2015 Brown Democracy Medal Highlights “Caring Democracy”

In case you missed it, the McCourtney Institute for Democracy – an NCDD member organization – announced the winner of their 2015 Brown Democracy Medal earlier this fall. The medal went to Dr. Joan C. Tronto for her scholarly work in challenging us to rethink our democracy’s relationship to caring for people. We encourage you to read more about her work and the award in the Penn State News announcement below or to find the original here.


‘Caring Democracy’ author selected for Brown Democracy Medal

Mccourtney Institute LogoJoan C. Tronto, professor of political science at the University of Minnesota and author of the book “Caring Democracy: Markets, Equality, and Justice” (NYU Press), has been selected as the 2015 recipient of the Brown Democracy Medal, which is presented annually by the McCourtney Institute for Democracy in Penn State’s College of the Liberal Arts. She received the Brown Democracy Medal and gave a public talk Oct. 30th, at a ceremony held at Paterno Library on Penn State’s University Park campus.

The Brown Democracy Medal was endowed in 2013 by Penn State alumni Larry and Lynne Brown, class of 1971 history and class of 1972 education, respectively. The medal honors the best work being done to advance democracy in the United States and internationally. Under the award program, the McCourtney Institute for Democracy will recognize practical innovations, such as new institutions, laws, technologies or movements that advance the cause of democracy. In addition, future awards will highlight contributions in democratic theory that enrich philosophical conceptions of democracy and empirical work that promises to improve the functioning of democracies. Along with the medal, recipients receive $5,000, give a public talk at Penn State, and write an essay to be published by Cornell University Press.

In her groundbreaking book, “Caring Democracy,” Tronto argued we need to rethink American democracy, as well as our own fundamental values and commitments, from a caring perspective.  She asked us to reconsider how we allocate care responsibilities in a democracy.

According to her book, Americans now face a caring deficit: there are simply too many demands on people’s time for us to care adequately for our children, elderly people and ourselves. At the same time, political involvement in the United States is at an all-time low, and although political life should help citizens to care better, people see caring as unsupported by public life and deem the concerns of politics as remote from their lives. Caring Democracy traces the reasons for this disconnection and argues for the need to make care, not economics, the central concern of democratic political life.

”The idea that production and economic life are the most important political and human concerns ignores the reality that caring, for ourselves and others, should be the highest value that shapes how we view the economy, politics and institutions such as schools and the family,”  Tronto wrotes. ”Care is at the center of our human lives, but it is currently too far removed from the concerns of politics. We need to look again at how gender, race, class, and market forces misallocate caring responsibilities and think about freedom and equality from the standpoint of making caring more just.”

John Gastil, director of the McCourtney Institute for Democracy, said, ”The Institute chose to celebrate Dr. Tronto’s work because it forces people to rethink the obligations we have to one another in democratic societies. Modern rhetoric about democracy places due emphasis on personal freedom, but responsibilities can get overlooked. Dr. Tronto also stresses that caring for one another is less a burden than a fulfilling act, which reminds us all of how interdependent we are on one another across the country and across the generations.”

The McCourtney Institute for Democracy at Penn State promotes rigorous scholarship and practical innovations to advance the democratic process in the United States and abroad. The Institute examines the interplay of deliberative, electoral, and institutional dynamics. It recognizes that effective deliberation among citizens has the potential to reshape both the character of public opinion and the dynamics of electoral politics, particularly in state and local communities. Likewise, political agendas and institutional processes can shape the ways people frame and discuss issues. The Institute pursues this mission, in part, through supporting the work of its constituent units, the Center for Democratic Deliberation (CDD) and the Center for American Political Responsiveness (CAPR).

The Brown Democracy Medal review committee considered dozens of applications nationwide. The committee evaluated submissions based on the criteria of the innovation’s novelty, its effectiveness and potential for diffusion across different societies and cultures, its non-partisan orientation, and the recency of the democratic innovation.

You can find the original version of this Penn State News post at http://news.psu.edu/story/366183/2015/09/02/caring-democracy%E2%80%99-author-selected-brown-democracy-medal.

Deliberation: A SUNY Broome & Windsor Middle School Collaboration

Deliberation: A SUNY Broome & Windsor Middle School Collaboration (2015), is an eight-minute video documenting the collaborative experience of students engaging in deliberation during the Fall 2014. The video shows the experience between SUNY Broome Civic Engagement Center and Windsor Middle School, where students used deliberation to better understand the American Revolution. Check out the video below or read more about in on NIFI’s blog here.

From NIFI…

Watch this eight-minute video about a collaboration between Windsor Middle School students and teachers; and State University of New York (SUNY), Broome, that introduced 7th and 8th graders to the practice of deliberating events in U.S. history as difficult choices among several possible approaches. The video was published to YouTube on June 24, 2015.

The following is excerpted from the YouTube description of the video:

“SUNY Broome and Windsor Central School District are working together to promote deliberative thinking and active participants in society. In Fall of 2014, with help from Lisa Strahley at SUNY Broome, Stefani Olbrys began deliberations with her 7th and 8th grade US History students using the American Revolution as the historical context.”

For more information about this project please contact:
Lisa Strahley, Chair of Teacher Education and Civic Engagement Coordinator,
SUNY Broome Community College
at strahleyla[at]sunybroome[dot]edu

About NIFI
NIF-Logo2014Based in Dayton, Ohio, the National Issues Forums Institute (NIFI), is a nonprofit, nonpartisan organization that serves to promote public deliberation and coordinate the activities of the National Issues Forums network. Its activities include publishing the issue guides and other materials used by local forum groups, encouraging collaboration among forum sponsors, and sharing information about current activities in the network. Follow on Twitter: @NIForums.

Resource Link: www.nifi.org/en/groups/watch-video-middle-school-students-deliberate-about-historical-choices

 

Featured D&D Story: Affording Johnson County

Today we’re pleased to be featuring another example of dialogue and deliberation in action. This mini case study was submitted by NCDD member David Supp-Montgomerie of the University of Iowa’s Program for Public Life via NCDD’s new Dialogue Storytelling Tool. Do you have a dialogue story that our network could learn from? Add your dialogue story today!


ShareYourStory-sidebarimageTitle of Project

Affording Johnson County

Description

Johnson County has the highest portion of residents paying over 50% of their income on housing costs in the entire state of Iowa – and the number for its renters is far higher than the national average. In partnership with several community organizations, this year-long public conversation project began with local discussions in several communities and culminates this April in a County Wide Deliberative Summit.

We have held our first meeting so far and it drew business owners, faith leaders (local churches, the synagogue, and the mosque), elected officials at the state and local level, community organizers, and ordinary folks passionate about the topic. City council members were sitting across from refugees and graduate students – this is what democracy looks like.

Which dialogue and deliberation approaches did you use or borrow heavily from?

  • National Issues Forums
  • Open Space / Unconference
  • World Cafe

What was your role in the project?

Co-Organizer, Primary Facilitator, and Sponsoring Organization

Who were your partners for the project (if any)?

Johnson County Affordable Homes Coalition, PATV Channel 18 (local public access station)

What issues did the project primarily address?

Economic issues

Lessons Learned

Some of the small communities had few traditional aspects of civic infrastructure used to organize an event, but we had success when we recruited several faith leaders to help plan and recruit members to participate.

Where to learn more about the project:

https://www.facebook.com/media/set/?set=a.1623032817948781.1073741828.1608100846108645&type=3

Confab Call Launches Nevins Democracy Leaders Program Partnership – Apply Today!

Wow. Our NCDD team was blown away by the amazing response from the field to the announcement we recently made about the launch of our partnership with the McCourtney Institute for Democracy‘s new Nevins Democracy Leaders Program and the Confab Call we hosted on Wednesday to educate organizational leaders on how they can apply to host a Nevins Fellow. We had nearly 70 registrants for the call, including some of D&D’s leading organizations, and the excitement on the call for what this program can do for the field was palpable.

Mccourtney Institute LogoIn case you didn’t hear about it, this week’s Confab Call featured a presentation from NCDD member John Gastil on the brand new Penn State program that will serve to place D&D-trained students into funded fellowship positions with organizations focused on D&D, transpartisan dialogue, and civic renewal. We had a lively conversation, and John shared tons of helpful info and background about this amazing opportunity to support our field while developing the next generation of its leaders.

If you couldn’t join us for the Confab Call conversation, we strongly encourage you to listen to the recording of the call to learn more about the program and how to apply.

After the call, NCDD Sustaining Member David Nevins – whose gift to the McCourtney Institute has endowed the program – shared some of his reflections on last summer’s pilot fellowships and his excitement about the full launch of the Nevins Democracy Leaders Program:

My vision of the program was very much based on the symbiotic relationship between the Fellow and the organizations that the Fellows engage with…  The letters I received from [last summer’s first two Nevins Fellows] in which they said things like “this summer changed my life” or “thank you for allowing me the opportunity to gain real world experience in deliberative democracy and trans-partisan politics” shows that experiences were rewarding and perhaps even life changing for the interns.

Thus my goal of a relationship equally as valuable to all parties involved seems to have been achieved. I could not ask for more in these early stages of the program, and I am confident that with each additional experience the program will blossom beyond my initial expectations.

We at NCDD share David’s confidence for the future of this great effort and are proud to be part of this transformative work.

If you are in leadership with an organization that would benefit from working with a Nevins Fellow, we encourage you to submit an application today! Please note that for priority consideration in the next round of fellowship matches, you must apply before the end of the day on Monday, November 2nd. Applications received after Nov. 2nd will still be considered, but may be put on the wait list for the next round of fellowship matches. We’ve already received over 20 applications, and competition for fellowship placements is going to be stiff, Confab bubble imageso make sure to apply ASAP!

To learn more about NCDD Confab Calls and find recordings from past presentations, visit www.ncdd.org/events/confabs.

1st Community College Student PB Program Launches in CA

Our friends with the Participatory Budgeting Project – an NCDD member organization – recently announced that Palo Alto College will become the nation’s first community college to open a participatory budgeting process to students in Spring 2016. More young people being exposed to this powerful form of D&D is great news for our field and for the students themselves, and we commend PAC on taking this step!  Learn more in PB’s post below or find the original here.


Participatory Budgeting for Community Colleges – Palo Alto College in San Antonio

We’re excited to share that Palo Alto College, a community college in San Antonio, is expanding its participatory budgeting process. Representatives from Palo Alto came to our conference in 2013 and were so inspired that they started a PB process for faculty and staff – the first at a community college in the US. In 2015, they’re opening the process us to students. With a budget of $25,000, the top projects will come to fruition in Spring 2016.

See below for an update from PAC’s blog on the first community college PB process in the US!

– — –

Palo Alto College students now have the opportunity to propose and vote on how institutional funds are used due to a worldwide project called Participatory Budgeting. Participatory Budgeting is a different way to manage public funds by engaging stakeholders to collaborate and decide how to spend public funds.

“Participatory Budgeting (PB) means a very simple way of showing transparency on how we spend our money, “ said Carmen Velasquez, PAC Participatory Budgeting Core Team Member.

PB started at Palo Alto College in 2013 with groups of faculty and staff. Since then, faculty and staff members have been able to work together to submit project ideas with budgets up to $5,000. Walking around campus, visitors can see the PB process firsthand, such as the Ray Ellison Center bike trail, Palomino Patio near Concho Hall, which were among the handful of projects proposed and voted by faculty and staff.

Now in its fourth cycle, the program has expanded and will now be available for student submissions starting in Fall 2015. A total of $25,000 has been set aside specifically for students to propose and turn ideas into action.

“What we are looking for are projects that benefit the college as a whole,” said Anthony Perez, Participatory Budgeting Core Team Member.

PAC sophomore Robert James Casillas said, “It will be cool to see something on campus and say ‘that was me, my idea or I had a say in that.’”

All PAC students currently enrolled will be allowed to take part in the voting process in the Fall 2015 semester, and the projects with the most votes will be funded and implemented in Spring 2016. However, only student groups and organizations will be able to propose and submit ideas this year.

Currently, Palo Alto College is the only community college in the United States taking part in the Participatory Budgeting process.

“I am really excited to see what the students come up with, I know they are going to be very creative,” said Velasquez.

For more information about Student Participatory Budgeting visit Student Life at Palo Alto College in Student Center Room 124 or call 210-486-3125.

You can find the original version of this PBP blog post at www.participatorybudgeting.org/blog/participatory-budgeting-for-community-colleges-palo-alto-college-in-san-antonio.

Register for Oct. 28th Confab on Nevins Democracy Leaders Program

NCDD member organizations, be sure to join us next Wednesday, October 28th from 2-3pm Eastern/11am-12pm Pacific for a special NCDD Confab Call that can help your organization build capacity and contribute to the field!Confab bubble image

This call will feature a discussion with long-time NCDD member Dr. John Gastil, who will be sharing about the amazing opportunity for organizations in the D&D field to host a bright Penn State fellow next summer through the McCourtney Institute‘s Nevins Democracy Leaders Program! Stipends and living expenses are provided to the students through the program.

This is a rare opportunity for our field, and the Confab will be one of the best ways to find out more about how your organization can benefit, so make sure to register today to secure your spot on the call!

The Nevins Democracy Leaders Program – recently founded after a gift from NCDD Sustaining Member David Nevins – provides education and ­training in transpartisan leadership skills by exposing participants to a variety of viewpoints and philosophies and teaches the tools of dialogue and deliberation as well as critical thinking. But perhaps most uniquely, the Nevins Program works to grow the next generation of democracy leaders by placing students in unique fellowship position in organizations focused on D&D, transpartisan dialogue, and civic renewal – that means organizations like yours!

Mccourtney Institute LogoNCDD is partnering with the McCourtney Institute to help identify FABULOUS organizations that can host Nevins fellows (among other roles we’ll be playing).

On this Confab, John Gastil will provide an overview of the Nevins program and its aims, discuss the training that the future fellows are going through, and share more about how your organization can take advantage of this great chance to help cultivate the next generation of D&D leaders while getting more support for your work – all for FREE! You really don’t want to miss this call!

Our confabs (interactive conference calls) are free and open to all NCDD members and potential members. Register today if you’d like to join us!

Featured D&D Story: University & Community Action for Racial Equity

Today we’re pleased to be featuring another example of dialogue and deliberation in action. This mini case study was submitted by NCDD member Dr. Frank Dukes of the University of Virginia’s Institute for Environmental Negotiation via NCDD’s new Dialogue Storytelling Tool. Do you have a dialogue story that our network could learn from? Add your dialogue story today!


ShareYourStory-sidebarimageTitle of Project:

University & Community Action for Racial Equity (UCARE)

Description

The University and Community Action for Racial Equity (UCARE) is dedicated to helping the University of Virginia and the Charlottesville area communities work together to understand the University’s history of slavery, segregation, and discrimination and to find ways to address and repair the legacy of those harms.

UCARE participants represent a broad cross-section of community members and University students, staff and faculty. Our efforts at working across sometimes polarized divides represent positive steps towards truth, understanding, repair and authentic relationship and promote real outcomes to achieve racial equity.
UCARE has had a transformative impact on the University and Central Virginia.

Which dialogue and deliberation approaches did you use or borrow heavily from?

  • Restorative Justice approaches

What was your role in the project?

Founder and project manager

What issues did the project primarily address?

  • Race and racism
  • Economic issues
  • Education
  • Planning and development

Lessons Learned

With persistent hard work of listening to concerns and problems, UCARE has transformed substantial elements of the University-community relationship. To list just a few of the key achievements, in the last few years UCARE has accomplished the following:

  • Published a major report documenting community concerns and offering substantial recommendations to encourage truth-seeking, understanding, repair, and relationship.
  • Been a major catalyst in the President’s Commission on Slavery at the University of Virginia. Thanks largely to the efforts of the UCARE steering committee member and three former UCARE interns who are on the Commission, their mandate includes determining remedies for contemporary issues of race and equity. This will include curricular changes, responses to community concerns, memorialization of the full history of the university, and more.
  • Triggered a review of the admissions procedures at the University of Virginia in order to promote increasing number of African-American students. UCARE convened a widely-publicized forum in 2013 pointing to a serious decline in undergraduate African-American enrollment, which then initiated a conversation with the Dean of Admissions.
  • Through a weekly newsletter with over 270 subscribers, built strong networks promoting racial justice and equity by highlighting projects and events in the community and at the University addressing issues of race and equity.
  • Engaged substantial numbers of students and faculty in assisting community organizations; for just two examples, connecting the Charlottesville Task Force on Disproportionate Minority Contact in the Juvenile Justice System with university faculty, and providing intern support for beginning of the African American Heritage Center at the Jefferson School.
  • Transformed the language and focus of University leaders at all levels. For example, the student-run University Guides has a newly developed African American history tour, incorporates racialized history in all its tours (as the only group at UVa doing tours, U-Guides offers all of the visitor tours and all of the admissions tours), and has transformed itself from a nearly all-white organization to one that is now racially diverse.
  • Initiated a review of Central Virginia programs focused on youth, with particular attention to juvenile justice.
  • Working with leadership of the President’s Commission on Slavery at the University, developing a summer youth leadership program that will bring targeted young people to the University of Virginia. This program is currently the subject of a class project through the UCARE-sponsored class, “University of Virginia History: Race and Repair,” itself a pioneering class that includes community members as participants studying alongside students.
  • Created and maintained a weekly newsletter promoting events of interest concerning race and equity. This newsletter currently has about 270 subscribers from the university and community.
  • UCARE is now focusing on ways of institutionalizing its presence. One idea gaining support is to establish a center for community-university partnerships, based on the successful models of other universities, most notably the Netter Center for Community Partnerships at the University of Pennsylvania. UCARE will be bringing a number of community and university members for a visit in May to explore the Netter Center model.

Where to learn more about the project:

Website is currently inactive although UCARE continues, but has legacy material and should be active again soon: ucareva.org. We also have a more active Facebook page and a highly active weekly news about issues of race and equity that goes out to close to 350 individuals.

Job Opening at KIPCOR for Education & Training Director

We want to make sure our NCDD members on the job market check out the opening with the Kansas Institute for Peace & Conflict Resolution (KIPCOR) at Bethel College.

KIPCOR is accepting applications for a Director of Education and Training, and we are sure that the skills and backgrounds of many of our NCDD members would make a great fit for the position.

Here’s how KIPCOR describes the position:

Job Summary: This position is focused on the design, development, implementation and evaluation of all education and training courses, workshops, and educational programs offered by KIPCOR. However, it also includes some widely varied tasks that will incorporate research (potentially in the restorative justice field) and third-party intervention work in both interpersonal and group/organizational conflict. As with most small non-profit organizations, additional tasks related to social media management, scheduling logistics, networking, and miscellaneous office responsibilities will also be expected. Specific assignments will be made primarily from the Work Responsibilities section below, based on the education and expertise of the person holding this position.

This position will report to the director of KIPCOR, who will make specific job assignments. The successful applicant must be comfortable working with and advocating for an organization that focuses on peace, social justice, and conflict resolution. Additional information about KIPCOR may be found at www.kipcor.org.

You can read the full job announcement by clicking here. Good luck to all the applicants!

UC Davis Extension: Conflict Resolution Courses

From UC Davis Extension, The Conflict Resolution Professional Concentration, which has proven tools to resolve conflicts, negotiate agreements, deal with difficult people, facilitate groups and build consensus. In a streamlined format composed of three courses, the program prioritizes theory and practical tools to equip students to resolve every type of conflict and positively impact people, organizations, programs and policies. These courses are designed for professionals seeking to further develop their effectiveness and leadership skills in a broad variety of fields including government, business, health care, education, human resources, law, land use, water and natural resources.

Who should attend

This program is designed for a broad audience—for those seeking conflict resolution skills to benefit their current careers and for those interested in a new career in conflict resolution. It is recommended for anyone interested in developing knowledge and skills in mediation, facilitation, collaborative decision-making and other forms of problem solving and conflict resolution.

The professional concentration can be completed in less than a year while working in a full-time position.

Courses required

Fall: Introduction to Conflict Resolution (online, 2 units) $795
Winter: Fundamental Conflict Resolution Skills (Sacramento 3-day course, 2 units), $795
Spring: Advanced Conflict Resolution Skills (Sacramento, 3-day course, 2 units) $795

If you enroll in all 3 courses at once, you pay a discounted price of $1,995.

***Please note, you must call (530) 752-0881 to enroll and receive the discounted price.

About the courses

Introduction to Conflict Resolution:
Become a vital problem-solver in your organization or community. Build a solid foundation in the basics of conflict resolution, and learn theory and new techniques for mediating conflicts and facilitating group dynamics. Discover leading models in the field and apply these to current cases using practical strategies to effectively transform conflicts.

Fundamental Conflict Resolution Skills:
Learn the communication skills and mediation models essential for successful conflict resolution. Practice facilitation skills and techniques required for successful group and team meetings. Learn strategies to minimize and address conflict in difficult conversations and with difficult people. Explore tools to assess and meaningfully engage diverse interests and participants.

Advanced Conflict Resolution Skills:
Discover collaborative methods and techniques for consensus building, negotiation and resolving complex conflicts. Learn to find mutually agreeable solutions to challenging situations so projects and programs can move forward. Gain leadership skills to address tough conflict and negotiation settings.

For more information or to enroll, call (800) 752-0881, email extension[at]ucdavis[dot]edu or visit the website here.

More about UC Davis Extension
UCD_Collab_CtrThe continuing and professional education division of UC Davis, has been an internationally recognized leader in educational outreach for individuals, organizations and communities for more than 50 years. With 62,000 annual enrollments in classroom and online university-level courses, UC Davis Extension serves lifelong learners in the growing Sacramento region, all 50 states and more than 115 countries.

Follow on Twitter: @UCDExtension

Resource Link: https://extension.ucdavis.edu/areas-study/collaboration-center

Job Openings at the Center for Collaborative Policy

Those of our members with conflict resolution backgrounds or interests should definitely take a look at the new Senior Mediator/Facilitator and Lead  Mediator openings that the Center for Collaborative Policy at Sacramento State University recently announced. We’re happy to have the CCP as an NCDD organizational member, and we know that many of our members would make great fits for this position.

Here’s how the CCP describes the Senior Mediator/Facilitator position:

The Senior Mediator/Facilitator serves as senior professional and project manager for multi-party policy consensus building processes dealing with highly complex and controversial public policy issues, using an interest-based approach to problem solving…

The Senior Mediator/Facilitator responsibility includes experience in facilitation, conflict resolution, situation assessments, collaborative process design, public involvement, and strategic planning. The incumbent works independently on large projects, with up to 80 or more external stakeholders. The incumbent also provides project management for client projects including providing work direction to others; contract administration; and quality deliverables on time and within budget.

You can find more information on the Senior Mediator/Facilitator position and the application process by visiting the SSU job site and searching for job opening #101390.

And here is how the CCP describes the Lead Mediator position:

With appropriate oversight, the Lead Mediator/Facilitator serves as lead professional for multi-party consensus building processes dealing with complex and controversial public policy issues, using an interest-based approach to problem solving. This responsibility includes the provision of collaborative process design and situation assessment services as well as the preparation and delivery of facilitation, public involvement, and strategic planning services. The incumbent works independently on large projects, with up to 80 or more external stakeholders. The incumbent also provides project management for client projects. The incumbent coordinates the project work of the Center’s Associate and Assistant practitioners.

The Lead Mediator/Facilitator assumes Center development responsibilities, including assisting with attracting client work to the Center and preparing responses to Request for Proposal (RFP) solicitations, but is not responsible for securing billable work. Coordinates the professional development activities for Associate and Assistant practitioners and other internal development tasks.

You can find more information on the Lead Mediator position and the application process by visiting the SSU job site and searching for job opening #101409.

Good luck to all the applicants!