*The nonpartisan ClemsonVotes coalition will be providing ideas and resources to faculty and instructors throughout the fall 2020 semester via the Clemson Teaching Listserv.
The information below is an excerpt from a blog post by Nancy Thomas, who directs the Institute for Democracy & Higher Education (IDHE) at Tufts University.
Nancy explains that – according to the National Study on Learning, Voting, and Engagement (NSLVE), conducted by IDHE – the biggest losses in student voter engagement occur between the time of registration and the time of turnout. That time is now, in mid- to late-October. There are a number of interesting ideas and topics that instructors can bring into curricular work with students now and over the next couple of weeks. And the best part? These discussions would work well in online learning, small groups, and breakout rooms!
Nancy writes:
All disciplines can examine relevant issues in this election, and all students, regardless of their chosen profession, need to grapple with big questions that illustrate what’s at stake for the future and health of US democracy. Below, I outline several sets of questions that faculty and student groups can integrate into classroom activities and cocurricular events. While each set could lend itself to an entire class period (and, in many cases, a whole course), or could simply be shared with students to explore on their own time, the point is to raise awareness and engagement in critical issues and concerns surrounding the election.
1. What is the best approach to addressing a nationwide health crisis? Which level(s) of government are in the best position to make policy choices: national, state, local, or some combination? What is the role of science in public health policy? How do we ensure the public has access to science-based recommendations?
2. What policies and practices need to change to stop racial injustice in community policing? Who is in the best position to make that decision: local, state, or federal governments? Are current attitudes about race the outcome of individual biases, longstanding structural inequalities, or both? How should educators support antiracism in society and on campus?
3. What is the best process for choosing US Supreme Court justices? Is the current process (a presidential nomination, confirmation by the US Senate) fair? How important is an independent judiciary, and if it is important, how can partisanship be removed from the selection process? Is there a cut-off date during an election year for making these lifetime appointments?
4. What constitutes a “free and fair” election? What is the history of voting rights in the United States? How do US voting rates compare with rates in other established democracies? Where is the line between extreme inconvenience to cast a vote and intentional suppression? How does voting affect representation and policy choices?
5. What will happen on election day and the following days, weeks, and months? How do we prevent voters from feeling “robbed”? What needs to happen on campus to plan for different election results? How do we prepare for “the morning after”?
6. How do we explain white nationalism in the United States? What economic, social, and political conditions give rise to hate groups in any society? Is domestic terrorism a significant problem in the United States? Should campus communities censor or rebuke hate speech? How do campus community members balance expressive freedoms and maintaining inclusive and welcoming conditions for student learning?
7. What is the appropriate balance between individual freedoms and social responsibility? What responsibilities do we have toward people in our communities, state, the nation, and the globe? How do we instill in people a sense of shared responsibility for each other’s success and well-being? What public issues (e.g., climate change, tax policy) hang on the balance between individual rights and social responsibility?
8. Is “character” important in judging the strengths and weaknesses of a candidate? What are the attributes of a candidate with character? Does “likeability” matter? What matters more: ethics or effectiveness?
9. Is the US “grand experiment” in democracy failing or thriving? What are the warning signs of authoritarianism? What are the attributes, principles, and practices of a strong democracy? How do we assess the state of democracy at this time?
10. How secure is academic freedom? What is the campus climate for discussing political issues? What pressure do academics face to be “neutral,” as opposed to being critical scholars? What is the role of standards of evidence and truth in educating for a strong democracy?