A practical guide for integrating civic responsibility into the curriculum by Gottlieb, K., & Robinson, G. (Eds.)- Washington, DC: Community College Press, 2002. 86 pages. $15 (AACC members)/$20 (non-members). Reviewed by Courtney H. Thornton.The discussion of civic responsibility at all educational levels is widespread today as a result of the civic engagement movement of the last decade. Community colleges, four-year institutions, and high schools are all actively employing new programs to engage their students in the public life of their communities. Karen Gottlieb, a service learning consultant from Miami, Florida, and Gail Robinson, Coordinator of Service-Learning with the American Association of Community Colleges (AACC), have edited a guide that is intended to provide practical and accessible applications for the widest range of community college faculty who aim to develop citizenship skills in their students by integrating civic responsibility, in concept and action, into their courses. In total, thirteen authors from the following six colleges contributed to the volume: Albuquerque TVI Community College, Glendale Community College, Hocking College, Mesa Community College, Miami-Dade Community College, and Oakton Community College. Faculty, staff and administrators at these colleges were part of a two-year servicelearning project with the AACC funded by the Corporation for National and Community Service (CNCS). This guide is a result of the work on the AACC project.Chapter One identifies several reasons why this discussion of civic responsibility is critical in today's society. First, society in general exhibits discontentment with public officials and with a lack of civic engagement. second, increasing numbers of foreign-born people reside in the Unites States and attend colleges. The American interpretations of civic responsibility may not be innate for individuals from other cultures, and the venues of higher education can foster learning about civic responsibility. Third, although the number of students participating in volunteer activities is increasing, the connection between volunteering and civic responsibility is not often explicitly understood by students.Chapter Two connects the goals of civic responsibility to the mission of the community college and offers a definition of civic engagement. The definition is broad, and faculty and students are encouraged to adapt or augment the definition through discussion and experience. Faculty and others who are considering civic engagement for the first time may be confused by the differences between civic engagement, community service, service learning, and other similar terms, as the editors and contributing authors do not clearly differentiate among them.Chapter Three offers several considerations for faculty who desire to incorporate civic engagement into their classes. The chapter contains broad planning questions for faculty as well as a brief section that discusses how to advance the culture of civic responsibility at an institution. Sixteen activities in this chapter provide the practical guide that the editors intended and offer an appropriate level of detail to faculty who are new to the civic engagement movement. A variety of student activities are suggested that exist on a continuum of involvement level, ranging from reflective-thought activities to immersion in civic responsibility action. For example, sample activities vary from having students complete a self-inventory matrix of civic competencies and skills to having students plan and facilitate a town hall meeting around a community need. …