Divided We Fail: Are Leaders and Citizens Talking Past Each Other on Higher Education?

In 2012–2013, National Issues Forums held around the country have brought college students, high school students, parents, faculty, employers, retirees, and others together to deliberate about the mission of higher education and the role it should play in the nation’s social, political, and economic progress.

NIFThis interim report by the National Issues Forums Institute Board finds that Americans outside the policymaking arena want to think and talk about the mission of higher education and its role in shaping our collective future. How does their vision compare with that of leaders now proposing and adopting reforms? The challenge highlighted here is that the country is now having two very different, largely separate, conversations about the future of higher education.

The final report, which will follow after the conclusion of the Shaping Our Future forums in fall 2013, will showcase the enormous divide between the policymaker debate on higher education and the ideas and concerns among the more typical citizens who participated in the forums. Both groups bring important values and issues to the table but, at present, there is substantial crosstalk and miscommunication between them. Indeed, the principal take-away from the forums is the need for broader, more inclusive deliberations—conversations that bridge the customary divisions in our society.

Resource Link:  http://kettering.org/publications/divided-we-fail/

on vacation

I am obsessive about posting here every work day, as I have done since early in 2003. This week and next represent an ambiguous case, however. I’m away from the office and not working full-time, but also not completely “off.” I think I will stay off the blog to maximize rest time. Back around 8/28.

The post on vacation appeared first on Peter Levine.

Transparency & Trust: an Experimental Study of Online Disclosure

Washington-20130820-00261

 

A big thank you to Stephan Grimmelikhuijsen for sending me two copies of his book overseas: Transparency and trust: an experimental study of online disclosure and trust in government. You can download a version of it (dissertation) here.

Stephan’s work is, in my opinion, extremely important reading for those working in the field of transparency and accountability.

As it turns out, whether we like it or not, claims that transparency leads to more trust are not supported by the existing evidence. Still not convinced? Read a short review of the evidence here.


Bullying: What is it? How do we prevent it?

This issue guide was created by the David Mathews Center for Civic Life in 2012 for Alabama Issues Forums that took place in 2012 and 2013. The issue guide provides a brief overview of the bullying issue and outlines three approaches to addressing this public issue.

Bullying-coverThe David Mathews Center—a non-profit, non-partisan, non-advocacy organization—does not advocate a particular solution to the bullying issue, but rather seeks to provide a framework for citizens to carefully examine multiple approaches, weigh costs and consequences, and work through tensions and tradeoffs among different courses of action.

The issue guide’s introductory essay, authored by Dr. Cynthia Reed of Auburn University’s Truman Pierce Institute, outlines the impact the bullying issue has on Alabama and the nation:

“Although bullying is often thought of as only a school-related problem, in reality it affects us all. Bullies can be students, parents, teachers, administrators, work colleagues, or others in the community. Likewise, bullying can occur at school, at work, at church, or at other community functions… Today, most states have legislation requiring schools to address bullying. Yet bullying remains prevalent in our schools, workplaces, and communities.”

The issue guide outlines three possible approaches to addressing the issue:

Approach One: “Get Tough on Bullying”
Reports of bullying incidents are reaching epidemic proportions. Bullying is unacceptable. It must be treated with zero tolerance. Increased reports of bullying in our schools demand that schools, principals, and school districts do more to help prevent and provide tougher consequences for bullying. We must ensure that district anti-harassment policies and student codes of conduct in Alabama are strictly enforced.

Approach Two: “Equip Students to Address Bullying”
Students need practical knowledge and skills to react to and report bullying. Not every young person understands what constitutes bullying and how to respond to it. Many feel powerless as victims and/or bystanders. Many bullies do not understand the effects of their actions. The lines between victims and bullies often become blurred when circumstances change and/or victims retaliate. The bullied may be charged as bullies if they retaliate. We should concentrate our efforts on educating students about bullying and how to respond to it. We should create supportive, enriching school cultures that equip young people to address the root causes of bullying.

Approach Three: “Engage the Community and Parents in Bullying Solutions”
Bullying is a widespread behavior. It is not limited to schools. Parents and the community should accept more responsibility for talking about and preventing bullying. The cost is too high for the community if bullying is not addressed. Bullies take up school time and police time. Bullies can end up convicted of crimes when they reach adulthood. Teachers and administrators do not have the time, personnel, and resources to eradicate all bullying. They cannot address its complex root causes outside the school environment. We, individually and through our community organizations, must communicate to young people that bullying is unacceptable. A great amount of bullying and violent behavior begins in the home. We must reach out to parents. We must reach out to young people. Some young people do not have supportive home environments and need community help.

More About DMC Issue Guides…

David Mathews Center issue guides are named and framed by Alabama citizens for Alabama Issues Forums (AIF) during a biennial “Citizens’ Congress” and follow-up workshops. Alabama Issues Forums is a David Mathews Center signature program designed to bring Alabama citizens together to deliberate and take community action on an issue of public concern. Digital copies of all AIF issue guides, and accompanying post-forum questionnaires, are available for free download at www.mathewscenter.org/resources.

For further information about the Mathews Center, Alabama Issues Forums, or this publication, visit www.mathewscenter.org.

Resource Link: www.mathewscenter.org//wp-content/uploads/2013/05/Bully-Brochure_press_PMS.pdf

This resource was submitted by Cristin Foster of the David Mathews Center for Civic Life via our Add-a-Resource form.

My Interview with Shareable.net

Journalist Cat Johnson recently published an interview with me on Shareable.net, the lively chronicler of new types of sharing and collaboration, especially on digital platforms and in cities.  The interview is a brief survey of my thinking on the commons as a promising political strategy and governance template.  Here’s an excerpt: 

“We need to imagine new forms of governance,” he [Bollier] says. “It’s not as if the state is going to be rendered useless or unimportant tomorrow, but the state needs to explore new forms of governance if it’s going to keep its own legitimacy and effectiveness.”

He points to the fact that government’s incompetence and incapacity for dealing with problems, as centralized, territorial institutions, is going to become more evident.

“Just as governments charter corporations, ostensibly to serve the common good,” he says, “the government ought to be chartering the commons and providing financial assistance and legal sanction and even privileges. Because at a local, self-organized level, the commons can perform lots of tasks that governments just aren't doing well because they’re too corrupted or bought off or too centralized and incapable of dealing with diverse, distributed complexity.” He adds, “At the core, it’s a governance problem. Even liberal, constitutional democracies are not capable of solving all these problems.”

read more

The College Completion Labyrinth

The majority of transfer students from community college (62 percent) will go on to receive a bachelor's degree within 6 years. Students who have already received a two-year credential before transferring have an even better shot, with 72 percent going on to complete a bachelor's in 6 years. This data comes from the National Student Clearinghouse Research Center, in a report released last week.

While there is certainly room for improvement, this is hopeful news. For many young Americans, community college represents one of the few remaining pathways to the American Dream, and these colleges serve nearly half of the nation's undergraduate population.

The students tracked for the study had transferred without taking time off, meaning they likely had more momentum than the typical student, according to researchers from the National Student Clearinghouse Research Center.

Momentum – helping students maintain it and supporting them when it flags—is a critical component of student success. After all, while students in this study had decent success rates, for more than half of the country's community college students, in 6 years, they will not have completed a two-year degree or transferred to a four-year college.

Many students face hurdles in their personal lives that make completion difficult: they work full-time, they're caring for a family, they commute, they attend school part-time. But the ways in which some community colleges operate present many unnecessary barriers that prevent students from reaching their goals.

Most of us tend to think about the path through community college as something like this:



But here's what the community college experience is really like for most students:

Graphics courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group.



The complexity of a student’s pathway through an associate’s degree or transfer sheds light on why so few community college students make it to the end of their programs. Yet this flaw in the system is structurally fixable. There are policies and practices that straighten the completion maze and improve and support student momentum.

We've been working with leading, innovative community colleges to identify and implement practices that help students better find their way. We've also spoken to community college students from across the country to hear what they say would help them more easily navigate enrollment, completion and transfer. The ideas they raise include:

  • Programs with well-defined pathways and clear goals.
  • Advisors, counselors, and faculty members who offer support and guidance that is accurate, accessible, and tailored to students’ educational and career goals.
  • More inter-departmental collaboration and better channels of communication on campus, so students can better find the information and services they need.
  • Exposure to career possibilities.
  • Developmental education offered in a way that helps students succeed.

Another thing we heard frequently from students was, "I should have known." The students we have spoken to are quick to blame themselves for not being able to reach the end of the completion maze. Unfortunately, their experiences reinforce the misperception many hear their whole life: that they're not college ready; that college isn't for them.

We owe it to students to fix the flaws in our higher education system. The stories, concerns, and recommendations raised by current and former students serve as useful and powerful points of departure as we explore how to help more students complete a degree.

To find out more about what students have to say regarding their community college experience – what helps and hinders their progress – read our Student Voices report and watch this short video.

The College Completion Labrynth

The majority of transfer students from community college (62 percent) will go on to receive a bachelor's degree within 6 years. Students who have already received a two-year credential before transferring have an even better shot, with 72 percent going on to complete a bachelor's in 6 years. This data comes from the National Student Clearinghouse Research Center, in a report released last week.

While there is certainly room for improvement, this is hopeful news. For many young Americans, community college represents one of the few remaining pathways to the American Dream, and these colleges serve nearly half of the nation's undergraduate population.

The students tracked for the study had transferred without taking time off, meaning they likely had more momentum than the typical student, according to researchers from the National Student Clearinghouse Research Center.

Momentum – helping students maintain it and supporting them when it flags—is a critical component of student success. After all, while students in this study had decent success rates, for more than half of the country's community college students, in 6 years, they will not have completed a two-year degree or transferred to a four-year college.

Many students face hurdles in their personal lives that make completion difficult: they work full-time, they're caring for a family, they commute, they attend school part-time. But the ways in which some community colleges operate present many unnecessary barriers that prevent students from reaching their goals.

Most of us tend to think about the path through community college as something like this:



But here's what the community college experience is really like for most students:

Graphics courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group.



The complexity of a student’s pathway through an associate’s degree or transfer sheds light on why so few community college students make it to the end of their programs. Yet this flaw in the system is structurally fixable. There are policies and practices that straighten the completion maze and improve and support student momentum.

We've been working with leading, innovative community colleges to identify and implement practices that help students better find their way. We've also spoken to community college students from across the country to hear what they say would help them more easily navigate enrollment, completion and transfer. The ideas they raise include:

  • Programs with well-defined pathways and clear goals.
  • Advisors, counselors, and faculty members who offer support and guidance that is accurate, accessible, and tailored to students’ educational and career goals.
  • More inter-departmental collaboration and better channels of communication on campus, so students can better find the information and services they need.
  • Exposure to career possibilities.
  • Developmental education offered in a way that helps students succeed.

Another thing we heard frequently from students was, "I should have known." The students we have spoken to are quick to blame themselves for not being able to reach the end of the completion maze. Unfortunately, their experiences reinforce the misperception many hear their whole life: that they're not college ready; that college isn't for them.

We owe it to students to fix the flaws in our higher education system. The stories, concerns, and recommendations raised by current and former students serve as useful and powerful points of departure as we explore how to help more students complete a degree.

To find out more about what students have to say regarding their community college experience – what helps and hinders their progress – read our Student Voices report and watch this short video.

Strategic Planning for Sustainability in Dauphin Island

This mini case study was submitted by Dr. R. Warren Flint of Five E’s Unlimited via NCDD’s Dialogue Storytelling Tool.

Title of Project:
Strategic Planning for Sustainability in Dauphin Island

Description
I was contracted to design and facilitate a long-term strategy and implementation plan (more here) to create a more resilient community able to balance economic development with environmental protection and conservation. I facilitated planning meetings that included the public, the Town Planning Comm., the U.S. EPA’s Mobile Bay NEP, the NOAA Mississippi-Alabama Sea Grant Program, and state/county agencies toward designing a strategic planning process to achieve sustainable community goals, adhering to NEPA guidelines and the protection of threatened species. I assisted the community in identifying how strategic planning process could better inform the Island’s Comprehensive Plan and enhance future community resiliency.

The results of this strategic planning process emphasized major issues such as water conservation, community behavior changes related to climate change strategies, including energy efficiency and greenhouse gas emissions, eco-tourism programs, rising sea level, protection of pristine coastal environments, diverse land-use strategies, and the general assessment of best uses for existing community assets (capital) to achieve long-term community resiliency.

The project planning activities developed both short- and long-term strategies for these issues and more. This project was recognized as a finalist in the International Association of Public Participation’s (IAP2) 2009 Project of the Year Award. The international recognition by IAP2 on pages 8 and 67 in the above linked report acknowledged the diversity of environmental, social, and economic issues addressed, as well as the project’s promotion of the IAP2 Core Values in public participation.

Which dialogue and deliberation approaches did you use or borrow heavily from?
Open Space / Unconference, Study Circles, World Cafe, Appreciative Inquiry, Public Conversations Project dialogue, Technology of Participation approaches, Future Search, Charrettes and Deliberative Polling

What was your role in the project?
Project director; Primary facilitator; Process design specialist

What issues did the project primarily address?

  • Economic issues
  • Education
  • Environment
  • Planning and development
  • Science and technology

Lessons Learned

  • Important to employ multiple ways of engagement for the different publics in community.
  • Make sure an implementation group is in place before project of planning is completed.
  • Keep reminding stakeholders of the role of sustainability in all discussions for actions.
  • Public engagement includes the promise that the public’s contribution will influence the decision.
  • Public participation seeks input from participants in designing how they participate.
  • Public participation must provide participants with the information they need to participate in a meaningful way.

Where to learn more about the project:
www.eeeee.net or www.eeeee.net/dauphin_island/dauphinisland.htm

On Not Speaking in a Language They Can Understand

riot

Banksy, “Flower Chucker 2″(?)

I’m going to do two terribly irresponsible things in this post. First, I’m going to at least tangentially touch on the current situation in Egypt, a subject on which I am both horrified and woefully uninformed. Second, I’m going to be obnoxious based on the title of an article, which I well know is not necessarily endorsed by its writer, and in this case when I finished reading it, bore relatively little (but not no) relationship to the content of the article itself.

Also, I need to remind you that this is my venue for half-baked, incorrect, and underthought ideas. You need to pay if you want the good stuff, or come inside the ivory tower, obvs.

But on the plus side, holy schnikes, it’s a post that’s actually relevant to some of the stuff I’m supposed to, you know, professionally think about.

Anyway, the article that got me thinking about this stuff most recently was William Dobson’s “Lost in Egypt,” whose long subtitle is “President Obama has no influence with Egypt’s generals. It’s time the administration admits it—and speaks a language the generals understand.” It’s that last bit – a language the generals understand that I want to riff on for a sec.

My day job being horror and violence (i.e., security studies-ish), I hear variations on this argument a lot, that when dealing with particularly violent groups, there’s no point in trying to see where they’re coming from, or negotiating with them, or what have you, you need to meet them in kind. Probably the most seminal expression of this viewpoint in my field is Stephen John Stedman’s 1997 article “Spoiler Problems in Peace Processes.” In a nutshell, Stedman argues that we can divide “spoilers” – groups that oppose peace processes – into three types: limited, greedy, and total.

Limited spoilers are what they sound like. They want some specific thing, and if you give it to them, they will become peaceful. Most of the time (Stedman argues, and many follow him), the way to deal with them is to give them what they want.

Greedy spoilers don’t want to fight forever, but they want to salami-slice you. Give a greedy spoiler an inch and it’ll come back and ask for a mile. They will keep fighting and dragging their feet as long as they think they can maybe get more. So you deal with them most effectively through a “departing train” strategy – we’re doing final divvying up of the rewards of a peace process now and if you don’t say, “OK, we are fine with this, and just this, no more fooling,” you get NOTHING.

Total spoilers are… well, read my book for some of the conceptual confusions I think are involved in this category. But they’re the folks you can’t deal with. Either there is nothing that will make them stop fighting (they desire the war for its own sake), or they want something completely non-negotiable – e.g., they’ll stop fighting if you let them straight up genocide some group. You have to kill or neutralize them.

In my experience, there’s a lot of pressure to put the bogeyman of the moment into the “total spoiler” category. Why are we dragging our feet on Syria? Why don’t you want to bomb Libya – do you love Qaddafi? Why did Nelson Mandela play so nice with Mugabe? Etc. Implicit in these questions is that one (and, typically, only one!) of the players is so irredeemably evil that there’s no point trying to deal with them.

But this claim is really worrisome, and not just for someone with my optimistic Lederach-derived moral intuitions about people. First of all, it’s ahistorical (again something I bring up in the book – e.g., in the DR Congo, at one time the CNDP were figured as “total spoilers” and the national army allied with the FDLR against them; later, the FDLR were figured as “total spoilers” and the CNDP was integrated into the national army to fight against them – meanwhile, the FDLR have a complicated – dysfunctional, but complicated – relationship with the actual people in their areas of operations.).

But I want to focus for a sec on how it interacts with the “language they understand” claim. The general intuition seems to be that the bad guys – whoever they may be in this situation – have set the terms of the debate, and we must follow them there or risk irrelevancy.

Why would we want to let the bad guys set the terms of the debate? Let’s grant, e.g., that the Egyptian army has decided that it is going to make the current conflict there about who can wield superior force. They are assholes and we should not listen to them.

We should also not ignore the power of the terms of the debate to constrain our options. We all want an outcome where no one gets hurt and everyone is happy, right (RIGHT)? It’s just that it’s only hippie dippie peaceniks like me who think that’s possible.

But think about the ways in which letting the terms of engagement be set in violence makes the peaceniks wrong rather than simply recognizing our wrongness. The most chilling part of Carol Cohn’s “Sex and Death in the Rational World of Defense Intellectuals, to me, is the way she reports that living in the world of “threat advantage” and “deep earth penetrators” (snicker) colonized her own mind. If your language is that of rational choice theory, it’s very hard to admit that the world also includes psychology, love, hope, fear, trauma, and the like. And then you sneer at the hippies like me for bringing them up. It’s not the peaceniks who made that world, man, you’re the ones trying to make us live in it.

And here’s where it goes from being a peacenik’s lament to a real policy problem. Using a conceptual and linguistic framework where you can only understand each other’s actions in terms of threats and advantage not only impoverishes the world, it carries very real risks of creating and exacerbating the violence you claim you’re there to prevent. Denying and obscuring that we’re dealing with human beings who have a psychology and a political physiology doesn’t make it go away.

There’s pretty good evidence that violence exhibits attributes of a contagion. The mechanisms are still being researched by psychologists smarter than me, but they include imitation and reduction of psychological barriers to aggressive actions in the victims of aggression. It looks like attributing an aggressive motive to your interlocutor is more likely to make you act aggressively towards them, too.

So, where does this leave us? If we use the language of threat and interest, we will see our enemies pursuing their interests, through threats, and responding reliably only to threats – whether those of violence, or of other forms of harm (e.g., economic). How sad is our state of understanding of conflict if the thought process on a place like Egypt is that we consider shooting, then cutting off aid, and then throw up our hands? (“Oh, but we did talk to the generals about peace.” “Really? Did you appeal to them as human beings or did you make a public diplomatic statement in an ambient discourse of threats?”). And so we speak to them in the language of threat and interest. And they respond in kind. And we wonder where the violence came from.

Alternatively, what if we spoke to them in a language that they didn’t “understand?” What if we spoke a language that allowed for all that hippy-dippy stuff about love and peace to be a real part of the discourse, that recognized the fear and anger that goes around in these sorts of situations? It’s hard to assess a policy that’s so rarely been tried, but the evidence is suggestive: violence interrupters in Chicago, family group conferencing as part of restorative justice programs, mass moral shaming.

If you want a philosophical homily, the mistake seems to be tied to one that Arendt accused thinkers of making: conflating power and violence. Both can get someone to do what you want. But violence does it by short-cutting the person, attacking them on a lizard-brain level and getting them to jump to out of fear; power does it by coordinating actions and making people move along with you out of solidarity. You can, if you try very hard, turn a violence advantage into a power advantage, by systematically smashing down all other sources of power until yours is the only one left standing, and people go along out of sheer moral exhaustion. My fear is that we – people like me, playing a part in a very powerful military nation – have spent so much time hammering down every source of power that we’re in danger of losing the meaningful ability to speak in the register of power rather than the register of violence. We’re projecting an inability to understand any other language onto the other by convincing ourselves that speaking violence is one way of speaking power, and that the other is refusing to respond to other ways. When in fact we have only atavistic non-violent language to use, empty rituals from power-building, and so if the other started responding to power we wouldn’t even recognize it. It’d be like Wittgenstein’s lion.

OK, if you’re not a philosopher, retroactively skip that last paragraph so I don’t sound in(s)ane. If you are a philosopher, commence nitpicking my abuse of Arendt.