Registration Open for UNCG’s 2020 Virtual Conference

The NCDD network has been invited to join the University Network for Collaborative Governance‘s Virtual Conference this year and have the opportunity of sharing collaborative discourse on the future of our communities!  The event will span three Fridays in October – the 26th and 23rd, and November 13th. This conference is great for those connected to a college or university, and interested in the tenets and implementation of collaborative governance. Make sure you register here by October 8th. Read below to learn more about the conference and find the original announcement here.

One last plug for today’s NCDD Online Engagement Showcase – you can still join this free event happening at 10am Pacific, 1pm Eastern, highlighting the many civic tech tools available for virtual engagement! Register ASAP here.


Reimaginings: What world do we want and how can collaborative governance help us get there?

Due to COVID-19 restrictions, we will be holding 6 virtual conference sessions in 2020.

As UNCG gathers virtually together in 2020, we have the opportunity – as individuals and institutions – to reimagine our communities post-COVID19 and amid mass callings for racial justice. This reimagining can also include climate change, environmental justice, healthcare equities and revitalizing our democracy. This year, our annual conference will be held over the span of three days (2 sessions each day), giving us the chance to gather as a network and share, reflect and learn. During this time, we will be asking ourselves what is the role collaborative governance and its practices can and should play in supporting our communities addressing the challenges and issues raised throughout 2020?

The UNCG Conference is open to all people interested in collaborative governance and connected to a college or university. UNCG has student and working professional memberships.

Thematic Questions

  • In a period where we need to be careful about coming together in person, and yet the need for collaborative discourse is more needed than ever, what are ways we can create a sense of community and belonging through our work?
  • Post-Covid19, how can our centers / universities support communities in imagining and creating a better world?
  • What do emerging anti-racist practices and policies mean on individual and institutional levels for the field of collaborative governance?
  • What can we learn from each other about the lenses and approaches we are applying to ourselves, our work, and our organizations/institutions? How are we reaching out to others to listen, learn and grow? As we recognize and acknowledge, how do we move forward?
  • How are our various practices and the roles we play most useful or valuable in this time to deal with these issues?
  • How do we challenge ourselves to be more useful and relevant in helping our communities address these issues and create shared solutions?
  • What role can UNCG play to help our members do their work, listen, grow and learn?

Agenda Overview

Friday October 16th

  • 12noon EST – 3pm EST (Opening Session / Panels in response to questions, breakouts following)
  • 4pm EST – 6pm EST (Network Get Together – catch up with each other)

Friday October 23rd

  • 12noon EST – 3pm EST (Lightning Talks / Case S
    tories followed by discussion)
  • 4pm EST – 6pm EST (Business meeting and Committee Sessions – Research / Scholarship, Teaching / Training, Practice / Engagement)

Friday November 13th

  • 12noon EST – 3pm EST – Open Space on Aspirational UNCG work for 2020
  • 4pm EST – 6pm EST Closing Discussions: Reflections on 2020 election and what it means for our field

For more information about the meeting, visit the annual conference webpage.
To pay your annual dues, click here.

You can find the original version on this on the UNCG site at www.kitchentable.org/annual-conference.

Applications for Libby Kingseed Memorial Award Due 9/30

We want to take a moment to recognize exceptional individuals in our field by extending this invitation from NCDD member org, National Issues Forums Institute, to submit your applications for the Elizabeth “Libby” Kingseed Teaching with Deliberation Memorial Award Libby’s commitment to civic education and deliberation continue to be an inspiration; and it is in this spirit that NIFI has created this award to grant $500 to any K-12 teacher working to implement deliberation or deliberative pedagogy in the classroom.

Applications will be accepted until next Wednesday, September 30th; so make sure you apply ASAP! Learn more about Libby Kingseed and the award in the post below, and find the original post here.


Elizabeth “Libby” Kingseed Teaching with Deliberation Memorial Award

The National Issues Forums Institute (NIFI) is now accepting applications for the Elizabeth “Libby” Kingseed Teaching with Deliberation Memorial Award at this time. A fund established to commemorate and in memory of Libby Kingseed.

Application Process

  • September 30, 2020: Deadline for applications
  • November 2, 2020: Applicants will be notified of the selection committee’s decision
  • Grant Period: December 1, 2020 – November 30, 2021

This grant is not open to organizations. The $500 annual award will be granted to an individual.

Click here to complete the online application form. If you have questions, please contact Darla Minnich at dminnich[at]nifi[dot]org.

About the Grant

The Elizabeth “Libby” Kingseed Teaching with Deliberation Memorial Award recognizes the commitment that she had to civic education, especially her support of teacher networking, experimentation, and reflection on the use of deliberation in the classroom. We anticipate presenting up to three awards to eligible K-12 educators engaged in deliberative practices.

This $500 award is open to any K-12 teacher who is inspired to implement deliberation or deliberative pedagogy in the classroom and who is new to using the practices. The teacher should have a demonstrated commitment to fostering the civic development of students, though it is not necessary that they be a civics or social studies teacher. All K-12 teachers are encouraged to apply.

In addition to completing an application, candidates will be asked to provide:

  • A plan for how deliberation will be used to support student learning, including the resources that will be needed and a draft unit plan.
  • An identified mentor OR evidence of completion of a course or workshop focused on deliberation or deliberative pedagogy
  • Prior to the end of the grant period, awardees will be required to submit a two-page written reflection on what they did and what they learned.

Libby Kingseed was a program officer, and archivist at the Kettering Foundation. Libby was a passionate leader of the foundation’s K-12 civic education research. She worked closely with teachers using National Issues Forums in the classroom. Libby recognized the need for civic education to be included in the education of children in order to help them understand how to be active, engaged citizens in the future.

You can find the original version on this on the NIFI site at https://www.nifi.org/en/elizabeth-“libby”-kingseed-teaching-deliberation-memorial-award.

NCDD Proud Partner of Online Facilitation Unconference – #OFU2020!

NCDD is proud to be a partner of the Online Facilitation Unconference 2020 (#OFU2020), hosted by the Center for Applied Community Engagement LLC! Mark your calendars for October 19-25th, to join the 7th annual OFU event where attendees will have the opportunity to strengthen their virtual facilitation skills. FYI NCDD members can receive a 20% discount on tickets (see below for promo code)! We encourage you to read more about #OFU2020 in the post below and register here.

In addition, you can get a teaser of some helpful civic tech tools for virtual engagement work at NCDD’s Online Engagement Summit happening next week! This free event is co-hosted with the Center for Public Deliberation at Colorado State University, and will be this coming Tuesday, September 29th from 1-3pm Eastern, 10am -12pm Pacific – more info on the summit here.


Mark Your Calendars: OFU20, October 19–25

For the seventh time since 2013, the Online Facilitation Unconference (OFU) will take place this October 19-25, once again alongside and as part of IAF’s International Facilitation Week.

OFU is an event for newbies and experts alike. Whether you are a seasoned facilitator pro or a beginner, whether you are already highly skilled using technology for this work or still trying to figure out the possibilities – OFU provides a venue where you can ask and answer questions, share and solicit advice, discuss your latest project, challenge or idea, explore new tools, discover new tricks, and find like-minded colleagues.

Register to join here! Folks in the NCDD network can use the discount code “OFU_NCDD_20” to receive 20% off your tickets.

The Program

At its core, OFU is an unconference, meaning the vast majority of the program will be created by the participants in real time based on everyone’s interests and needs. The unconference sessions will take place in the second half of the week (Thursday through Saturday, October 22–24).

To help everyone warm up a little, we will offer a handful of pre-scheduled “seed” sessions, which will take place earlier in the week (Monday through Wednesday, October 19–21).

New this year, we will offer a mix of sponsored sessions from our tech exhibitors. These may include demos, guided tours, cases studies, or conversations about where the industry is headed, though how a sponsor structures their session(s) in terms of duration and format is completely up to them. These sessions will also take place earlier in the week, and we encourage our participants to explore the tools further during the unconference and – where appropriate – possibly integrate them into their sessions.

With that in mind, here’s what’s on the agenda… [Click Here to learn more about the OFU agenda!]

We expect to see a lot of new faces this year, particularly those practitioners who until recently were still on the fence regarding delivering their skills and services in virtual environments but have since been forced to jump in with both feet due to the pandemic.

Can’t wait to see everyone. Hope you can join us!

You can find even more information on the OFU site at www.ofuexchange.net/.

Bridge Alliance Welcomes New Staff and Roles

Exciting news! Our friends and member organization, the Bridge Alliance and Bridge Alliance Education Fund are pleased to welcome the addition of Reverend F. Willis Johnson as Vice President, Maria Yuan CEO of IssueVoter and Manu Meel CEO of BridgeUSA, as crucial parts of their board. NCDD is looking forward to continuing to support all the important work Bridge Alliance accomplishes with the updates in staff and structure. This announcement was sent to the NCDD team via the BA Updates newsletter, which you can sign up for here. Read below for a detailed list of all latest changes.


Changes in Bridge Alliance Leadership and Staff Updates

The Bridge Alliance and Bridge Alliance Education Fund are excited to announce the addition of Reverend F. Willis Johnson to its leadership team as Vice President of Partnerships and Programming. He rose to national prominence for his role in healing the Ferguson, MO community after the death of Michael Brown.

We are also proud to announce the additions of Maria Yuan and Manu Meel to the Bridge Alliance Board of Directors. Maria and Manu are two of the most accomplished, young leaders in the healthy self-governance movement. Maria serves as the CEO of IssueVoter, which is a tool to help voters understand where their representatives stand on the issues that are most important to them. Manu is the CEO of BridgeUSA, which develops youth leadership and encourages productive, cross-partisan conversations on campuses across the country. We are excited to bring their voices and perspectives to the Board.

Finally, we would like to announce new leadership and staff titles. These new titles are meant to better reflect the roles and responsibilities of each staffer, rather than to indicate a change in operations.

Board Leadership

David Nevins – Chairman of the Board

Debilyn Molineaux – President

F. Willis Johnson – Vice President of Partnerships and Programming

Staff Leadership

Debilyn Molineaux – CEO

Jeremy Garson – Chief of Staff

Shakira Mills – Deputy Chief of Staff

Support Staff

Dakota Doney – Social Media Manager

Sara Miller – Communications Associate

Wesley Chen – Democracy Intern

Apply for a Nevins Fellow through October 15th!

NCDD Member Organization the McCourtney Institute for Democracy is offering the incredible opportunity for D&D organizations to take advantage of their Nevins Democracy Leaders Program. The 2021 application is open now through Thursday, October 15th, for organizations who want to host a bright, motivated, D&D-trained student at no-cost!

Read below for all the details and watch their video for more info on this great program.


Nevins Fellowship Applications due Oct 15th

We are ready to start receiving applications for sponsoring organizations for our 2021 Nevins Fellows program.  

For those of you unfamiliar, here are some key points:

Nevins Fellows are Penn State students who are selected for a summer internship program with organizations doing innovative work in democracy. Students complete a course in democratic leadership and then apply for fellowships. Stipends and living expenses are provided to the students through the program so there are no costs for the organizations. This video provides a good overview of the program and its benefits: https://youtu.be/kTzBz8S0K1s

To make things easier for you this year, we have placed the application for organizations on the McCourtney Institute website. [And the application is directly linked here.

As you may know, this past summer all of our fellows worked virtually at  their placements. Students and organizations worked hard to make this experience as useful and productive as possible, but of course, it was not ideal.  Our hope is that by the summer of 2021, we will be able to return to a normal fellowship experience. But of course, that might not happen.  We would suggest that you plan for both contingencies.

One more thing: Students select their fellowship organizations. Please keep that in mind as you write up your application. 

Applications are due Thursday, October 15. 

If you have any questions about the program or the application, please email Chris Beem at cxb518@psu.edu.

Purpose at the Center Allows for Greater Online Success

In this article, Essential Partners, an NCDD sponsor organization, explores the challenges of adapting to the shift to online engagement, both creatively and effectively!  As we continue to rely on virtual spaces to convene due to the Covid-19 outbreak, we may have felt the limitations of online conferencing as a work alternative or for keeping up with loved ones.  Most of us find, that it simply does not capture the presence, nor the energy that meeting in real life does. EP finds that placing purpose at the center acts as a pathway to alignment and greater connectivity. You can read the article below and find the original posting here.


FOR A SUCCESSFUL SHIFT TO VIRTUAL WORK, LEAN INTO PURPOSE

“We cannot simply retrofit our in-person reality to the online space. But we can stay grounded in our shared purpose, and design accordingly.”

As the whole world (seemingly) makes the shift to working and convening online in response to the COVID-19 pandemic, one big question keeps coming up. How can we not just adjust our work to the virtual space but actually adapt, so we meet our shared purposes online just as well as we would in person?

As an Essential Partners Associate, I am currently engaged with several projects—in higher education, theatre, non-profits, and high schools. In each of these, our partners are navigating many uncertainties. They’re being forced to make decisions that impact people’s health and safety as well as their livelihoods, access to basic needs, future prospects, sense of community, and more.

Holding these tensions is incredibly challenging. In one project, we are helping a large institution design a strategy for listening and constructive communication. Before the pandemic, we imagined doing so through in-person facilitation, training, and designing new communication systems.

But that’s not possible now. And for a long time, we were stuck. How could we possibly achieve the same outcomes without being in the room together?

My colleague, Meenakshi, offered a brilliant solution. She suggested that we acknowledge and leverage this moment of uncertainty and stress—that we work with and within it, rather than trying to work around and through it. Instead of focusing on circumstances, we focus instead on purpose.

The purpose of this project was to develop a culture and strategy of constructive (internal) communication, which led to contingency planning once the COVID-19 pandemic changed everything.

Image: Video ConferenceWe designed a new exercise to use collective reflection as a way to observe this moment of dynamism and change more deeply and clearly. We invited the participants to reflect on the negative patterns exacerbated by the transition to virtual spaces, as well as the patterns that are serving their community well in this stressful moment.

We cannot simply retrofit our in-person reality to the online space. But we can stay grounded in our shared purpose, and design accordingly.

Download our new free resource, Designing for Purpose in Virtual Engagements, to help you plan your next online meeting, training, dialogue, or convening!

This period of physical distancing invites us to meet challenges with fresh eyes. If we are to pursue our goals creatively and effectively, we must design from scratch, navigating uncertainties with purpose as our anchor.

You can find the original version of this announcement on the Essential Partners site at  www.whatisessential.org/successful-shift-virtual-work-lean-purpose

Register for the Virtual Annual Civic Institute on August 21st

This announcement comes to us from our friends at the David Matthews Center for Civic Life. ICYMI on Friday, August 21st, the Matthews Center will be hosting their annual Civic Institute with this year’s theme, Common Bonds: Collective Purpose and Civic Resilience in Uncertain Times.  The event this year will be entirely online and open to folks outside the state, as well as free-of-charge! Make sure you see Dr. David Mathews, President and C.E.O. of the Kettering Foundation, give the keynote address sharing from his experiences at the U.S. Department of Health, Education, and Welfare, during a past global epidemic. Read more in the article below and find the original posting here.


Common Bonds: Collective Purpose and Civic Resilience in Uncertain Times

The Mathews Center will host its annual Civic Institute on August 21st, 2020. The event will be held entirely online. The theme of this year’s event is Common Bonds: Collective Purpose and Civic Resilience in Uncertain Times.

Dr. David Mathews, President and C.E.O. of the Kettering Foundation, will deliver a (pre-recorded) keynote address drawing on his experiences at the U.S. Department of Health, Education, and Welfare—where he served as Secretary during the Swine Flu outbreak of 1976.

Our first digital-only Civic Institute will explore strategies deployed by individuals and communities as they respond and adapt to the challenges posed by a global epidemic. Community leaders across Alabama will showcase the innovative ways in which they have resisted social isolation by forging new connections with their fellow citizens and by exploring alternative perspectives uncovered through local historical research. This three-hour event (9:00am – 12:00pm CST) will be packed with the same quality thoughtful discussions and meaningful connections that you have come to expect from us each year.

  • 9:00 am – Opening Remarks by Cristin Brawner
  • 9:05 am – Pre-Recorded Keynote by Dr. David Mathews
  • 10:00 am – Short Talks with Panelists
    • Terrance Smith, Director of the Mayor’s Innovation Team in Mobile will discuss how his city is adapting to the challenges posed by the pandemic.
    • Margaret Morton of SAFE Sylacauga will discuss a new community resilience initiative with Laura Strickland (Director of the Sylacauga Chamber of Commerce) and Brigadier General Robert Holmes (retired).
    • Dr. John Giggie of the University of Alabama’s Summersell Center and students from Tuscaloosa’s Central High School will discuss The History of Us, a year-long course created to help students explore the African American history of their own community. Dr. Giggie co-taught the course with his graduate teaching assistant, Ms. Margaret Lawson, who will join the panel alongside students from the course.
  • 11:15 am – Breakout Discussions: Rebuilding, Recovering, and Reimagining Our Future
  • 11:50 am – Closing Remarks

Because the event will be offered entirely online this year, registration will be free of charge! If you are able, we ask that you consider making a donation to the Jean O’Connor-Snyder Fund here. One-hundred percent of your donation goes directly to support the JOIP internship program, which provides immersive civic learning opportunities for college students to research deliberative practices and asset-based approaches for working with Alabamians in community-based projects. Those who donate $25 or more will receive a DMC care package full of our latest resources and a special gift!

Register Now

You can find the original version of this event on the David Matthews Center for Civic Life site at  www.mathewscenter.org/common-bonds/.

Participatory Budget Celebrates a Decade of Impact

ICYMI NCDDer, the Participatory Budget Project, recently celebrated over a decade of service and earlier this year, Shari Davis, assumed the role as their new executive director! The release of their 2019 Impact Report is now available and provides a full view of their initiatives. Highlights of their incredible journey, in addition to processes and projects underway this current year, can be found in the article below or in the original post here.


Our Impact: Real Money, Real Power

2019 marked a monumental year for PBP. Our organization turned 10 years old, helped launch or continue over 170 PB processes, and successfully transitioned our leadership to a national Black-led organization committed to equity.

As we grow our work to reimagine democracy and dismantle oppressive systems, we know the road ahead will not be easy. It will require us to evaluate and re-evaluate how we show up in our work to advance equity across the country. It will require us to reach out and ask for the support, input, and creativity we need. And it will require us to challenge ourselves and each other to imagine beyond what we have seen before – and reach for what is possible.

Participatory budgeting (PB) in North America is in a vastly different place than it was just one decade ago. To acknowledge the movement around PB and key issues like climate resilience and equity, we built new tools to better address these challenges.

In the last year alone, we’ve…

  • Launched PBcan.org, an interactive website to help imagine how PB can address concerns including affordable housing, transportation, climate resilience, and equity.
  • Disseminated new digital PB tools to 150 policymakers, community leaders, and funders involved in developing our Democracy Beyond Elections policy platform that centers equity and real community power.
  • Expanded or launched 173 PB processes that allocated over $55 million to community-driven solutions in North America.
  • Empowered young leaders across the country to shape their reality by launching PB in schools in over a dozen cities and towns, including partnering with the Mayor’s Office of Criminal Justice and Brooklyn Borough President Eric Adams to engage students at two Brooklyn high school campuses in deciding how to spend over $1 million and new policies to make their schools safer and more supportive. That’s 10x more funding than in any other school’s PB process!
  • Transitioned our organizational leadership. In April 2020, Shari Davis stepped into a transformative leadership role as our Executive Director. We have undertaken an intentional transition process as an organization to make sure the newest chapter of PBP is resilient, visionary, and ready for what this moment demands.

As we plan for the next iteration of our work, building community control over public budgets has never felt more urgent. A global pandemic coupled with a nationwide movement demanding justice for Black lives has shed a new light on a real reality: our most impacted communities are under-resourced and overpoliced. People across the country are leaning into conversations and demands in ways that will have lasting implications for decades to come.

This moment marks a turning point for our country and PBP to recommit to who and what we stand for. We commit to demanding real community power over the budgets, policies, and decisions that impact their lives.

Reimagining what’s possible is one important step to moving to real community control – and it won’t be easy. It will require all of us and we’d like to invite you to play a role by making a donation to our work.

We thank our hardworking staff, board members, donors, and supporters like you who have consistently shown up for us over the years.

You can find the original version of this article on the PBP site at www.participatorybudgeting.org/annual-report-2019/.

Kettering and NIFI Release Publications on Developing Deliberation Materials


Kettering and NIFI: Developing Materials for Deliberation

The Kettering Foundation researches and develops issue guides, and the National Issues Forums Institute (NIF) shares the materials across the country along with the deliberative practices on which they are based.

How Kettering and NIFI think about developing materials that support public deliberation is freely available in two publications: Naming and Framing Difficult Issues to Make Sound Decisions, which outlines the conceptual foundations of this approach, and Developing Materials for Deliberative Forums, which is aimed at people in communities who might want to do this work themselves, in their own contexts on their own issues. When KF and NIFI work on national materials, we use the same approach. There are many ways to do this, and the more one does it the more readily it comes. In this way, this work is a “practice,” learned and improved upon by doing, yet accessible to all. It does not take experts. (Another resource, a little more schematic, is this two-page overview.)

This is not necessarily the best way to develop such materials, but it is the one that we have developed and used over decades. Other innovations are most welcome, and we are always interested to hear about them.

What we mean by “public deliberation” is simple: people deciding together about how they should address a shared problem by weighing options for action against the things they hold valuable. It is particularly useful, and some might even say it is needed, on certain kinds of problems, including when the cause of the problem is in dispute, people from all walks of life will need to act, there is no objectively correct solution, and any potential path forward brings with it drawbacks that affect things that are held deeply valuable. Some call such problems “wicked.” The main idea is that they don’t have a correct solution, but the problems are pressing, so we must still decide how to move forward in the absence of complete agreement. NIF issue guides are designed to be a support to deliberation by people in communities on a range of these kinds of issues. People deliberate all the time in their personal and professional lives. It is not a new skill that needs to be learned. The NIF issue guides are simply designed to prompt the process. (Some people use them for educational purposes, but their main intended use is to support direction-setting that leads to public decision-making.)

The challenge for anyone trying to develop a document that supports people deliberating on such a problem is to 1) describe the problem in such a way that it is universally recognized as a problem that merits discussion and 2) present options for action that lay bare the tensions between the things that we might do. The first item is called naming, and the second framing.

All of this work starts with research. It is not work suited to just one or two researchers who go off and write—it is collective work aimed to be useful to collectivities of people. In terms of “desk” research, the chief areas of inquiry are: What arguments are being made about this issue? By whom? How do they differ? What solutions are being proposed? The public research is the most important aspect of developing these materials.

This public research starts with gathering concerns of people. This is usually done in small groups, as people share their concerns about a topic. The name of the issue is not yet known—it will develop and emerge iteratively throughout the process. We are trying to learn two things: What is the question that people feel we must grapple with? How does this issue relate to the fundamental things that everyone holds valuable, but in differing degree? By talking about their concerns, people lay bare these things. We typically try to have broad-based concern gathering sessions, eliciting input from many groups, across difference. The broader the better.

Once there is a good, broad set of concerns (usually hundreds), we begin to “cluster” them according to things that are held deeply valuable that appear to be driving them. They typically will readily narrow down to a handful of main driving concerns such as collective safety, equity and being treated fairly, having freedom to act, having control over one’s future, and so forth. It is useful to get down to three or four main groupings. These clusters will become the options of the resulting issue framework, and three or four options is about as many as one can get through in one discussion.

What emerges from this clustering work is a name for the issue and the beginnings of a framework of options (each a major direction for addressing the problem). To give a sense of specificity to the options, it is useful to have examples of specific actions that each option suggests. The result of all this work is the “grid” format that you can see at the back of most NIF issue guides: a description of the problem, three options for action, each with a set of actions. Each of these options will have a trade off—the downside will be unpalatable, or it will pull against one of the other options, or both.

At this point, we develop a draft of such a framework and test it by holding deliberative forums with groups of people. We are looking for how well it sparks deliberation.

We have learned that a useful framework will:

  • Name the problem in such a way that people immediately respond
  • Include a range of options that are in tension with one another
  • Give voice to marginal and sometimes unwelcome views
  • Clearly and fairly show the downsides of any suggested course of action
  • Shake up the dominant left/right polarized discourse
  • Often leave people stewing as they consider ideas they may not have encountered

In my own experience in doing this work, this testing almost always results in improvements and sometimes major revisions. Sometimes an option needs a complete rework. Sometimes the name is clearly wrong. For instance, once we thought we were framing an issue related to “campaign finance,” and people in concern gathering sessions literally laughed at how narrowly that was drawn and insisted that the problem was almost the entire political system.

One of the challenges of doing this work is that it works best if one approaches it with openness and a willingness to alter course based on what is learned. It makes it difficult to create hard-and-fast timelines and to provide early specificity.

Once the overall framework is working, we develop a full-length issue guide. These are all reviewed anonymously by people who are familiar with the topic at hand before publication. At this point, we are looking for balance between major viewpoints and major gaps or errors.

You can find the original version of this announcement on the Kettering Foundation site at www.kettering.org/blogs/kf-and-nifi-developing-materials-deliberation.

Amani’s Story of Facilitation, Triumph and Friendship

Often times the emotional toll immigrant students experience while adapting to the learning curve is overlooked and can have profound consequences on academic performance. In this post via the Interactivity Foundation, an NCDD member organization, we shine the spotlight on Amani and her experience navigating higher education D&D classes as an international student in the US from a middle eastern country. This story communicates an array of emotions from the uncomfortable isolation she felt during in-class prompted discussions, to the eventual ease she discovered in facilitation harnessed by the support of her peers. This article is a reminder of the importance of cultural humility and understanding when designing and implementing engagement practices. Read the beautiful story of Amani in full below and find the original post here.


Internationally Speaking

Amani came to study in the United States from a middle-eastern country. She was on a government scholarship and had to meet specific academic benchmarks to keep it. Her freshman year consisted primarily of general education courses plus freshman English. Amani did well in her courses except for the parts that were discussion-based.

In her courses, Amani would be placed into small discussion groups to explore a topic related to the course content. Many of the topics made her veryuncomfortable because they focused on cultural issues within American society. She was afraid to express her own views because of her cultural differences. Her classmates didn’t help. They often made ill-informed comments disparaging her background. Amani was also afraid to make comments that might threaten her scholarship. She was aware that some students from her country might be keeping tabs on their fellow students. They might report any comments that could be seen as critical of her government. As a result of these constraints, in any course with a discussion component, Amani resigned herself to receiving a letter grade lower than she might otherwise have earned. Amani moved into her major in her sophomore year. While many of her major courses still used discussion or project groups, they were set up to allow her to stay with the same students in each group. She especially bonded with a few of the women students in her group who really wanted to know about her home country. Amani was very stylish. The other women loved talking about the clothes she wore and especially her jewelry. The discussion groups gradually became easier for Amani. One thing that helped was that the students were taught how to discuss topics more collegially, and especially how to value the thoughts of others.

Amani was expected to facilitate discussions as well. She was terrified of doing this. When her facilitation day arrived, the first thing that she noticed was that her female classmates were all wearing hijabs. Her confidence soared because her classmates really went out of their way to show they were on her side. At the end of the class, her professor complimented her on very successful facilitation. This was another great boost to her confidence.

In contrast to her first discussion-based classes, her classmates showed her respect. They would often ask follow-up questions to better appreciate the culture that she came from.

Amani’s experience is like that of many international students who come to America. How might we better understand the issues they’re facing before they enter into classroom discussions? How might we better frame discussion experiences to foster cross-cultural understanding? How could we use discussion groups to develop learning communities that are sustained beyond just one class? What background in the process of discussions do we need to provide for our students so that discussions boost rather than diminish their self-confidence?

* * *

Discussion experiences can have a great multiplier effect if designed and executed properly. Without careful design, they can also be damaging. We need to think of how our students are entering into classroom discussions—and where they are coming from.

You can find the original version of this interview on the Interactivity Foundation site at www.interactivityfoundation.org/internationally-speaking/