Abstract
The authors introduce a framework for considering the particularities of civic engagement in higher education. Colleges and universities make increasing reference to civic engagement in mission statements and other guiding documents; however, these documents often do not allow for distinctions between types of civic engagement activities that might occur in specific academic disciplines. This suggests a singular approach to civic engagement. The authors argue that actual pedagogies demonstrate variance and nuance in purposes of and approaches to civic engagement. Supporting faculty considerations of what content and skills are necessary for civic engagement in a particular academic discipline, the authors examine the notion of disciplinary literacy and adapt it to the college classroom.
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