Civic-Minded Graduate

The conceptual framework for the CMG represents the integration of the following three dimensions

  • Identity
  • Educational Experiences
  • Civic Experiences

The construct of CMG incorporates the following domains


  • Volunteer Opportunities: understanding of ways to contribute to society, particularly through voluntary service, and including knowledge of nonprofit organizations
  • Academic Knowledge and Technical Skills: understanding of how knowledge and skills in at least one discipline are relevant to addressing issues in society
  • Contemporary Social Issues: understanding of current events and the complexity of issues in modern society locally, nationally, or globally


  • Communication and Listening: ability to communicate (in writing and orally) with others, as well as listen to divergent points of view
  • Diversity: understanding the importance of, and the ability to work with, others from diverse backgrounds; also appreciation of and sensitivity to diversity in a pluralistic society
  • Consensus Building: ability to work with others, including those with diverse opinions, and work across differences to come to an agreement or solve a problem


  • Valuing Community Engagement: understanding the importance of serving others, and being actively involved in communities to address social issues
  • Self-Efficacy: having a desire to take personal action, with a realistic view that the action will produce the desired results
  • Social Trustee of Knowledge: feeling a sense of responsibility and commitment to use the knowledge gained in higher education to serve others

Behavioral Intentions

  • A stated intention to be personally involved in community service in the future


Hatcher, J. A. (2008). The public role of professionals: Developing and evaluating the Civic-Minded Professional scale. (Doctoral dissertation). Retrieved from Pro Quest Dissertation and Theses, AAT 3331248.

Steinberg, K. S., Hatcher, J. A., & Bringle, B. G. (2008) Civic-Minded Graduate: A North Star. Michigan Journal of Community Service Learning, 18, 19-33.