Davenport Launches Tool for Evaluating Gov’t Engagement

We were excited to hear the news last week that the team at the Davenport Institute – one of our NCDD member organizations – is launching a powerful new platform for government agencies to evaluate their own public engagement efforts and compare them to other cities or agencies. We commend the Davenport team on creating this needed tool. You can learn more about the tool’s launch in the press release below that we found on Business Wire, or read the original here.


The Davenport Institute Launches New Public Engagement Evaluation Platform

DavenportInst-logoThe Davenport Institute for Public Engagement and Civic Leadership at the Pepperdine University School of Public Policy is pleased to announce the launch of a new tool to help cities and other local public agencies evaluate their public engagement efforts, the “How are WE Doing? Public Engagement Evaluation Platform.”

In a 2012 survey of California public sector officials regarding their views of public engagement, 85 percent of respondents said their “views on public engagement have changed since their careers began,” and 77 percent were “interested in hearing more about public engagement practices that have worked in other places.”

For almost a decade, The Davenport Institute has been researching, training, and consulting with public officials to improve the ways in which governments involve their residents in making tough policy decisions. This work has taken Institute leadership throughout California and across the country, learning about and teaching the latest techniques in effective participatory governance.

With a growing awareness of what constitutes effective public engagement, we continue to hear from many public leaders seeking a way to take a “30,000 foot view” of their government’s practices in this area. The “How are WE Doing? Public Engagement Evaluation Platform” is the product of these conversations, and of the committed participation of an esteemed group of California leaders.

It is designed to offer governments a lens through which they can evaluate their agencies public processes, and to give them the opportunity to apply for recognition of successful engagement. Cities, counties, special districts, agencies, and departments can apply for recognition at one of three levels of engagement:

  • Silver Engagement – the government is making genuine efforts to improve its engagement with residents and successfully meets at least 12 of the 20 criteria listed.
  • Gold Engagement – the government has successfully institutionalized resident engagement as part of its operational culture, meeting at least 15 of the 20 criteria listed.
  • Platinum Engagement – the government is a leader in the engagement field, earning this designation by meeting at least 17 of the criteria listed.

“How are WE Doing?” also offers a way of gathering data on how governments across the state, and eventually around the country, are doing collectively in their attempts to involve residents, data the Institute will make available to all participants in the platform.

The Davenport Institute would like to thank the following Advisory Council members who devoted their time and expertise to developing this platform:

  • Artie Fields, City Manager, City of Inglewood
  • Rod Gould, City Manager, City of Santa Monica
  • Ken Hampian, City Manager, City of San Luis Obispo
  • Dennis Donohue, former Mayor, City of Salinas.

To learn more about “How are WE Doing? Public Engagement Evaluation Platform” visit the homepage here or view the platform here.

For more information about The Davenport Institute for Public Engagement and Civic Leadership at Pepperdine University, visit http://publicpolicy.pepperdine.edu/davenport-institute.

You can see the original version of this announcement on Business Wire at www.businesswire.com/news/home/20160215005664/en/Davenport-Institute-Launches-Public-Engagement-Evaluation-Platform.

Dialogues Across Differences: An Introduction to Reflective Structured Dialogue

This partial-day workshop, Dialogues Across Differences: An Introduction to Reflective Structured Dialogue, from Public Conversation Project and has been developed over the last two decades. The dialogue process established in this training creates an opportunity to transform communication between participants who have conflict. Below is the description from Public Conversations Project and check out if there are upcoming workshop dates here on their site.

About the workshop…

Summary:
25 years ago, Public Conversations Project created a unique approach to dialogue that promoted connection and curiosity between those who saw one another as the enemy. Our approach has transformed conflicts across the country and the world – but its principles are widely applicable for everyday conversation. An intentional communication process can help individuals, organizations and communities build trust, enhance resilience for addressing future challenging issues, and have constructive conversations with those they otherwise “wouldn’t be caught dead with.”

Learning Objectives:

  • Learn basic theory and practice of Public Conversations’ relationship-centered approach to better communication and dialogue.
  • Achieve shared, clear, and mutually understood purpose in a conversation.
  • Design a framework for a constructive conversation that will encourage people to participate fully, listen actively, and enhance empathy.
  • Stimulate self-discovery and curiosity about the “other” through questions that promote connection, curiosity and caring.

Results:
As a result of this workshop, you will be equipped to:

  • Communicate with self-confidence about difficult or divisive topics.
  • Break destructive communication habits like avoidance, silence, or reactive responses, enabling those in a conversation to feel truly listened to.
  • Design conversations, dialogues, or meetings with clear purpose, full participation, and a structure for moving forward.
  • Employ effective and satisfying communication exercises in a broad range of personal and professional settings.

Who might participate:

  • Executives in the nonprofit, public, or private sectors interested in shifting the culture of communication in their workplace.
  • Managers seeking to lead more constructive conversations with a divided, frustrated, or distracted team.
  • Clergy looking to broach a challenging concept with their congregation or internal leadership.
  • Consultants in strategic communications, strategic planning, or organizational development exploring new ways to improve client relations.
  • Administrators seeking to encourage collaboration between departments.

Accreditation:
This workshop is approved for 6 clock hours for national certified counselors, Massachusetts licensed mental health counselors, MA licensed marriage and family therapists, and New Hampshire pastoral psychotherapists. Credits are accepted by the NH Board of Mental Health Practice for all licensed NH mental health professionals. For more information, please see our workshop policies. Public Conversations Project is an NBCC-Approved Continuing Education Provider (ACEP™) and may offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP solely is responsible for all aspects of the program.

For more information, please contact us at training[at]publicconversations[dot]org or 617-923-1216 ext. 10.

About Public Conversations ProjectPCP_logo
Public Conversations Project fosters constructive conversation where there is conflict driven by differences in identity, beliefs, and values. We work locally, nationally, and globally to provide dialogue facilitation, training, consultation, and coaching. We help groups reduce stereotyping and polarization while deepening trust and collaboration and strengthening communities.

Follow on Twitter: @pconversations

Resource Link: www.publicconversations.org/workshop/dialogue-across-differences-introduction-reflective-structured-dialogue

Activity to Explore Community Demographics

This two-page activity from Everyday Democracy, Activity to Explore Community Demographics, is to improve efforts to be inclusive when creating a team or coalition. This exercise gives prompts for a group brainstorming activity, suggests doing previous research, and utilizing resources to find information on the community to build a diverse group of people. Read the activity below or find the original and download for free from Everyday Democracy’s site here.

explore-community-demographicsFrom the activity…

Purpose of activity: Use this exercise to help your coalition make a list of the diverse people and groups in your community.

This list is helpful for recruitment and communications purposes, to help your efforts be inclusive.

Materials needed:
Flip chart
Markers

Part 1: Brainstorm activity
Brainstorming is a creative way for a group to come up with lots of ideas in a short amount of time.

As a large group, brainstorm responses to these questions:

Who makes up our community?

What kinds of people live, work and go to school here?

Make sure to think about ALL the different kinds of people who make up your community. Think about race and culture, economic background, religious or spiritual background, political background, profession, age, gender, etc.

Capture each response on a flip chart.

Part 2: Research the demographics of your community
Have some volunteers do research about who makes up the community. Bring the information back to the group at the next meeting. Or, you can prepare the information ahead of time to continue the conversation immediately after the brainstorm.

Compare the list you brainstormed with the information the volunteers researched. As a group, discuss these questions:

Are there any groups that we missed in our brainstorm? Why?

Is there any information you find surprising?

As you continue your work, keep these observations in mind so you can be sure to reach out to all groups in your community.

Resources for finding community information
The town hall or clerk’s office in your community might have data on what kinds of people are in the community.

Look up your community using one of these online resources:

American FactFinder is a Census Bureau tool that offers statistics on different areas of the country. You can view the available Census data (including the American Community or other available survey’s) for your town. This data may be older. There is “Guided Search” feature that allows you to look in depth at available data.

DiversityData lets you customize reports with the specific information you’re looking for. You can print or email them and convert them to a PDF document. The information is only available for large metropolitan areas.

ZipSkinny offers a simple layout of Census Bureau results with a quick search of a zip code. You can view the results in chart form or compare zip codes.   

County Business & Demographic Map is interactive and lets you explore different types of statistics throughout the U.S. Choose the statistics you’re interested in such as race, ethnicity, population, housing status, etc., search any county, city, etc., and compare it with another location.

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/activity-explore-community-demographics

Don’t Forget to Register for Feb. 9 Tech Tuesday Call on Balancing Act

As we recently mentioned on the blog, NCDD is hosting another one of our popular Tech Tuesday calls this Tech_Tuesday_BadgeTuesday, February 9th from 3 – 4pm Eastern / 12 – 1pm Pacific in conjunction with IAP2.

This time the call will offer an inside look at Balancing Act, an online tool aimed at helping average citizens learn about public budgets and the choices elected officials face in the budgeting process. It’s right around the corner, so make sure you register today!

This Tech Tuesday will feature a presentation from Chris Adams of Engaged Public, the civic engagement group that developed Balancing Act. Chris will explain the functions of Balancing Act and talk about how it’s already being used by various governments and communities. Plus, you won’t want to miss the info about a special offer for folks doing participatory budgeting! 

Don’t miss this opportunity to learn about this useful new tool and connect with your NCDD colleagues! We look forward to have you on the call!

What’s Race Got to Do with It? (Video)

The 49-minute video, What’s Race Got to Do with It?, published by California Newsreel in 2006, shows the journey of a diverse group of 16 UC Berkeley students who participated in a semester-long intergroup dialogue program sponsored by University of California, Berkeley Ethnic Studies Department and Stiles Hall. The students were part of the class, “FACING YOU, FACING ME: Race, Class & Gender Among UCB Student Leaders”, led by David Stark and co-facilitator, Jerlena Griffin-Destaco. An online facilitator’s guide is available on PDF here.

Below is a six minute clip from the video:

More about the film…
This excerpt comes from the film’s site, whatsrace.org.

More than 40 years after the Civil Rights Movement, America faces the paradox of being a nation “with racism, but without racists,” as sociologist Eduardo Bonilla-Silva has put it. Racial inequality is harder to recognize in a world where it no longer announces itself with white-only signs. Meanwhile, the idea of “colorblindness” conveniently allows us to condemn prejudice and bigotry while ignoring how racism contributes to the vast disparities that persist right under our noses.

Not surprisingly, many of today’s students, born in the post-Civil Rights era, don’t seek out opportunities to engage in diversity programs and interracial dialogue. They feel they’ve heard it all before or wonder why we’re still talking about a problem that ended a long time ago. More often than not in these discussions, structural racism is ignored and multiculturalism gets confused with equality. Even many students of color don’t realize how underlying conditions impact opportunity.

Too few resources exist to help young people scrutinize their own assumptions, beliefs and attitudes about race – using language they understand, spoken by their peers. At a time when campuses are struggling to close achievement gaps, foster inclusion, and promote diversity – while equity initiatives across the country are under attack – we responded to the demand for a new tool that is up to date and speaks directly to students’ doubts and concerns in today’s post-Civil Rights world.

What’s Race Got to Do with It? chronicles the journey of a diverse group of students participating in a 15-week intergroup dialogue program at U.C. Berkeley. As the students share personal stories, debate hot topics, and confront one another about the role race plays in their lives, they make discoveries about their preconceived ideas and assumptions, and in so doing, help us begin to disentangle our own.  The film goes beyond identity politics, celebratory history and guilt trips to help viewers “see through” achievement myths and create a safe space for open, honest exchange, particularly within educational environments.

In some ways, What’s Race Got to Do with It? is a “sequel” to our earlier release Skin Deep, because it highlights an interracial dialogue and provides a window into the different attitudes and assumptions that young people hold about race and equality.However, it goes further by highlighting the unique challenges and obstacles that students from disadvantaged backgrounds face compared to their peers (e.g., isolation, discomfort, underrepresentation, lack of encouragement and support, financial and emotional stress, societal disparities) and helping us understand the structural and institutional conditions underlying those difficulties.

In addition, the film focuses not just on what’s being said but also what’s not being discussed openly – the underlying fears, frustration, ignorance and confusion that render unproductive so many of our conversations about racism. The film spotlights the stories young people use to rationalize (to themselves and others) the persistence of racial disparities as well as the rhetorical strategies and often-loaded language they employ to evade, resist or deflect ideas that are unsettling. And it reveals just how different our experiences and perceptions can be of the world we ostensibly share – how something that is painfully obvious to one person can be invisible to another.

What’s Race Got to Do with It? does not attempt to replicate the experience of the class nor does it supply easy answers or address the concerns of every group. What it does provide is a starting point for a deeper, more productive level of conversation – one grounded in real-life issues and experiences. Whether one agrees or disagrees with the students on screen, their stories help get the “high stakes” topics out on the table, in a manner accessible to individuals who have never thought much about race as well as long-time activists. Perhaps most importantly, the film challenges each of us to reflect on existing disparities and the responsibility we all share – individually and institutionally – to create more equitable conditions for everyone.

For more information about the UC Berkeley class or to learn how to start your own intergroup dialogue program, contact David Stark at 510-841-6010 or info[at]stileshall[dot]org.

Resource Link: www.whatsrace.org/pages/film.htm

Separate and Unequal in 1963: How Can We Create A Fair Society? (DMC Issue Guide)

Separate and Unequal in 1963: How Can We Create a Fair Society?, is a 22-page historical issue guide developed in 2014 by the David Mathews Center for Civic Life, Alabama Public Television (APT), and additional partners for use in a classroom setting. Download the Issue Guide PDF here.

DMC_1963_guideIn Separate and Unequal in 1963, students are asked to place themselves in 1963 Birmingham, Alabama to deliberate together through the difficult choices faced by those working to address segregation and inequality. Additionally, students are encouraged to consider the ways in which their own civic engagement shapes the communities of today. The issue guide includes an opening essay from Dr. David Mathews, a Civil Rights timeline, a fictional editorial on inequality in Alabama, three framed approaches, two classroom activities, a glossary of terms, and a list of helpful primary and secondary sources.

This historic issue guide is an accompanying resource for Alabama Public Television’s electronic field trip series entitled Project C: Lessons from the American Civil Rights Movement. The issue guide was named and framed by a diverse group of Alabamians. More information about the naming and framing process of this unique guide is available here. APT’s entire Project C electronic field trip series and accompanying resources can be found at www.aptv.org/project-C/.

In introducing this issue guide, Dr. David Mathews asks students to carefully weigh the challenges faced by Birmingham residents during this historic period:

“[T]ry to imagine yourself and your classmates have traveled back to 1963 and are looking at the options people were considering then. How would you weigh the three options that are presented in this issue book? Can you give each of them a “fair trial,” even the options that you don’t like? You’ll need to say what you think and listen closely to what others say. (Deliberation requires both.) This exercise will strengthen your ability to deliberate; and, in addition, it will teach history in a way that will allow you to experience it.”

The issue guide outlines the following three approaches to addressing the historical issues of segregation and inequality in 1963 Birmingham:

Approach One: “Take a Legislative and Legal Stand”
We can achieve lasting equality only through laws that ensure fairness and justice. If the United States is the land of the free, then we must do more to make sure that everyone is treated fairly. To honor our founding principles of freedom and equality, we need to aggressively change laws to get rid of segregation. Lawmakers must enact and enforce federal laws prohibiting segregation and discriminatory practices. Federal courts must require states and cities to respect court rulings, then lawyers must work to ensure equality through lawsuits.

Approach Two: “Build and Strengthen Relationships”
Inequality is a serious problem, but we must be very cautious not to disrupt relations in our community as we work to deal with it. Rapid change would lead to a disordered society that threatens everyone regardless of race. We must work together in our communities to improve relationships between black and white citizens. We must study the issue, learn to work together, and push for change at the local level. We must search for common ground to unite us and work to eliminate fear. Cities, states, and local communities should work peacefully on policies that guarantee equality and fairness for all citizens.

Approach Three: “Take Direct and Immediate Action”
We cannot wait for gradual change. It has been 100 years since the Emancipation Proclamation, and segregation is still being practiced in communities across the country. People are being treated unfairly, and Washington D.C. and state capitols are not moving fast enough. We cannot expect legislation and lawsuits alone to create equal opportunities. If we want to make real change, all citizens must take direct action now. Rapid change in the community may lead to positive changes across the country and the world. It’s urgent that we protest, boycott, and educate immediately. We must be willing to risk jail, injury, and perhaps even death.

About DMC and the Issue Guides
The David Mathews Center—a non-profit, non-partisan organization—authors deliberative frameworks for people to carefully examine multiple approaches, weigh costs and consequences, and work through tensions and tradeoffs among different courses of action to current and historic issues of public concern.

David Mathews Center issue guides are named and framed by Alabamians for Alabama Issues Forums (AIF) during a biennial “Citizens’ Congress” and follow-up workshops. Alabama Issues Forums is a David Mathews Center signature program designed to bring Alabamians together to deliberate and take community action on an issue of public concern. Digital copies of all AIF issue guides, and accompanying post-forum questionnaires, are available for free download at http://mathewscenter.org/resources. For further information about the David Mathews Center or this publication, please visit http://mathewscenter.org/ or contact DMC Executive Director, Cristin Foster, at cfoster[at]mathewscenter[dot]org.

Follow DMC on Twitter: @DMCforCivicLife

Resource Link: http://mathewscenter.org/wp-content/uploads/2014/09/DMC-ProjectC-Singlepgs.pdf

This resource was submitted by Cristin Foster, the Executive Director at David Mathews Center for Civic Life, via the Add-a-Resource form.

Showcasing Boston’s Civic Tech Tools at #Tech4Democracy

The team at the Ash Center for Democratic Governance and Innovation, an NCDD member organization, recently posted on their Challenges to Democracy blog about their #Tech4Democracy Showcase and Challenge – an event highlighting civic tech projects from the Boston area. It featured some very cool civic tech tools that could be useful for folks in our field, so we encourage you to read more in the post below or find the original here.


HUBweek Event Shows Greater Boston is Ripe with Civic Tech

Ash logoThe Ash Center for Democratic Governance and Innovation is a leading research center at the Harvard Kennedy School focused on the intersection of government and technology. We are helping HKS students – our future public leaders – to learn crucial technology skills that they will take with them into their careers. The Center is also studying unanswered questions about the potential and the pitfalls of technology’s role in making government more modern, effective, and efficient as well as more responsive, transparent, and participatory.

A strong connection to real-world practice is an important element in most of our research, teaching, and outreach efforts. On October 9, 2015, the Ash Center hosted #Tech4Democracy Showcase and Challenge, welcoming over 350 people to the JFK Jr. Forum.

The #Tech4Democracy Showcase and Challenge was a festive gathering for the local civic tech community and anyone with an interest in learning more about how technology can benefit the civic health, public services, and political life in their communities. No matter your background, the event was an opportunity to share your ideas, join in conversation, or simply browse.

#Tech4Democracy featured 28 projects that have been dreamt up, designed, developed, and created by people with a connection to Greater Boston. They tackle issues from participation and engagement to voting and elections. There are ideas for recruiting more citizens to run for elected office and others for improving the communication between current elected officials and their constituents. There are also platforms that aim to help people connect to one another – both for the purpose of political organizing around shared interests and taking action together on public problems.

While #Tech4Democracy was not a hackathon, it was social. Celebratory, even, with a DJ, good food, beer and wine. Everyone in attendance was invited to vote for their favorite among 28 different teams competing to take home a $5,000 ‘People’s Choice’ award.

ballot box

Meanwhile, a $5,000 ‘Judge’s Choice’ award was selected by an esteemed panel of judges comprised of Professor Eric Gordon of Emerson College, Scott McFadden of Microsoft, Jane Wiseman of the Institute for Excellence in Government, and Perry Hewitt, Chief Digital Officer for Harvard University. Their job was not an easy one!

The winner of the Judge’s Choice Award was Agora, an online civic network dedicated to purpose-driven dialogue between decision makers and busy people concerned about their  communities.

Runner up in the Judge’s Choice Award was CandiDating, a platform to match potential voters with political candidates based on their views.

The winner of the People’s Choice Award was DoneGood, an app that makes it easy to find businesses that share your values by empowering users to “vote with their wallets” to create a financial incentive for more businesses to adopt socially responsible business practices.

Runner up in the People’s Choice Award was MetaCogs, a web-based collaborative space in which communities of learners don’t  just share what they’re thinking, they share how they’re thinking.

archon

There were also 12 local institutions displaying their civic tech work as non-competing exhibitors.  Many thanks to them and our supporters that helped make the event a success: Boston Civic Media Consortium, City of Boston, City of Cambridge, City of Somerville, Edward M. Kennedy Institute for the United States Senate, Engagement Lab at Emerson College, FWD.us, Microsoft, and The Shorenstein Center on Media, Politics and Public Policy at Harvard Kennedy School.

The Ash Center was delighted to be hosting #Tech4Democracy as part of HUBweek, a joint venture between The Boston Globe, MIT, MGH and Harvard University. The spirit of HUBweek was to provide unique and unexpected experiences that celebrate the world-changing work, art, and thinking being imagined and built in Greater Boston.

#Tech4Democracy was the Ash Center’s contribution toward celebrating and showcasing the growing and vibrant community of students, entrepreneurs, technologists, passionate citizens, and others in the Boston area who are using their creativity and knowledge of digital technology to make our governments run better, engage our communities, and improve our quality of life. More information, including a calendar of past HUBweek events, is available at hubweek.org.

You can find the original version of this Challenges to Democracy blog post at www.challengestodemocracy.us/home/greater-boston-is-ripe-with-civic-tech/#sthash.wE4y4RqZ.PAWn3hGQ.dpuf.