Civic-Minded Graduate

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

  • Identity
  • Educational experiences
  • Civic experiences

Domains of the CMG construct


  • Volunteer Opportunities: Understanding of ways to contribute to society, particularly through voluntary service, 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, as well as appreciation of and sensitivity to diversity in a pluralistic society
  • Consensus Building: Ability to work with others, including those with diverse opinions, and to work across differences to come to an agreement or to solve a problem


  • Valuing Community Engagement: Understanding the importance of serving others and of 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.