Why College Presidents Need a Coalition for Civic Preparedness

Civic preparedness in higher education can no longer be treated as an assumed byproduct of a college education. In this episode of the Changing Higher Ed® podcast, Dr. Drumm McNaughton speaks with Raj Vinnakota, president of the Institute for Citizens & Scholars, about how colleges and universities can rebuild the civic skills students need to navigate disagreement, evaluate credible information, and solve problems across difference. Drawing on his work with college presidents, faculty, employers, and Gen Z leaders, Vinnakota explains why higher education has drifted too far toward a private-good narrative focused almost entirely on jobs and individual outcomes. He makes the case that institutions must also reclaim their public-good responsibility by preparing students to participate productively in civic life. The conversation also explores College Presidents for Civic Preparedness, or CP², a coalition of 135 college and university presidents working together to lower the political and institutional risk of leading civic preparedness work alone. Vinnakota explains why opt-in programming is not enough, why faculty need support to teach contentious issues, and why shared measurement is needed to move civic preparedness from rhetoric to campus-wide culture change. This conversation is especially relevant for presidents, boards, provosts, faculty leaders, and institutional teams working to strengthen civic learning, rebuild public trust, and prepare graduates for a more polarized and information-saturated world. Topics Covered: Why civic preparedness can no longer be assumed as a byproduct of college How higher education's public-good mission has been crowded out by short-term job-focused framing Why presidents who lead civic preparedness alone often face stakeholder pushback How CP² lowers institutional risk through a coalition of 135 college and university presidents The three civic skills every graduate needs: productive conversation, credible information use, and collaborative problem-solving Why opt-in civic programming fails to reach most students How institutions are embedding civic skills into orientation, general education, curriculum, residential life, and campus culture Why faculty need training and peer support to teach contentious issues effectively How shared measurement helps institutions assess whether civic preparedness work is changing campus culture Why local trust remains one of higher education's strongest strategic assets Real-World Examples Discussed: A diverse group of college presidents who identified the same public-good challenge across very different institutions The growth of CP² from 14 founding presidents to 135 institutional leaders Forty-two institutions moving from opt-in civic programming toward campus-wide culture change Faculty institutes that have trained more than 155 faculty members from over 60 institutions Campus-based faculty cohorts designe