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Two Decades of Learning with Communities (Connections 2015)

Posted on February 23, 2016 by Keiva Hummel
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The four-page article, Two Decades of Learning with Communities, by Phillip D. Lurie was published Fall 2015 in Kettering Foundation‘s annual newsletter, “Connections 2015 – Our History: Journeys in KF Research”. This article is about the Community Politics Workshops, which were developed train participants to understand delilberation and democratic public politics, then bring the knowledge back home to their communities. This process over these last two decades has revealed a lot about how communities work together democratically to address their problems. Connections 2015 is available for free PDF download on Kettering’s site here and read an excerpt from the article below.

KF_Connections 2015From the article…

When Communities Work Together

After more than a decade working with community-based teams, it is difficult to capture what we have learned in a few scant paragraphs. Moreover, these efforts have been one part of a larger research initiative, situated within KF’s Community Politics and Leadership program area, so the outcomes reflect the aggregation of data from all of these related efforts. Nonetheless, over the years, we’ve learned quite a bit about how communities work together democratically to address the problems they face.

• Community teams grew in their understanding of the goals and potential of deliberative practices.

As people began to engage in the practices of community politics, they tended to express their goals as either striving toward changing the political culture or making progress on a serious problem. This could be simplistically summarized as those who wanted to convene forums and change decision-making processes versus those who wanted action. However, over time, the thinking of most participants evolved to understand that both goals are intertwined. None believed deliberation was an end in itself, but they took differing views of the role of the convening organization in fostering action. Overall, we have learned that motivated citizen groups can understand the potential of public politics in their community.

• Deliberative practices, as conveyed to these community groups, were labor and time intensive.

One readily apparent problem faced by most teams, especially those that rely heavily on people who volunteer outside of their jobs, is that deliberative practices, at least as shared in the workshops, have been labor and time intensive. In many cases, team members report decreasing their activity because of other demands on their time. Finding ways to allow the public to do its work in ways that are less burdensome and more natural would allow teams, especially those without paid staff, to sustain the democratic practices over time.

• Community teams could frame issues and hold forums but had difficulty making an impact.

Overall, the community teams participating in these workshops could, with varying degrees of success, name, frame, convene deliberative dialogues, network, evaluate their efforts and progress, and, if desired, play a role in fostering citizen action. As a result, most community teams could claim some positive impacts as a result of their work. However, despite years of thoughtful effort, the Community Politics teams acknowledge that, at best, their work resulted in small pockets of change. At worst, some reflect that their efforts (despite being well thought out and labor intensive) had virtually no lasting impact on politics-as-usual or the community as a whole. Confronted with the limitations of largely volunteer teams and the realities of politics-as-usual in their communities, all of the community teams have struggled. Progress, if any, toward embedding and sustaining deliberative practices in the community in any way that really makes a difference or making a dent in serious problems has been uneven at best.

• Community teams often operated in a “parallel universe,” disconnected from politics-as-usual, or faced resistance when confronting politics-as-usual.

Community Politics teams had difficulty developing democratic practices that complement institutional practices. Oftentimes, community institutions used deliberative forums as a means to get input from citizens to justify existing proposals or satisfy a public participation requirement. Sometimes teams faced outright resistance from local institutions, which were hesitant to change. Team members often found that they were not able to bring enough local decision makers or funders to appreciate the need for deliberative public decision making, despite the best efforts of their team and their partner organizations. While the workshop series ended to allow for an internal review of our learning, the research has continued on in other ways. We are still experimenting today with how people in communities solve problems together. The foundation researches the ways that distinct groups attempt to constructively affect the politics of naming and framing problems in their community—as well as how they collectively address them. That is, how do innovations, which are designed to change the nature of the workings of political interactions in a community, work?

Learning exchanges are built around experiments and the practical implications of carrying out innovations. We are interested in learning more about:

1. how innovations can be initiated;
2. the potential barriers to trying new ways of solving problems together in communities;
3. assuming that innovations occur, the political outcomes of the innovations in practice, which includes changes in interactions regarding particular problems; and
4. the development of self-consciousness among citizens of key democratic practices and ways to make them citizen-driven.

We are studying how political entrepreneurship can be done with democratic intent.

About Kettering Foundation and Connections
KF_LogoThe Kettering Foundation is a nonprofit operating foundation rooted in the American tradition of cooperative research. Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation.

Each issue of this annual newsletter focuses on a particular area of Kettering’s research. The 2015 issue, edited by Kettering program officer Melinda Gilmore and director of communications David Holwerk, focuses on our yearlong review of Kettering’s research over time.

Follow on Twitter: @KetteringFdn

Resource Link: www.kettering.org/sites/default/files/periodical-article/Lurie_2015.pdf

Posted in All Resources, civic engagement, collaborative efforts, community building, dialogue to action, highly recommended, JLA, Journals & Newsletters, Kettering Foundation, public engagement, tools | Leave a reply

At Franklin Pierce, Learning to Make a Difference (Connections 2015)

Posted on February 18, 2016 by Keiva Hummel
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The two-page article, At Franklin Pierce, Learning to Make a Difference, by Joni Doherty was published Fall 2015 in Kettering Foundation‘s annual newsletter, “Connections 2015 – Our History: Journeys in KF Research”. Doherty shares about the New England Center for Civic Life at Franklin Pierce University, and its focus on teaching and deliberation. Find the full article below, and Connections 2015 is available for free PDF download on Kettering’s site here.

From the article…

KF_Connections 2015The New England Center for Civic Life at Franklin Pierce University is dedicated to the teaching, practice, and study of deliberative democracy. As director of the center, I helped align the center’s mission with that of the university. The center was founded in 1998 on the premise that engaged and deliberative communities are vital for a healthy democracy and for individuals to realize their goal of experiencing rich and fulfilling lives. Through initiatives that use deliberative democratic practices, the center creates opportunities for people to become active producers of knowledge and engaged community members. At first, our efforts were divided between community-based and campus-based work; today, about threequarters of the center’s activities are on campus. We learned that the best way to realize the center’s mission was to meet people where they are, and where we are too—on a rural, small, liberal arts college campus.

One challenge we faced was connecting the self-interested, personal goals of undergraduates, who understandably are preoccupied with doing well academically and preparing for their future professions, with the larger public good. We also faced the challenge of the workload of faculty, who teach four courses each semester. There is often little time for civic, cocurricular, or extracurricular activities.

We learned that if we were to engage these groups, we needed to become involved in their primary areas of concern. With that in mind, we began the work of integrating deliberative practices (including identifying issues on one’s own terms, and on what is held valuable; considering possible actions; and making sound judgments through weighing benefits against trade-offs) into courses and the curriculum, not as “extras” or “supplements,” but rather as activities essential for teaching and learning in a democratic society. These practices foster critical thinking, ethical reasoning, and good communication skills and are done within an environment that encourages collective learning.

Engagement through Community
These practices can foster deeper engagement through connecting course content with community life. Examples include having students participate in a deliberative forum on a community problem that is relevant to course content; creating an issue guide with various options for addressing a problem; ensuring diverse perspectives are represented in course assignments (readings, films, and so on); and presenting ethical dilemmas in ways that invite the consideration of multiple options. Because deliberative pedagogy recognizes the impact of self-interest on engagement, affirms the value of personal experiences, and takes up “real-life” problems, it integrates formal education with the “subject matter of life-experience,” which John Dewey has identified as an essential part of learning.

Our first major initiative was the Diversity and Community Project, which began in 1998. Faculty and students created guides on issues related to gender, sexual orientation, and race. We also used the National Issues Forums racial and ethnic tensions guide to situate our campus issue within a broader national context. We held annual moderator and issue-framing workshops, led class-based and campuswide forums, and began a Civic Scholars program. The project was integrated into the first-year seminar. A grant allowed us to share what we had learned with other colleges in northern New England. Over time, these activities became integral to all of the center’s programming.

Another example of curricular integration, and one that connects courses across the disciplines, is the Art and Dialogue Project, which focused on a different issue for each of its five years. Our first project, in 2010, explored a water-related environmental issue. In following years, we took on other challenges, including respect (or lack thereof ) in public life. This project includes creating a public participatory art installation, which, along with concerncollecting sessions, is part of how we name and frame the issue, and convening forums. It culminates in a multimedia celebration that has included video, music, light and sound installations, and storytelling. This is not a programmatic sequence of individual performances, but one in which the public (in this case, students) are cocreators of a deliberative public exchange. It is a way for students to transform the everyday routines of college life into one in which they are the primary actors and agents for change.

As one of the university’s primary community liaisons, the center also partners with towns and local residents on projects. Because they do not follow academic schedules, faculty and student involvement tends to be episodic, and having a full-time, year-round director ensures the necessary continuity. In “Rindge 2020: Mapping Our Future,” town officials from Rindge, university faculty, and local residents framed the issue, wrote a guide, held forums, and implemented several actions. Another example, “Citizens Seeking Common Ground,” involved residents in a school district that spanned two towns. The group held a series of dialogues to work out a way of addressing a six-year impasse on the need for new or improved school facilities.

About Kettering Foundation and Connections
KF_LogoThe Kettering Foundation is a nonprofit operating foundation rooted in the American tradition of cooperative research. Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation.

Each issue of this annual newsletter focuses on a particular area of Kettering’s research. The 2015 issue, edited by Kettering program officer Melinda Gilmore and director of communications David Holwerk, focuses on our yearlong review of Kettering’s research over time.

Follow on Twitter: @KetteringFdn

Resource Link: www.kettering.org/sites/default/files/periodical-article/Doherty_2015.pdf

Posted in All Resources, deliberation, education, JLA, Journals & Newsletters, Kettering Foundation, National Issues Forums, public engagement, reports on forums | Leave a reply

Understanding Structural Racism Activity

Posted on February 11, 2016 by Keiva Hummel
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Everyday Democracy published the five-page activity, Understanding Structural Racism Activity, on January 2015. This activity gives participants an opportunity for better understanding how structural racism manifests and how to design realistic events/actions from a structural racism lens. Participants will explore all three layers of structural racism: personal attitudes/beliefs, formal and informal practices, and policies and procedures- via group discussion and skit activity, then work through the issues that arise at all three levels to create realistic events/actions. Below is an excerpt from the activity and you can download for free from Everyday Democracy here. 

ED_structural_racismFrom the activity…

This activity helps participants delve deeper in analyzing racism and start to learn how to use a structural racism lens. Many times, actions are focused on changing the personal beliefs without looking at the practices and procedures that contribute to the issue. Through this activity, participants will have the opportunity to break down the issue of racism at a structural level so that the group can come up with realistic action ideas for change.

Goal:

To get participants to analyze an issue through a structural racism lens

To engage participants in an interactive way to identify the personal beliefs, practices, and procedures that contribute to the issue

To create a compiled list of barriers impacting the issue on the structural level

Materials needed:

Structural Racism handouts
Chart paper
Markers

Preparation:

Review the Structural Racism handout. Familiarize yourself and understand all 3 layers to structural racism: the personal attitudes/beliefs, formal and informal practices, and policies and procedures.

Review the sample structural racism examples. If the sample examples do not fit the community specific issue, brainstorm a few examples for each level.

Identify the community specific issue the group will work on.

Part 1: Activity overview

Pass out the Structural Racism handouts. Give participants a few minutes to review them.

Explain each level of structural racism as participants look on.

Use the examples to help participants understand each level. Allow time for clarifying questions.

Divide participants into three groups. Group 1 will be “Personal Attitudes,” Group 2 will be “Formal and Informal Practices,” and Group 3 will be “Policies and Procedures.”

In the small groups, give participants 10 minutes to think of examples for their assigned group. Have the groups record their answers on chart paper.

Part 2: Skit Activity

Following the brainstorm, ask each small group to pick one example and create a 2-minute skit to illustrate the example.

Have each group set the skit’s context and perform their skit. Ask the audience to pay attention to how the skit illustrates the group’s assigned level.

After each skit, debrief with the following questions:

Was the skit realistic?

How was the skit an example of personal attitudes and beliefs/practices/policies and procedures?

After all the skits, ask all three skits to start up simultaneously. Wait about 20 seconds.

Then, stop the skits and explain that collectively, these are the different levels contributing to the issue. If one level is addressed, there are two other levels occurring at the same time. If this group wants to truly see change, actions need to address all three levels.
…

You can find access to the rest of the activity on Everyday Democracy’s site here.

About Everyday Democracy
Everyday Democracy
Everyday Democracy (formerly called the Study Circles Resource Center) is a project of The Paul J. Aicher Foundation, a private operating foundation dedicated to strengthening deliberative democracy and improving the quality of public life in the United States. Since our founding in 1989, we’ve worked with hundreds of communities across the United States on issues such as: racial equity, poverty reduction and economic development, education reform, early childhood development and building strong neighborhoods. We work with national, regional and state organizations in order to leverage our resources and to expand the reach and impact of civic engagement processes and tools.
Follow on Twitter: @EvDem

Resource Link: http://everyday-democracy.org/resources/understanding-structural-racism-activity

Posted in All Resources, EvDem/Study Circles, event design, great for beginners, great for public managers, human rights, public engagement, race issues, social justice, tools, Tools & Handouts | Leave a reply

Deliberative Publicity

Posted on February 5, 2016 by Keiva Hummel
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Deliberative Publicity by Chris Karpowitz and Chad Raphael, was published on the Deliberative Democracy Consortium blog in April 2015. The article talks about the evolving role of publicity around deliberative forums, and how deliberative publicity has the power to amplify the public’s voice and create meaningful connections to the larger political structure.

Karpowitz and Raphael analyzed a wide variety of deliberative forum practices, and found that many had opportunities for improvement when publicizing a forum around transparency and accurately sharing participant’s viewpoints. They recognized the growing need for common standards around how to accurate share what happened inside a forum with those who did not attend the forum, which lead to the creation of the “Deliberative Publicity Checklist”, as a starting point for these standards. Read the article in full below or find the original posting here.

Read the full article

Why should anyone who does not attend a deliberative forum trust that it was run fairly and that its conclusions are sound? Sure, we know from ample research and our own experiences that practitioners of public deliberation are committed to discovering an authentic public voice and wise solutions to social problems. But even in a world with many more opportunities for deliberation, the vast majority of citizens will not attend any given forum. Those who do not attend cannot directly experience the benefits of deliberation, and they may not fully understand what such forums add to the political discourse or how much credence they should give to what happens there. How do practitioners communicate effectively and ethically to decision makers, stakeholders, journalists, and community members who do not participate in our forums? This is the challenge of publicity.

It is a challenge the field needs to confront squarely. Most civic forums are recent arrivals on the political scene and so their authority and legitimacy are less widely accepted than established kinds of public consultation and decision making, such as polls, hearings, and elections. If the unique kind of civic voice that emerges from dialogue and deliberation is to influence other parts of the political system, we need to find better ways to express and amplify that voice. It is primarily through publicity that policy makers and the public can assess forums’ legitimacy and decide whether to accept their conclusions. In that sense, effective publicity can be the glue that binds deliberative forums to the wider structure of political decision making. And, like other professional and civic movements, the field of dialogue and deliberation needs to distinguish ethical and unethical practice, separating the many forums that genuinely seek the public’s voice from the few that aim to ventriloquize citizens with the opinions of sponsors or organizers.

In our view, the goal should be the practice of deliberative publicity, which ought to be distinct from political public relations, on the one hand, or sensationalistic forms of journalism, on the other. The key is to adapt the principles of good deliberation used within forums to how we communicate with others outside the forum. For example, an important question is whether the publicity exhibits respect for deliberators’ arguments, expressing their conclusions clearly and explaining coherently how their positions were supported by underlying reasons, evidence, and norms. In addition, does publicity present the opposing views that participants considered and treat them respectfully? Does it practice transparency by revealing who sponsored and organized the forum, and their organizational missions? Effective publicity will also share ample details about the design of the forum, its intended influence and audience, how it was evaluated, and whether participants were asked to ensure the fidelity of the publicity to their own experience of the discussion.

As a way of highlighting these important questions, we composed a “deliberative publicity checklist” (seen below) that could serve to remind both scholars and practitioners of important elements of deliberative publicity. The checklist provides guidance about the kind of information that will be needed for those who did not attend the forum to understand its purposes, the processes of deliberation, and the policies that deliberators ultimately endorsed. In our recent book, we elaborate on each element of legitimate deliberative publicity and we explore other possibilities for improving lines of communication between civic forums and other institutions of public decision-making.

Delib_publicity_checklist

We also took a first step toward understanding how civic forums currently practice publicity by examining how well the final reports of a diverse sample of forums met the criteria in our checklist. The sample included large and small forums of long and short duration, well-funded and shoestring efforts, a variety of designs (National Issues Forums, consensus conferences, etc.), diverse organizers (academics, governments, and NGOs), multiple decision rules (voting, polling, consensus), and different levels influence and governance (national, state, and local). While our principles are intended to inform publicity at each stage of a forum, we studied final reports because organizers have direct control over such materials, unlike the content of news media stories, these reports are typically the fullest summary of what happened at a forum, and it is likely that policy makers pay greatest attention to these documents.

None of the forums we analyzed met every criterion in our checklist, and in that sense, our analysis shows considerable room for improvement. Some reports did not clearly express participants’ conclusions, but more reports failed to explain why deliberators supported some policy steps and rejected others. That should be surprising to people who value civic reasoning. Many reports omitted important details about how the forum was conducted, such as who organized and funded it, how issues were framed for participants, decision-making rules, and whether participants thought the process was fair. That should give pause to people who are aware of the potential influence of forum designs on participants’ views. Very few reports shared evaluation data or information about whether the participants approved of how their arguments and experience were presented publicly. That should concern anyone who knows that we need to dispel suspicions, especially among interested stakeholders, that forum organizers stack the deck in favor of our own views.

However, almost every report practiced some element of publicity well, and we found many innovative and promising practices that deserve to be emulated in the future. This suggests that those who value deliberation are fully capable of practicing effective deliberative publicity. Indeed, the spotty coverage we found is in part a result of the absence of common standards and practices for publicity. Given this fact, we are calling for a conversation about the challenge of publicity and renewed focus on sharing best practices among scholars and organizers of deliberative civic forums. We hope the publicity checklist can be a way of beginning this conversation.

Importantly, a commitment to effective publicity does not necessarily require us to write endless public reports that are too daunting for anyone to read. We found no relationship between length and comprehensiveness of reports. In fact, one of the better examples of publicity around today is the Oregon Citizens Initiative Review Commission statements, published in the state’s official voter pamphlet, in which citizen panels advise the public on whether to support proposed ballot measures. These statements fulfill almost every item on our checklist in 250 words or less.

By the way, we did not spare ourselves the scrutiny we turned on others’ publicity. A report of a forum on municipal broadband that one of us conducted and the other evaluated several years before our study scored well on summarizing participants’ recommendations and reasons, but neglected to report even a shred of the evidence that influenced their views. Nostra culpa.

Undoubtedly, we all have more to learn about how to practice deliberative publicity.

How can we build on good examples, like Oregon’s Citizen Initiative Review Commission, to improve publicity by forums that do not have as powerful a means for communicating their work to the public as a voter guide and as straightforward a link to the electoral system? Those of us who are committed to a more deliberative political system would benefit from assembling and discussing promising practices for reporting each phase of our work, establishing common standards such as those in our publicity checklist, and devoting more resources to communicating the public’s voice in ways that other democratic institutions can hear and heed.

About the authors
Christopher F. Karpowitz is co-director of the Center for the Study of Elections and Democracy and associate professor of political science at Brigham Young University. Follow on Twitter:@ProfKarpo. Chad Raphael is professor of communication at Santa Clara University. They are authors of Deliberation, Democracy, and Civic Forums: Improving Equality and Publicity.

Resource Link: www.deliberative-democracy.net/index.php/blog/1-general/191-deliberative-publicity-karpowitz-and-raphael

Posted in All Resources, deliberation, event design, gems, great for beginners, highly recommended, Manuals & Guides, messaging, public engagement, reports on forums, tools | Leave a reply

Public Education as Community Work (Connections 2015)

Posted on February 2, 2016 by Keiva Hummel
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The four-page article, Public Education as Community Work, by Connie Crockett, Phillip D. Lurie, and Randall Nielsen was published Fall 2015 in Kettering Foundation‘s annual newsletter,“Connections 2015 – Our History: Journeys in KF Research”. The three authors describe the history of how Kettering has studied the politics of education and reveal some of the challenges faced in education today.

In the article, the authors discuss how the Foundation’s founder, Charles F. Kettering had been aware from the beginning how the education of youth and the way in which public education is shaped by its community, was vital for true democracy. The challenges that Kettering identified in the 20’s, that the community must actively take part in shaping education in order for democracy to continue, are still present today. Below is an excerpt from the article. You can find Connections 2015 available for free PDF download on Kettering’s site here.

From the article…

KF_Connections 2015Phil Lurie: Today, it is widely recognized that people are frustrated by the lack of influence they have on the public schools. However, there seems to be little recognition of the potential that exists in the resources outside of schools that could reinforce the work of schooling.

Randall Nielsen: That is what makes the study of the politics of education such a vital part of the foundation’s overarching study of how to make democracy work as it should. The challenges that people face in bringing their collective resources to complementary work in the education of youth are fundamental problems of democracy.

PL: In public policy, and in studies of education, the challenge remains quite narrowly defined. Generally the problem is seen as understanding how people can be more influential in the administration of schools.

Connie Crockett: And how to get people to support the schools, somewhat without question. It is interesting to recall that the foundation’s alternative emphasis on the whole picture of an educating ecology emerged pretty early on at Kettering.

…

CC: Again, the challenge begins with seeing it as a problem of democracy, not a problem of administration of schooling. The public in Mathews’ 1996 book referred not simply to people living in a particular place, but rather to a diverse body of people willing and able to recognize and act on shared concerns. In so doing, they become a responsible public, in which people hold one another accountable to a covenant that has been legitimately decided upon. Our focus on democracy suggests that citizens need to engage one another in the fundamental challenge of choosing “how do we want to educate our youth?” This is where we remain, and we are still looking for innovators and experimenters.

The Current Focus
RN: The foundation’s studies remain focused on the implications of a simple premise. Young people are educated through experiences that occur inside and outside of schools. The educational capacity of a community is defined by the ability to put the mélange of educational resources to work in complementary ways. We explore the governance of educational resources as a fundamental challenge of democratic citizenship.

PL: The problem is that education remains widely seen as the singular responsibility of schools and professionals. Critical roles citizens play and need to play go unrecognized by professionals and nonprofessionals. As education has become schooling, the non-school educational assets in communities have largely disappeared from the naming and framing of public choices about issues that affect the education of youth. Thus professional educators have detached the governance of schools from the governance of the myriad non-school activities that critically affect educational outcomes. Non-school activities remain as an educational force, but they are not often the subject of citizento-citizen judgment and innovation.

RN: The resulting atrophy of educational citizenship—the shared sense that communities of people have the responsibility and power to shape the education of their youth—weakens educational outcomes and reduces public confidence in school institutions. It also weakens the popular sense of the democratic capacity to shape the futures of children. That is a fundamental threat to democracy itself.

PL: The research is now organized into two complementary areas, both studying innovations in practice. One focuses on showing the potential for the education that occurs outside of schools. The other explores way that people can bring the governance of public schooling into the larger context of the governance of all educational resources.

About Kettering Foundation and Connections
KF_LogoThe Kettering Foundation is a nonprofit operating foundation rooted in the American tradition of cooperative research. Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation.

Each issue of this annual newsletter focuses on a particular area of Kettering’s research. The 2015 issue, edited by Kettering program officer Melinda Gilmore and director of communications David Holwerk, focuses on our yearlong review of Kettering’s research over time.

Follow on Twitter: @KetteringFdn

Resource Link: www.kettering.org/sites/default/files/periodical-article/Crockett-Lurie-Nielsen_2015.pdf

Posted in All Resources, education, JLA, Journals & Newsletters, Kettering Foundation, public engagement, youth | Leave a reply

Guidebooks for Student-Facilitated Discussion in Online Courses

Posted on February 1, 2016 by Keiva Hummel
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The Guidebooks for Student-Facilitated Discussion in Online Courses,  by Shannon Wheatley Hartman, Ph.D. and Jack Byrd Jr., Ph.D. were published January 2016 from Interactivity Foundation (IF). IF offers both a 64-page student guidebook edition and a 60-page instructor guidebook, which describes their discussion process in the 3-parts. Read more about the guidebook  and download the PDFs for free on Interactivity Foundation’s website here.

From IF…

Guidebook_for_Student_Fac_DiscussionThese guidebooks offer a practical guide for students and instructors in online courses. They offer a step-by-step guide to our 3-part online discussion process:

1. Pre-discussion collaboration between student-facilitator(s) and instructor

2. Student-facilitated discussion of exploratory, civil, and developmental student discussions

3. Post-discussion de-briefing between student facilitator(s) and/or discussion group and instructor

The student guidebook offers instructions and tips for developing online facilitation and discussion skills. The instructor guidebook offers guidance on training and coaching student facilitators, nurturing good discussion procedures, and offers best practices for evaluation–including multiple grading rubrics.

Together, these guidebooks offer a new approach to online discussions and learning. They encourage interactivity in online courses by preparing students to be knowledge-producers and actively engaged in the learning process through exploratory discussion.

The twin goals of these guidebooks are 1) to empower students to take ownership of online discussion assignments while developing facilitation and discussion skills and 2) to redefine the role of the instructor from daily discussion manager to facilitation coach who is positioned to view all discussion participation from a meta-perspective.

Faculty who have tested these guidebooks have told us:

“The quality and quantity of student’s discussion online was categorically greater than in any previous course I have taught with an online component. What evolved in this course was, in fact, discussion rather than an exchange of unrelated posts.”

“I have been teaching online courses for several years, and I have long felt the weight of having to drive discussion and sometimes to ‘chase’ students to get them to participate, but I didn’t feel that way at all this summer. I wouldn’t say that I had less work to do, but my work was different; rather than me feeling responsible for all aspects of the discussion, I could observe my students, evaluate them, and then reflect on their work and their progress.”

“For grading, I assessed the quality of the facilitators initial questions, their involvement during the week, and then their summary at the end of the week. This level of grading is much higher than my usual grading…however, the trade-off was that the student-facilitators were spending more time in the discussions, and providing more one-to-one feedback to peers, than I would usually have time to do. The discussions were more active, and I wasn’t driving.”

We have tested this approach across academic disciplines and it seems to travel well, however, there is always room for improvement and additional testing. We welcome playful and experimental use of these guidebooks. Let us know how they work in your classroom and beyond!

Contact Shannon Wheatley Hartman at esw[at]interactivityfoundation[dot]org if you would like assistance incorporating these guidebooks into specific classes, departments, or community discussion forums. Also feel free to send suggestions, comments, thoughts, concerns, or a funny joke–emphasis on funny.

About the Interactivity FoundationIF_Logo
The Interactivity Foundation is a non-profit, non-partisan organization that works to enhance the process and expand the scope of our public discussions through facilitated small-group discussion of multiple and contrasting possibilities. The Foundation does not engage in political advocacy for itself, any other organization or group, or on behalf of any of the policy possibilities described in its discussion guidebooks. For more information, see the Foundation’s website at www.interactivityfoundation.org.

Follow on Twitter: @IFTalks

Resource Link: www.interactivityfoundation.org/the-student-facilitated-online-discussion-guidebooks-are-now-available/

Posted in All Resources, decision making, deliberation, dialogue guide, Manuals & Guides, online D&D, public engagement, tools, youth | Leave a reply

Kettering’s Evolving Understanding- and my Own (Connections 2015)

Posted on January 28, 2016 by Keiva Hummel
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This three-page article, Kettering’s Evolving Understanding- and my Own: Reflections on Three Decades of Involvement with Democracy and the Foundation that Studies What It Takes to Make It Work as It Should, by Ray Minor, was published Fall 2015 in Kettering Foundation‘s annual newsletter,“Connections 2015 – Our History: Journeys in KF Research”. Minor shares his experience working with Kettering for the last thirty years and how KF’s research has helped to strengthen the democratic process.

He tells of the network of individuals who started the Birmingham National Issues Forums, which would later become the National Issues Forums Institute (NIFI). Then goes on to tell of the effort to develop civic capacity in Alabama, which would lead to a series of forums that would shape the David Mathews Center for Civic Life. Below is an excerpt from the article. Connections 2015 is available for free PDF download on Kettering’s site here.

From the article…

KF_Connections 2015I learned over time that Kettering studies democracy from a citizen-centered perspective—the sense that ordinary citizens desire to control their daily lives and that this desire defines what the foundation means by “democracy.” The foundation’s primary research question—what does it take to make democracy work as it should?—derives from this idea and the underlying assumption that democracy is working as it should when citizens “self-rule.”

Democratizing Alabama
In the early 1980s, when I first became involved in this work, a broad network of individuals in Birmingham, Alabama, was convened by the University of Alabama at Birmingham (UAB) Center for Urban Affairs and supported by the UAB Office of Student Affairs. This group was on the ground floor of what later became the National Issues Forums Institute (NIFI). The core group of individuals leading this effort included Odessa Woolfolk, Rebecca Falkenberry, Wanda Madison Minor, Peggy Sparks, and myself. Wanda Minor organized this group after several conversations with David Mathews in 1982. This group operated under the name Birmingham National Issues Forums (BNIF) and annually convened a series of forums on national issues with hundreds of citizens and many organizations representing a cross-section of the community.

…

A Center Grows in Alabama
Still intrigued by the work of the Kettering Foundation, I worked with Bob McKenzie and Cathy Randall to found the Alabama Center for Civic Life, a 501(c) (3), nonprofit, nonpartisan organization, which was incorporated and received tax-exempt status in 2005. The center’s purpose is to conduct research and training on citizenship, democracy, governance, and democratic practices. Since Mathews was the inspiration for establishing the center, in 2008, it was renamed the David Mathews Center for Civic Life. The center was established on the premise that democracy works best when enlightened citizens engage in the affairs of their towns, cities, states, and nations. A small group of Alabamians decided to fill a void in the public sector by establishing an organization that would equip citizens with the skills and knowledge necessary for engaging in public life.

…

Looking back, I have come to realize that Kettering’s work is important for several reasons pertaining to strengthening democracy. Perhaps paramount among the others, Kettering’s focus on the six democratic practices provides a lens through which citizens from all parts of the world can come to see themselves as key actors on public problems and see connections between their work as citizens and the work of people from widely differing circumstances. This recognition of the work of citizens by citizens themselves may well be Kettering’s most important contribution to democratic life.

About Kettering Foundation and Connections
KF_LogoThe Kettering Foundation is a nonprofit operating foundation rooted in the American tradition of cooperative research. Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation.

Each issue of this annual newsletter focuses on a particular area of Kettering’s research. The 2015 issue, edited by Kettering program officer Melinda Gilmore and director of communications David Holwerk, focuses on our yearlong review of Kettering’s research over time.

Follow on Twitter: @KetteringFdn.

Resource Link: www.kettering.org/sites/default/files/periodical-article/Minor_2015.pdf

Posted in All Resources, David Mathews, deliberation, JLA, Journals & Newsletters, Kettering Foundation, National Issues Forums, public engagement, research | Leave a reply

How to Recruit Dialogue Participants

Posted on January 26, 2016 by Keiva Hummel
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How to Recruit Dialogue Participants, published June 2015 by Everyday Democracy, includes five tips to for getting a well-rounded group of dialogue participants together. The one-page read has five recommendations for having a successful dialogue, including: reviewing dialogue recruitment goals, developing talking points, plan outreach strategies, give coalition members recruiting assignments, and take extra steps to recruit underrepresented groups. The article can be read below and found on Everyday Democracy’s website here.

From Everyday Democracy

To have effective community conversations, it’s important to get as many different kinds of people involved as possible. A program that involves a broad cross-section of the community is more likely to benefit the community as a whole. And, having a diverse mix of participants helps make for lively and rewarding dialogue. Use these tips to recruit dialogue participants from every part of your community.

Review your recruitment goals
First, the coalition must decide how many and what kinds of people you are trying to reach. Refer back to the recruitment goals generated when you first met. Now, it’s time to get specific about your objectives. Ask yourselves:

– How many people do we need to involve to bring about the changes we are aiming for?
– Who are the different kinds of people we need to recruit to make our program diverse? (Be sure to think about multiple kinds of diversity.
– Why would people from each of these groups want to participate
– What might keep people in each group from participating?
– Are there groups or individuals on our coalition who can reach out to groups not yet involved? If not, who can help to spark their interest?

Develop talking points
This will help keep your message clear and consistent. As a coalition, role-play describing the dialogue to action effort to each other so members become familiar with the messages. The goal is for all members to be comfortable asking friends, family members, co-workers, and community members to participate in the dialogues. They should be able to give a brief overview about the program, talk about what issue they’ll be addressing and why it’s important.

A personal invitation is the best recruiting strategy. There is no substitute! You can do this through face-to-face visits and through phone calls. The coordinator and coalition members can introduce the program to lots of people by speaking at community groups or meetings.

You may want to supplement your in-person invitations with other tools such as flyers, brochures, Facebook announcements, blog posts, or radio interviews. Be creative!

Whenever possible, give people a chance to take part in a sample dialogue. Be sure to allow plenty of time for questions and answers. Explain how the program can help them make a difference on the issue, form new partnerships and relationships, and strengthen their own organization. Capture the excitement that is generated on the spot by having sign-up forms with you.

To ensure your dialogues include a diverse group of people, design your sign-up sheet to collect basic information – such as name, age, occupation, gender, neighborhood, ethnic/racial group – and then use that data to help arrange diverse groups. Make sure you ask people for their preferred times and days for participating in the dialogues.

Give coalition members recruiting assignments
Ask the members of your coalition to reach out to people in their networks. You may even want to set specific recruitment goals for each member.

Think about people who can spread the word to their entire network and tap into their resources. Reach out to leaders of businesses, nonprofits, faith communities, clubs, and other organizations. If community members hear the message from someone they trust, they will be more likely to participate. And, it’ll make recruitment easier because you won’t have to sign up each person individually.

Take extra steps to recruit underrepresented groups
One of the biggest challenges is to recruit people who don’t often get involved in community events. This will take extra work, but without it, you will be missing many important voices in your program.

To reach out to groups you may not be a part of, you have to take time to establish trust. If you can, find a spokesperson or leader in that community that can help spread the word. Sometimes they can be found in unlikely places such as barbershops or restaurants.

 About Everyday Democracy
Everyday Democracy
Everyday Democracy (formerly called the Study Circles Resource Center) is a project of The Paul J. Aicher Foundation, a private operating foundation dedicated to strengthening deliberative democracy and improving the quality of public life in the United States. Since our founding in 1989, we’ve worked with hundreds of communities across the United States on issues such as: racial equity, poverty reduction and economic development, education reform, early childhood development and building strong neighborhoods. We work with national, regional and state organizations in order to leverage our resources and to expand the reach and impact of civic engagement processes and tools. Follow on Twitter: @EvDem

Resource Link: http://everyday-democracy.org/tips/how-recruit-dialogue-participants

Posted in All Resources, dialogue, EvDem/Study Circles, event design, great for beginners, public engagement, Reports & Articles, social justice | Leave a reply

From Public Policy Institutes to Centers for Public Life: Transforming People and Communities (Connections 2015)

Posted on January 25, 2016 by Keiva Hummel
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The six-page article, From Public Policy Institutes to Centers for Public Life: Transforming People and Communities by Alice Diebel, was published Fall 2015 in Kettering Foundation‘s annual newsletter,“Connections 2015 – Our History: Journeys in KF Research”.

Diebel shares how Kettering’s research fueled the development of issues guides to be used in the National Issues Forums and ultimately, improve the ways that democracy works. She shares the beginning of the forums as Public Policy Institutes (PPIs) and how they transformed into a new approach, Centers for Public Life. Read more an excerpt from the article below or find it in full on Kettering’s site here.

KF_Connections 2015From the article…

In 2010, we called on four very experienced PPI directors to help us design a new approach to the PPI experience. We were going to work to understand deliberative politics, not just public policy. Martín Carcasson, Betty Knighton, Alberto Olivas, and David Procter joined me and my colleague, Kettering program officer Randy Nielsen, in creating a new design for a research-oriented exchange.

The idea of “research exchange” also reflected a shift for Kettering. Moving from the language of learning that occurs in workshops with a curriculum toward shared learning in exchange among mutually interested parties was a shift the foundation made that paralleled the change in our approach to PPIs. The research exchange creates the space to delve more deeply into the context of democratic, public deliberative politics and to learn along with new organizations beginning to use NIF to plan and design approaches to improve all of the politics and practices in the places in which they work. As a result, the design of the exchanges with new centers continues to change and develop along with the centers

How could we learn more about the challenges of building more democratic communities?

…

PPI commitments in the past focused primarily on holding forums. Commitments in the centers’ exchanges, however, focused on building relationships for democratic practice and change. Creating an identity as a center with a clear mission is part of the work. Structuring deliberative frameworks and forums involving key publics meant they had to look beyond civic education or individual change and instead work toward addressing difficult problems in real settings.

The first centers for public life cohort started in February 2011, so the experiment with the concept of centers is still quite new. Many of the organizations are young enough that their impacts aren’t as apparent as those with a 20-year history. However, we have a few insights from this short period of time. These insights speak more to the relationship with Kettering in a “learning exchange” than to the direct impacts they are having.

About Kettering Foundation and Connections
KF_LogoThe Kettering Foundation is a nonprofit operating foundation rooted in the American tradition of cooperative research. Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation.

Each issue of this annual newsletter focuses on a particular area of Kettering’s research. The 2015 issue, edited by Kettering program officer Melinda Gilmore and director of communications David Holwerk, focuses on our yearlong review of Kettering’s research over time.

Follow on Twitter: @KetteringFdn.

Resource Link: www.kettering.org/sites/default/files/periodical-article/Diebel_2015.pdf

Posted in All Resources, deliberation, JLA, Journals & Newsletters, Kettering Foundation, National Issues Forums, public engagement, reports on forums | Leave a reply

A Treasure Chest About to Open (Connection 2015)

Posted on January 20, 2016 by Keiva Hummel
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This brief two-page article, A Treasure Chest About to Open by Nicholas A. Felts was published in Kettering Foundation‘s annual newsletter,“Connections 2015 – Our History: Journeys in KF Research” in the fall of 2015. Felts shares some of the history of National Issues Forums, one of the most valuable assets to come from the forums, and reveals an exciting project soon to be released from Kettering.

NIF has been running for 30 years, making it one of the longest running citizen-to-citizen public engagement experiences. Over the last three decades, Kettering has stored all the data collected from the forums, including one of the most valuable aspects- all of the questionnaire responses. After years of laboring,  Kettering will soon have a fully functional digital archive of all the data from the NIF forums! Below is an excerpt from the article. Connections 2015 is available for free PDF download on Kettering’s site here.

From the article…

KF_Connections 2015One constant focus of the NIF questionnaires, though, is also one of their most uniquely valuable features. From the very beginning, each NIF questionnaire has always asked questions designed to capture which policy trade-offs citizens can and cannot accept. For example, a recent NIF questionnaire asked whether “Congress should raise the age of eligibility for Medicare to 67, EVEN IF that means seniors under 67 would have to get health insurance on their own or from an employer.”

Standard public opinion surveys do not usually ask questions that force citizens to reckon with the negative aspects of even their most preferred courses of action. NIF questionnaires have always done this and they are richer for it, because questions like this reveal what the public will do when push comes to shove. As someone who has both completed an NIF questionnaire and been in the room when others have done so, I know that participants usually note how difficult the questions are. In standard survey research, complaints about difficult questions are a glaring red flag and usually indicate that the wording of the question is unclear or confusing. However, in the NIF context, comments like this about the “even if” questions are a clear sign that participants are really thinking through an issue and grappling with all its complexities.

In a larger sense, the information that NIF questionnaires capture differs from that of standard surveys, even on the same topic. Standard surveys are generally administered to a randomly selected collection of individuals so the results will be representative of some larger population of interest. By contrast, those who complete NIF questionnaires are not randomly selected and, as a result, the opinions gathered from them are not necessarily representative of the larger population. For some, this lack of representativeness is a cause to dismiss information garnered from NIF questionnaires. However, NIF questionnaires are unrepresentative in the best possible sense. While they cannot tell us how the population as a whole feels about an issue, NIF questionnaires can tell us a great deal about how a concerned and informed subset of the population feels about an issue after deliberating with a group of their peers. NIF participants complete questionnaires after having the chance to think about, read about, and deliberate together about an issue. In this sense, NIF questionnaires provide a picture of public thinking that is truly public and truly thoughtful.

…

After several years of work and the help of an army of Ohio State University research assistants, we are now on the cusp of having a fully functional digital archive of all things NIF. This archive will contain data from the questionnaires described above, as well as copies of forum recordings, starter tapes, issue guides, and much more. ]

What questions can we ask of this information to help us better understand how issues have been named and framed for public deliberation? Moreover, what can the stories revealed by the NIF questionnaires tell us about the nature of public judgment on the shared problems we all face?

About Kettering Foundation and Connections
KF_LogoThe Kettering Foundation is a nonprofit operating foundation rooted in the American tradition of cooperative research. Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation.

Each issue of this annual newsletter focuses on a particular area of Kettering’s research. The 2015 issue, edited by Kettering program officer Melinda Gilmore and director of communications David Holwerk, focuses on our yearlong review of Kettering’s research over time.

Follow on Twitter: @KetteringFdn.

Resource Link: www.kettering.org/sites/default/files/periodical-article/Felts_2015.pdf

Posted in All Resources, JLA, Journals & Newsletters, Kettering Foundation, National Issues Forums, public engagement, reports on forums, research | Leave a reply

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