Civic education and civic leadership are at the forefront of renewing faith in democracy on our campuses and communities. There is an urgent need for higher education to return to its historical foundation to fulfill the mission of democracy by educating students for democratic citizenship (Harkavy, 2006). Effectively integrating curricular and co-curricular civic engagement involves a balanced approach that is “both political and non-political” (Ehrlich, 2000, p. vi) to guide students to identify core values, develop civic knowledge, and build civic leadership skills (Finley, 2011; Hurtado, 2019). Civic leadership is an integral student learning outcome embedded within civic engagement praxis, but few frameworks have been developed to integrate leadership growth into their programming and curricula (Kniffin & Sapra, 2021). To renew faith in democracy, a reorientation to engagement with the local community through civic leadership is the pathway to achieve measurable impact by guiding students from the classroom into the community. If higher education is to fulfill the mission of democracy, educators and campus leaders must become the guides who invite students into a story bigger than themselves. Building on King’s (1963) civic legacy and Musil’s (2009) Civic Learning Spiral, the author outlines a Strategic Leadership Impact Model that has resulted in student-led civic engagement capstone projects, community-based research, and sustainable civic partnerships. Whether in the classroom or in the community, undergraduate students must be equipped through civic curriculum, co-curriculum, and service-learning programming to engage diverse perspectives and political viewpoints with civic curiosity to become effective civic leaders.
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