constitutional roots of free speech, statutory roots of promoting a nondiscriminatory campus climate, and the place of each on college campuses see Chemerinsky and Gillman (2017) and Thomas (2018).

2 See Knight Foundation’s Free Expression on Campus: What College Students Think About First Amendment Issues: https://knightfoundation.org/reports/free-expression-on-campus-what-college-students-think-about-first-amendment-issues and “What College Students Really Think About Free Speech”, New York Times (March 12, 2018): https://www.nytimes.com/2018/03/12/us/college-students-free-speech.html.

3 “Trump Signs Executive Order Protecting Free Speech on College Campuses”, New York Times (March 21, 2019): https://https://www.nytimes.com/2019/03/21/us/politics/trump-free-speech-executive-order.html.

4 See Carnegie Corporation’s Guardian of Democracy: The Civic Mission of Schools for fuller discussion (2011, 27–29): https://www.carnegie.org/media/filer_public/ab/dd/abdda62e-6e84-47a4-a043-348d2f2085ae/ccny_grantee_2011_guardian.pdf.

5 Bennion (2017, 349).

6 See Zukin et al. (2006, 142) noted by Rubin (2012, 42).

7 Hess (2009, 7).

8 Shaffer et al. (2017, 3).

9 For more on course design and assessment, see Bennion (2017, 347–360).

10 “Facilitating Political Discussions” by Nancy Thomas and Mark Brimhall-Vargas (Institute for Democracy and Higher Education): https://tischcollege.tufts.edu/sites/default/files/Facilitating%20Political%20Dialogues%20Workshop.pdf

11 For more about “Socratic Circles”, see Rubin (2012).

12 For the session on active listening, we utilized the exercise in “Facilitating Political Discussion”: https://tischcollege.tufts.edu/sites/default/files/Facilitating%20Political%20Dialogues%20Workshop.pdf.

13 https://www.nytimes.com/2018/01/21/opinion/empathize‐with‐your‐political‐foe.html

14 https://www.ted.com/talks/robb_willer_how_to_have_better_political_conversations?nolanguage = e

15 https://moralcourage.com/role-modeling/

16 A central reading for this session was “Try Fact-Checking Yourself for a Change” by Erik Helzer, Baltimore Sun (February 3, 2017): https://www.baltimoresun.com/opinion/op-ed/bs-ed-factchecking-yourself-20170204-story.html.

17 For more on “Take a Stand”, see Rubin (2012).

18 Case studies recently utilized include the University of Nevada at Reno’s actions regarding their student’s participation in the “Unite the Right” rallies in Charlottesville: https://www.insidehighered.com/news/2018/09/27/university-tests-free-speech-mettle-ensuring-graduation-charlottesville-marcher and Fordham University’s decision to deny permission to form a Students for Justice in Palestine chapter: https://www.insidehighered.com/news/2017/01/18/fordham-denies-student-palestinian-rights-group-approval-being-too-polarizing

Additional information

Funding

This work was supported by University's Research Council, Rutgers University.

Notes on contributors

Elizabeth C. Matto

Elizabeth C. Matto, Ph.D. Associate Research Professor, Eagleton Institute of Politics, Rutgers University-New Brunswick. Elizabeth Matto directs Eagleton’s Center for Youth Political Participation (CYPP), leading research as well as educational and public service efforts designed to encourage and support the political learning of high school and college students and civic action among young adults, including those holding and running for office. These projects include: RU Ready, a civic engagement initiative designed to provide high school students with the tools and encouragement to be civically and politically engaged in their communities; RU Voting, a project focused upon engaging Rutgers students in local, state, and national elections; and the Young Elected Leaders Project, which involves maintaining a database of young people serving in public office nationwide at all levels of government, gathering data about young leaders’ backgrounds and leadership styles, and building a network of young elected leaders. In addition, Matto is the lead editor on the American Political Science Association’s 2017 publication, Teaching Civic Engagement Across the Disciplines, and edits the text’s companion website, a resource for educators who want to include political learning techniques in their curriculum. She is also the author of the book, Citizen Now: Engaging in Politics and Democracy (Manchester University Press, 2017). In 2016, Matto was awarded the Craig L. Brians Award for Excellence in Undergraduate Research & Mentorship by the American Political Science Association, given to faculty members who demonstrate commitment to and excellence in encouraging and developing scholarship among undergraduate students, and in mentoring undergraduate students in preparation for graduate school or public affairs related careers. She also was named the American Political Science Association’s Member of the Month in May, 2017. Prior to her work at Eagleton, Matto taught a variety of courses at Princeton University, Temple University, and George Washington University.

Randi Chmielewski

Randi Chmielewski, Chief of Staff, Eagleton Institute of Politics, B.A. degree in political science, Rutgers University; M.P.A. degree in public and nonprofit management and policy, New York University.

Chmielewski supervises Institute communications and public programs, manages confidential projects, serves as a surrogate for the director, and assists in strategic areas. She leads and participates in cross-functional senior leadership teams responsible for implementing Eagleton’s mission to develop responsible leadership in civic and governmental affairs and solutions to our political problems. Her recent team projects include a comprehensive effort to embed core values across the Institute’s work; supporting Eagleton’s 2019 leadership transition; and upgrading communications systems to increase engagement. In addition, she is a co-instructor and co-creator of an undergraduate course on talking politics across difference. Chmielewski previously worked on re-visioning the Institute’s brand and website, building Eagleton’s science politics initiative—including the Eagleton Science and Politics Workshop series and the 2019 launch of a new science fellowship program in New Jersey state government—and developing the Rutgers-Eagleton Washington Internship Award Program.

She and her team have presented high-profile programs for audiences of 25 to 5,000 — featuring guests such as former Secretary of State Hillary Clinton, Congressman John Lewis, Supreme Court Justice Sonia Sotomayor, and former U.S. Senators Olympia Snowe and George Mitchell. In addition, Chmielewski is a co-instructor for the undergraduate courses Political Campaigning and Talking Politics: Disagreeing Without Being Disagreeable. Chmielewski previously managed the Institute’s Citizenship Rutgers naturalization application assistance program in collaboration with the Rutgers Law Schools in Newark and Camden.

Before returning to Eagleton in 2011, she served as special assistant to Mayor Jun Choi in Edison Township. She is an alumna of the Eagleton Undergraduate Associates Program and served as co-chair of the Eagleton Alumni Committee from 2013 through 2016.