Civic engagement has long been a pedagogical and societal goal for communication scholars (Arnett & Arneson, 1999; Bennett, Wells, & Freelon, 2011). Kidd and Parry-Giles (2013) point out that belief in the "inherent civic value of speech to meaningful citizenship" is the "pedagogical core of the discipline" (n.p.). NCA's Learning Outcomes in Communication (LOCs) embrace that tradition by calling on communication educators to (in part) assess the extent to which graduates of communication programs can: (1) articulate the importance of communication expertise to civic engagement; (2) influence public discourse; (3) explain the importance of communication in civic life; (4) frame and evaluate civic issues from a communication perspective; and (5) use communication to promote human rights, dignity and freedom. The authors argue that scholarship focused on civic engagement as a student learning outcome is central to communication pedagogy and the doing, becoming, engaging framework could provide a structure within which this scholarship can happen in a robust manner. They advance the point that civic engagement should be studied further by communication scholars to assess communication program graduates' abilities to articulate the link between communication and civic engagement, explain the importance of communication in civic life, frame and evaluate civic issues from a communication perspective, influence public discourse, and use communication to promote human rights, dignity and freedom.