From June 16–20, 2025, the Center for Economic and Civic Learning at Ball State along with Muncie Community Schools (MCS) hosted the annual Summer Civic Learning Academy (SCLA)—a dynamic, interdisciplinary professional development experience that brought together K–12 educators from across Muncie and beyond. Organized by the Center for Economic and Civic Learning (CECL), the Academy empowered teachers with actionable strategies for embedding civic engagement, media literacy, local history, and student voice across the curriculum.

With in-person sessions at Ball State’s L.A. Pittenger Student Center and a culminating day of independent planning, the Academy was more than a training—it was a movement toward reimagining civic education in America’s schools.

The urgency for meaningful civic learning has never been greater. Recent NAEP results show only 22% of 8th graders nationwide scored at or above the proficient level in civics, with even lower results in U.S. history. In Muncie—a majority Title I district—these challenges are compounded by resource gaps and systemic inequalities.

The SCLA directly addresses the problem of civic deserts by equipping educators with tools to help students become informed participants in democracy. Over the course of the week, participants engaged with leading practitioners, explored interactive pedagogies, and developed lessons grounded in local history and contemporary civic challenges.

Monday: Grounding in Local Civics & History

The 2025 SCLA opened with an inspiring session led by Shelby Lashbrook, State Director of Civic Engagement for the Indiana Alliance of YMCAs, who introduced educators to the potential of the Indiana YMCA Youth & Government (INYaG) program. This statewide initiative offers middle and high school students the opportunity to experience civic life firsthand by participating in a simulated state government model.

Lashbrook outlined how INYaG immerses students in roles as legislators, attorneys, justices, lobbyists, and members of the media. Each year, students across Indiana prepare for and participate in a statewide Youth & Government conference held at the Indiana Statehouse, where they propose bills, argue court cases, write editorials, and collaborate with peers to understand how democracy functions beyond textbooks.

Teachers heard directly from current student participants in the Youth & Government program. These students shared personal stories of growth and civic empowerment—describing how their experiences strengthened their public speaking skills, deepened their understanding of government systems, and inspired them to become more active in their schools and communities. One student recounted the pride of debating their own bill on the Statehouse floor, while another highlighted the inclusive nature of the program and the sense of confidence it cultivated.

This year, the Muncie YMCA is launching a Youth & Government delegation, creating a local pathway for students in Delaware County to engage in hands-on civics. The announcement was met with enthusiasm, as teachers considered how this program could extend civic learning beyond the classroom and into afterschool and extracurricular spaces. Lashbrook emphasized the accessibility and adaptability of the program, noting that educators can play a critical role as advisors and mentors to student delegates.

The session served as a model for how community organizations and schools can collaborate to foster real-world civic engagement. As one participant remarked, “Hearing the students made it clear—this isn’t just a simulation. It’s a launchpad for future civic leaders.” The morning session set a powerful tone for the week, illustrating how programs like INYaG can complement and amplify the civic learning goals of the Academy.

In the afternoon the Summer Civic Learning Academy teachers engaged in a powerful grounding in place-based civic education, led by Melissa Gentry and Lorey Stinton from Ball State University Libraries. Their workshop, “A Map of Protests and Politics in Muncie History,” used ArcGIS Story Maps to explore over a dozen historical sites throughout Muncie, turning the city into a living classroom of civic action and political transformation

Educators learned how to integrate geographic information systems (GIS) into social studies classrooms to teach history not just as a static set of facts, but as lived geography—where physical locations become entry points for civic inquiry. The map includes locations like:

The Delaware County Courthouse, site of civil rights speeches;

St. John’s Universalist Church, where community leaders gathered;

And the Post-Democrat Office, from which Mayor George Dale, a crusading journalist and politician, published anti-Ku Klux Klan editorials in the 1920s

The session also highlighted the 1887 visit of Susan B. Anthony, who spoke to an audience of over 1,000 Muncie residents at the city’s opera house—a landmark event linking Muncie to the national suffrage movement.

In the afternoon, Karen Vincent, Executive Director of the Delaware County Historical Society and former Muncie City Councilwoman, introduced participants to the lesser-known history of Muncie women involved in the struggle for and against the Equal Rights Amendment (ERA) in the 1970s. Through archived letters, oral histories, and local media artifacts, educators examined the complexity of civic activism in small-town America. These stories were reinforced by access to curated classroom-ready materials through the Notable Women of Muncie and Delaware County Project.

Tuesday: Critical Thinking & Law Enforcement as Civic Actors

Tuesday’s sessions focused on developing students’ analytical capacity and their understanding of authority, justice, and community.

The morning was led by Tim Kalgreen, Director of Civic Education at the Indiana Bar Foundation, who introduced educators to the acclaimed We the People: The Citizen and the Constitution program. A national initiative rooted in constitutional literacy and civil discourse, We the People equips students to become constitutional scholars through simulated congressional hearings, structured debates, and role-play grounded in legal precedent and civic values. Kalgreen emphasized how this curriculum is not an add-on, but a method for integrating inquiry-based learning into core social studies and language arts instruction
.
Teachers also explored the mock trial program, another initiative of the Indiana Bar Foundation, which challenges students to prepare legal arguments, question witnesses, and conduct courtroom simulations—skills that directly foster critical thinking, public speaking, and evidence-based reasoning.

In the afternoon, Officer Arin Phillips, a community engagement specialist with the Muncie Police Department, delivered an immersive workshop titled “Beyond the Badge: Community Policing and the People Business.” This session used systems mapping, scenario simulations, and reflective dialogue to address how youth encounter civic institutions—particularly law enforcement—in their daily lives.

Educators examined how discipline, trust, and student behavior intersect with broader questions of civic identity and systemic inequity. The session included activities drawn from real-world policing experiences and connected to restorative justice practices in schools. Through role-play and case studies, participants explored how cross-sector collaboration between teachers, law enforcement, and families can model justice and build a sense of belonging for students.

Wednesday: Fieldwork in Indianapolis

Midweek, participants embarked on a full-day field experience in Indianapolis, designed to help teachers connect local and state history to civic engagement in the classroom.

The first stop was the Indiana Historical Society, where, led by Lexi Gribble Manager, Education and NHDIeducators toured the award-winning “You Are There” exhibits—immersive environments that recreate historical moments such as the 1917 vote of Jeannette Rankin (the first woman elected to Congress) or the relocation of displaced families during the Great Flood of 1913. Teachers also learned about the National History Day in Indiana program, which empowers students to conduct original research and present it through documentaries, performances, papers, and digital exhibits. This project-based model aligns with both state standards and civic learning goals, fostering deeper engagement and historical literacy among K–12 learners.

In the afternoon, the group visited the Benjamin Harrison Presidential Site, the restored home of the 23rd U.S. President and a staunch advocate for civil rights and education. Teachers toured exhibits on Reconstruction, voting rights, and the evolution of the presidency, gaining insights into how to bring presidential history to life in their classrooms.

A highlight was the site’s innovative Future Presidents of America program, a leadership experience for students aged 12–16 that emphasizes civic responsibility, communication skills, and public service. Participants discussed how similar youth leadership models could be adapted in their home districts.

Thursday: Independent Planning and Peer Collaboration

Thursday was reserved for collaborative curriculum development and personalized planning. Educators returned to Ball State’s campus to reflect on the week’s learning and begin the work of integrating new civic strategies into their upcoming lesson plans.

Small working groups—organized by grade level and subject area—shared drafts of unit outlines, formative assessments, and civic action projects. CECL staff provided scaffolding to help participants align their materials with Indiana Academic Standards, the Educating for American Democracy Roadmap, and 21st-century skills frameworks.

Participants also explored how to implement place-based learning, simulate civic actions like voting and advocacy, and adapt the We the People curriculum for diverse classrooms—including ELL and special education settings.

Friday: Media Literacy & Civic Leadership

The final day focused on empowering students to navigate civic life in the digital era, where information is abundant but often unreliable.

In the morning, Kate Elliott, associate lecturer at the Ball State School of Journalism and Strategic Communication, led the acclaimed session “Truth Detectives.” Elliott introduced educators to strategies for teaching students to distinguish between misinformation, disinformation, and malinformation, drawing from resources like Checkology, News Literacy Project, and recent journalism case studies.

Participants engaged with classroom-ready activities such as:

Media bias charts and fact-checking games

“Can You Spot the Fake Headline?” assessments

Simulations of social media misinformation campaigns

In the late morning, Anne Fuchs, Director of Communications for the Court of Appeals of Indiana, offered a session on “Civility, Civics, and Communication.” Fuchs discussed how civil discourse and advocacy are foundational to civic life, especially in an era of political polarization. Drawing from her work with student outreach and appellate court programs like Appeals on Wheels, Fuchs emphasized communication as a civic skill and leadership tool.

During her presentation, Fuchs shared interactive exercises from her Foxy Opera signature workshop, “The Seven Secrets of Opera Singers,” which distills centuries of operatic vocal training into accessible techniques for professionals seeking to improve their speaking and leadership presence. Teachers participated in vocal warm-ups, posture drills, and speaking prompts that encouraged vulnerability, reflection, and humor. Fuchs stressed that mastering “the voice other people hear” can help educators model calm and confident communication, defuse tense classroom moments, and foster environments where students feel heard and respected. The connection between vocal presence and civic participation was a highlight. “Civility is not just about what you say,” Fuchs noted. “It’s about how you say it—how your voice enters the room before you do.”

The Academy concluded with a transformative session led by Dr. Michael T. Ndemanu, Associate Professor in the Department of Educational Studies at Ball State University and an internationally recognized scholar in comparative education, multicultural curriculum, and transformative education. Drawing on his extensive expertise—including teaching experience in Cameroon, leadership of the Global Institute for Transformative Education, and scholarship on multicultural and peace education. Dr. Ndemanu guided educators through a series of reflective dialogues and hands-on activities focused on voting simulations and embedding democratic norms into classroom practice. Dr. Ndemanu introduced voting simulations as dynamic microcosms of democratic practice: from local school board elections to national referenda. Through breakout groups, educators experienced how voting mechanics, ballot design, coalition building, and post-election debriefs can engage students not just cognitively, but ethically and emotionally.

Impact and Evaluation

According to a post-program evaluation of 30 teachers:

Civic knowledge scores increased significantly across all domains (U.S. Constitution, Bill of Rights, Indiana history, media literacy).
The combined knowledge score showed a large effect size (Cohen’s d = 0.95; p < .01).
Teachers reported gains in confidence, curriculum planning, and classroom implementation.
Highlights from Teacher Feedback:

“This training has helped a lot to understand how to incorporate civics into everyday teaching—not just for social studies teachers. Especially with media literacy and critical thinking.” — SCLA Participant, 2025

“As an ELL teacher, I now feel equipped to embed themes of the Constitution and rights into student-centered learning.” — SCLA Participant, 2025

Notable Increases:

Guest speaker implementation +0.50 (Cohen’s d = 0.53)

Field trips +0.53 (Cohen’s d = 0.59)

Confidence in connecting civics to literacy +0.63 (Cohen’s d = 0.76)

Confidence in reaching low-income/underrepresented students +0.47 (Cohen’s d = 0.63)

Innovative Pedagogical Tools

Hexagonal Thinking Maps: Used to make abstract civics concepts (federalism, constitutional rights, civic duties) tangible and connected.

Civic Clue Game: Muncie’s political figures and landmarks were transformed into a classroom-ready game developed in collaboration with the Ball State Libraries and Art Department

Women’s History Timeline: A visual anchor and discussion tool, integrating local figures like Frances Wilson Grayson with national milestones from Abigail Adams to Billie Eilish