Participate in DC-Area Moderator Training for Higher Ed

We encourage our DC-area NCDD members in higher ed – students, faculty, and staff – to consider attending a training for deliberative dialogue moderators this April 29. The training is hosted by the American Democracy ProjectThe Democracy Commitment and the Kettering Foundation in preparation for the 2017 Civic Learning and Democratic Engagement meeting on June 9 in Baltimore, which we also encourage our NCDD higher ed folks to attend. You can read more in ADP’s announcement below or find the original version here.


Deliberative Dialogue Moderator Training Workshop in Washington, DC

AASCU’s American Democracy Project and The Democracy Commitment, in partnership with the Kettering Foundation, are proud to announce a special professional development opportunity for area students, faculty, and staff interested in a moderator training for deliberative dialogues.

We will be hosting a Deliberative Dialogue Moderator Training Workshop on Saturday, April 29, 2017, from 10am – 2pm at the American Association of State Colleges and Universities (AASCU), 1307 New York Avenue NW, Washington, DC 20005.

Hosts:

  • Jennifer Domagal-Goldman, American Democracy Project National Manager, AASCU
  • Verdis LeVar Robinson, National Director, The Democracy Commitment

Trainers:

  • John R. Dedrick, Vice President and Program Director, Kettering Foundation
  • Kara Lindaman, Professor of Political Science/Public Administration, Winona State University (Minn.)
  • William Muse, President Emeritus, National Issues Forum Institute
  • John J. Theis, Director of the Center For Civic Engagement, Lone Star College (TX)

Democratic dialogue and deliberation build civic capacities and consciences to tackle the highly salient and most complex wicked problems facing communities today. It rejects the expert model of technical expertise and specialization towards a truly democratic framework of accessibility and empowerment.

The practice of dialogue and deliberation cultivates student abilities necessary to explore enduring and multidisciplinary questions and solve persistent public problems. Thus, the capacities necessary for productive and meaningful dialogue and deliberation – critical thinking, empathic listening, creative problem solving, ethical leadership, collaboration, issue framing – are not only essential for sustaining a vibrant democracy, they are the best preparation for our students/citizens/graduates to be successful in the 21st century.

This training will guarantee your eligibility to be a moderator at our 2017 Civic Learning and Democratic Engagement (CLDE) meeting’s Dialogue and Deliberation Plenary Session: ” Safety and Justice: How Should Communities Reduce Violence?” on Friday, June 9, 2017 in Baltimore, Maryland.

Please join us for this free training by registering HERE by Friday, March 31, 2017.  Lunch will be provided. Click here for the tentative agenda.

For questions and more information, please contact Verdis L. Robinson at robinsonv@aascu.org or (202) 476-4656.

You can find the original version of this announcement from The Democracy Committment at www.thedemocracycommitment.org/deliberative-dialogue-moderator-training-workshop-washington-dc.

School-Community Engagement Conference in New England

If you’re based in the New England region, we encourage you to check out the annual School Redesign in Action conference this March 27-28 in Hartford. The interface between schools and the communities they serve is a space full of under-explored possibilities for our field to grow – not to mention a great way to expose more young people to D&D methods – so we’re excited that the conference planners have included a whole track this year focused on increasing community engagement for schools. Regular registration is $325, but the deadline to register is Mon., March 13, so act fast! You can learn more about the conference in their announcement below or by visiting the conference website here.


School Redesign in Action is the New England Secondary School Consortium’s eighth annual conference for educators and stakeholders from across the country to share success stories, exchange best practices, and continue to build momentum for innovations that will prepare all students for success in the colleges, careers, and communities of the 21st century.

WHEN:  Monday, March 27th, 1:00-5:00pm + Tuesday, March 28th,  8:00am-2:30pm

WHERE:  Connecticut Convention Center, 100 Columbus Blvd · Hartford, CT 06103

WHO:  Educators, students, community stakeholders, policy makers, and teams from secondary schools along with career and technical education centers and higher education from across the country engaged in school improvement

NEW THIS YEAR! A strand dedicated to school-community engagement

Across New England, educators are increasingly aware that meaningful family and community engagement is vital to student achievement and that educators must effectively engage stakeholders to develop more equitable schools. But what does authentic engagement entail? How can educators make the shift from event-based, often-siloed strategies to deeper, more powerful approaches to engagement? And how can communities and educators come together to challenge inequities and effect lasting change for youth?

To explore these questions and more, this year’s School Redesign in Action conference incorporates a strand of presentations and workshops that will increase participants’ capacity to foster authentic school-community engagement, establish meaningful relationships with marginalized groups in schools and/or communities, and strengthen partnerships and systems to improve outcomes for all students.

Below is a preview of the sessions in the student, family, and community engagement strand. To see the full program, visit this page.

  • What’s Equity Got to Do With It?: Creating a Pathway for All Students to Succeed
    Everyday Democracy | Hartford, Connecticut
  • Empowering Parents and Families: Building Leadership Skills and Capacity Inside and Outside the School System
    Annenberg Institute for School Reform | Providence, Rhode Island
  • Recalibrating School-Wide Discipline and Student Support: Building a Restorative and Accountable Approach
    Engaging Schools | Cambridge, Massachusetts
  • Reaching Across Language and Culture: Engaging Multilingual Families from Diverse Backgrounds
    Portland Public Schools Multilingual and Multicultural Center | Portland, Maine
  • Where Equity and Engagement Meet: From Funding to Implementation of Community-School Partnerships that Close Opportunity Gaps
    Puget Sound Educational Service District | Puget Sound, Washington
  • Being an Adult Ally: Practical Strategies for Emplowering Youth Voice, Agency, and Leadership
    Providence Student Union + Young Voices | Providence, Rhode Island
  • Building a Positive School Culture and Community Using Restorative Practices
    Prospect Hill Academy Charter School | Cambridge, Massachusetts
  • Students as Change Agents for Personalization: Infusing Purpose, Meaning, and Hope In School Redesign
    Up for Learning | East Hardwick, Vermont
  • Opening Doors: How Home Visits Can Strengthen School-Family Relationships in the Upper Grades
    1647 | Boston, Massachusetts
  • Teachers as Designers: A Human-Centered Approach to Solving Problems – and Creating New Opportunities – in Schools
    Business Innovation Factory | Providence, Rhode Island
  • Authentic School-Family Partnerships: What Works and Why It Matters
    Lawrence CommunityWorks | Lawrence, Massachusetts

Financial Assistance

As part of the New England Secondary School Consortium’s commitment to improving equity, access, and diversity, we are offering a limited number of reduced-price registrations to community-based nonprofit organizations and parent or community leaders who either support youth or work in partnership with their local schools*. Applicants will be asked to demonstrate financial need and articulate how they anticipate the conference will benefit their work, organization, schools, and/or community.

Applications for financial assistance are due no later than 5:00 p.m. on March 13, 2017.

You can learn more and register for the School Redesign in Action conference at www.newenglandssc.org/conference/conference-details.

New Kettering Publication on Engagement & Higher Ed

We want to encourage our members in higher education to check out the newest version of the Higher Education Exchange, a free annual publication from NCDD member organization the Kettering Foundation. The Exchange explores important and timely themes around the public mission of colleges and universities and offers reflections from both domestic and international scholar-practitioners on how higher education can and must shift toward teaching deliberation and civic engagement. We highly recommend it. You can learn more about the 2016 edition in the Kettering announcement below or find the full downloadable version here.


Higher Education Exchange 2016

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share.

The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: “I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education.”

In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education’s democratic mission and foster a more democratic culture throughout American society.

Working in this tradition, the Higher Education Exchange publishes interviews, case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. The Exchange is edited by David W. Brown and Deborah Witte.

  • Foreword by Deborah Witte  (PDF)
  • Inside the Graduate School Mess: An Interview by Leonard Cassuto  (PDF)
  • Assumptions, Variables, and Ignorance by David Brown  (PDF)
  • Deliberation and Institutional Political Cultures: A Brazilian Perspective by Telma Gimenez  (PDF)
  • An Island of Deliberation in an Authoritarian Environment: The Case of Russia by Denis V. Makarov  (PDF)
  • Publicly Engaged Scholars: Next-Generation Engagement and the Future of Higher Education, Edited by Margaret A. Post, Elaine Ward, Nicholas V. Longo, and John Saltmarsh by Etana Jacobi  (PDF)
  • Afterword: Citizens in a Global Society by David Mathews  (PDF)

You can find the original announcement of this Kettering Foundation publication at www.kettering.org/catalog/product/hex-2016.

NCDD Discount on Dynamic Facilitation Training

We are pleased to share the announcement below from NCDD member Rosa Zubizarreta of DiaPraxis about an opportunity for NCDD members to receive a discount on an upcoming training in dynamic facilitation methods. We encourage you to learn more about the opportunity below!
Rosa shared this piece via our great Submit-to-Blog Form. Do you have news or thoughts you want to share with the NCDD network? Just click here to submit your news post for the NCDD Blog!


Advanced 3-day facilitation training & special offer for NCDD folks

Are you interested in effective ways to help people become curious and interested about differences, instead of defensive and threatened?

Last time I was invited to Maine to offer a Dynamic Facilitation workshop, here’s what one participant wrote afterward about the results of this work: “…a dynamic shift in the capacity of the participants and the group as a whole to hold diversity and complexity with their eyes and hearts wide open.”

It seems to me that these kinds of outcomes are needed more than ever. At the same time, to uplevel our game, we may need to learn to do things somewhat differently. In Germany, Dynamic Facilitation is often described as “ein ganz anders moderieren” (“a very different way of facilitating”). How accurate is that? Below is more info about what we do and how we do it, so you can decide for yourself.

But first, a word about the special offer. One is, as an NCDD member, you qualify for the super-low community fee: $425 early-bird rate, $525 regular rate. And in addition, we have arranged for a two-week extra time period where NCDD members can register at the early-bird rate: so instead of March 1st, you have until March 15th.  Of course, if you already know you want to sign up, here is the link.

Ok, back to what makes this work distinctive:

1) Heart-centered listening. What might “active listening” look like if our aim as facilitators or mediators was not to “be impartial”, but instead, to be “multi-partial” and to really support each participant? In this work, we take a highly relational approach. Our intention as facilitators or mediators is to establish a connection with each person, to really “get” what they are wanting to express, to let them know what we are hearing, and to create a space where they can hear themselves.

As we do this, others are better able to hear that person, too. After facilitating high-friction meetings, it’s quite common that a participant will come up afterward and confess, “I had never really heard before, what so-and-so was trying to say, until you reflected it back to him… It’s like some part of my brain would shut off, whenever he (or she) would start to speak.” While there’s more nuance to heart-centered listening than simply reflecting back what someone is saying, this is one key feature of our work.

2) Welcoming initial solutions. What would happen if as facilitators or mediators, we viewed each person’s “initial solutions” as their best creative effort to date to make sense of a complex situation and to come up with an appropriate response? Of course most initial solutions are usually quite limited, as they are based on the narrow amount of data each person has from their own vantage point in the larger system. And of course we want to support participants in moving beyond initial solutions!

Yet what we’ve discovered is that by welcoming and listening deeply to each initial solution, participants are much more able to take in new information afterward. Once they start hearing one anothers’ initial solutions, along with one another’s various concerns about the various solutions… many of which correspond to divergent ways of framing the initial problem… participants are quick to realize the limitations of these initial proposals. At the same time, by creating a relational, heart-centered space that honors each person’s best creative effort to date, we can easily build on the positive seeds within each of these partial perspectives. So, we are “going slow” in order to “go fast”…

3) Receiving and translating critical energy. As facilitators or mediators, what would happen if we viewed any criticism as a sign that the person offering the criticism, really cares about a positive outcome? Furthermore, what would happen if we understood our role as being the “designated catcher” on the team, so that each participant can more easily stay in their creative brain rather than shifting into their reactive brain?

In this work, we create a trusted space for the co-existence of creative thinking AND critical thinking by inviting participants to re-direct any charged or critical comments toward us, instead of toward one another. That way, each participant can speak freely and be heard, with less likelihood of setting off reactive triggers. This might sound a bit challenging — all of that energy directed toward us, as the facilitator or mediator?? I know it sounds paradoxical, yet one of the benefits that practitioners of this work frequently report, is a greater sense of ease in working with conflict.

4) Harvesting each contribution. What would happen if we saw each contribution as a piece of the larger puzzle that is emerging, and our own role as creating a faithful map of that larger whole, while staying in “beginner’s mind” or “don’t know” space? As we record each contribution, it adds another layer to the trust that is building. Each person is being heard, each offering is being gathered…. not just the “major decisions”, not just whatever the facilitator deems as important. Each bit is being gathered, for our collective work of bricolage… And, as we pause to verify with participants whether what’s on the chart paper is an accurate reflection of their contributions, it creates yet another opportunity to deepen the shared weave of meaning-making that is taking place.

So, those are four key elements of this practice. You are welcome to experiment with any one or more of these elements on your own. I’ve also written a book that goes into much more detail about what it looks like, when all of these elements are used together. I love it when people tell me that they have been able to start exploring this approach just by reading the book! There are also free articles and short videos available on our webpage.

At the same time, I’ve also heard this practice described as “simple, but not easy.” So if you’d like an opportunity to practice in a supportive context, you are warmly welcome to attend our upcoming workshop in Maine.

In this highly experiential learning journey, we will have plenty of opportunities to see Dynamic Facilitation in action and to experience it as participants. We will also be practicing it in small groups, where you’ll be receiving appreciative feedback from peers as well as in-the-moment coaching and support from the instructor.

We’ll also explore various special topics, including how to work with power differences, how to engage in “skillful interrupting” as a facilitator, how to manage flow when emotions are high, and how to adapt this approach when working with two people instead of with a group.

I’ll close with another quote from a participant in the 2015 Maine workshop:

“…an elegantly simple process for helping people call their power back from interpersonal or group conflict, and recast it in the direction of the change they want to see in the world.”

If you feel called, I look forward to having you join us!  Here’s the link for signing up.

If you’d like more info first, the sign-up page also has links to how this work is being used in Europe for the participatory design of public policy.

2016 NCDD Year In Review

Looking back, 2016 was an important year for NCDD and the dialogue & deliberation community. NCDD and the field saw a lot of important things happen and transitions take place, and as we look forward to the work ahead, we also wanted to look back at what we’ve accomplished and what’s changed.

NCDD 2016

Of course, the biggest effort on NCDD’s part was organizing the 2016 National Conference on Dialogue & Deliberation on “Bridging Our Divides,” a timely focus on the important work of bringing people together across differences of politics, race, socioeconomic status, and more. We had 350 public engagement practitioners, journalists, academics, public officials, funders, and students converge for this three-day gathering focused on sharing stories, exploring collaborations, and talking about what’s next for the dialogue and deliberation community following the divisive election season. You can view the schedule and speakers, watch panels, and more in the Events section of our site.

Following the conference and the presidential election, NCDD continued this conversation with our #BridgingOurDivides campaign, which sought to continue to collect and share stories, resources, and tools for bridging divides in our communities. We also hosted a special open Confab Call about what our community can do and is doing post-election. We invite you to check out the amazing compilation of the tools and resources we gathered and to watch the recorded Confab on the blog here. Many thanks to our community for sharing your great tools, resources, and stories!

New Projects, Programs, and Partnerships

In 2016, NCDD truly embraced our stewardship of Conversation Café with the launch of the new Conversation Café website and a Confab Call sharing the story of how Conversation Café was created and how it has been utilized in communities across the country. Conversation Café is an elegantly simple process for dialogue, and with its materials all open source and available for free (including a recording of our recent host training session), it’s a important resource for our field and communities in a time where dialogue is so critically needed.

NCDD was also proud to finally unveil our new Emerging Leaders Initiative, a program we’ve been working towards since our 2014 Conference. The Emerging Leaders Initiative, or ELI, will provide resources and support to rising leaders in our field and create more “on ramps” into the dialogue, deliberation, and public engagement field, especially for young people 35 and under. The ELI also seeks to provide support to newcomers to the field, no matter their age, in addition to helping facilitate collaborations and connections among D&D efforts that involve or focus on young people. Learn more about this exciting initiative at www.ncdd.org/youth, or contact our Youth Engagement Coordinator Roshan Bliss at roshan@ncdd.org.

Another outcome from NCDD 2016 was the launch of our new NCDD Podcast. The podcast brings together members of the D&D community to discuss ideas, opportunities, and challenges in our work, as well as share tools and resources. Our first three episodes, all recorded at NCDD 2016, are up on iTunes, SoundCloud and Google Play!

Last year, NCDD also solidified an agreement to embark upon an exciting new partnership with the American Library Association. NCDD is proud to partner with the ALA on the Libraries Transforming Communities: Models for Change initiative that will train librarians across the country in dialogue and deliberation methods for community engagement and connect them with NCDD members. We look forward to launching these online and in-person trainings very soon! For more information, see our blog post here.

And as always, our work with the Kettering Foundation continued – including a huge inventory survey we conducted in collaboration with KF and work engaging the dialogue and deliberation community in Kettering’s annual DC event, A Public Voice.

Changes in Leadership

So who was responsible for this fabulous work? Our amazing staff, of course! In 2016, we saw our amazing team of five continue to work hard to deliver fabulous programming, projects, and a successful conference. We also saw a transition in our leadership, with myself, Courtney Breese, moving into a larger role as Managing Director working in partnership with Sandy Heierbacher, who transitioned from Executive Director to Founding Director. Sandy and I enjoy working together so much, and we think this transition is a great move for both of us and NCDD. I know I have a very tough job ahead in managing NCDD’s day-to-day operations as skillfully as Sandy has! And Sandy is excited to continue her essential work nurturing and building our network with us, as well as having the flexibility to explore new opportunities to use her skills at building and engaging networks.

The year 2016 also saw the end of an era for our Board of Directors. Board members John Backman, Marla Crockett, Diane Miller, and Barbara Simonetti completed six years of service to NCDD – two complete terms, which is our max for Board members. We could not be more thankful to these Board members for their guidance, support and (serious) heavy lifting they provided to NCDD as we succeeded in gaining 501(c)3 status, building our staffing from three to five, organizing three successful conferences and numerous programs and initiatives. They will be missed!

We were also grateful to continue to work with Board members Susan Stuart Clark and Martin Carcasson, who are continuing into 2017 and will be joined by new Board members Simone Talma Flowers, Jacob Hess, Betty Knighton, and Wendy Willis, all of whom we’re excited to work with.

Looking Forward

As 2017 gets underway, NCDD is committed to continuing to support the dialogue and deliberation community through sharing resources, convening conversations, supporting collaborations, reaching out to new networks, and lifting up the stories of the work of this network.

NCDD’s staff is a small outfit that does a great amount of work to keep this community connected and supported. Our work is significantly funded by members’ dues and small donations. If you want to support all of the great work we do, please consider making a tax-deductible donation by visiting www.ncdd.org/donate or renewing or upgrading your membership at www.ncdd.org/renew.

We look forward to continuing to work with this community at this important time for dialogue in our country, and we certainly continue to be inspired by the innovative and essential work you do!

Join Confab Call with Not In Our Town on Responses to Hate

We are pleased to announce that NCDD is hosting our next Confab Call with Not In Our Town, an NCDD member organization that uses film and dialogue to help regular people respond to hate in their communities. This hour-long webinar will take place Wednesday, February 8th, 2017 from 1-2pm Eastern/10-11am Pacific, and we encourage everyone to register today for a inspiring call!

Not In Our Town is both an organization and a movement dedicated to stopping hate, addressing bullying, and building safe, inclusive communities for all. Not In Our Town (NIOT) was launched as an organization in 1995 with a landmark PBS film that documented the efforts of everyday people in Billings, Montana who stood up together after a series of hate crimes targeting their Native American, Black, and Jewish neighbors.

The story and the film went on to inspire many other communities in the US and around the world to form their own responses to hate crimes and hate groups cropping up in their locales, and the NIOT team continued to make inspirational short films documenting their stories as they unfolded. NIOT has since made over 100 of these films and created discussion guides that accompany them. The films and discussion guides cover dozens of subject areas and topics, and they are compiled into an online hub that is designed to support towns, schools, campuses, faith communities, or any other kind of group in launching dialogues on how they can address issues of hate and bullying that are impacting them.

This call is part of NCDD’s ongoing #BridgingOurDivides campaign that seeks to heal the damage done in the divisive 2016 election while also addressing the longer-standing divisions in our country. As many communities where NCDD members live and work in struggle with how to deal with the rise in hate crimes and assaults that we’ve seen since the election, and as we prepare for the possibility that this trend might not go away, NIOT’s dialogue resources and model for supporting action can be critical tools for the D&D community to tap into. Be sure to join us on this Confab to find out how!

This Confab Call will feature a discussion with NCDD supporting member Patrice O’Neill, who serves as the CEO and Executive Producer of Not In Our Town. Patrice will share an overview of NIOT’s work and the approach that they use their films to launch community-wide dialogues and guide people from discussion into taking action against hate.

The call will also be an exclusive opportunity to discuss how the D&D field can support the growing need for conversation on addressing hate and violence in our communities. NIOT has seen a surge in requests for its services since November, which presents a unique opportunity for D&D practitioners to connect with and support NIOT’s work while also possibly cross-pollinating our methods and models, and call participants will have the chance to think together with Patrice about what that could look like.

You won’t want to miss this exciting conversation on NIOT’s model and resources and how the NCDD network can better interface with the NIOT network. We highly encourage everyone to register today for this great call!

About NCDD’s Confab Calls…

Confab bubble imageNCDD’s Confab Calls are opportunities for members (and potential members) of NCDD to talk with and hear from innovators in our field about the work they’re doing and to connect with fellow members around shared interests. Membership in NCDD is encouraged but not required for participation. Confabs are free and open to all. Register today if you’d like to join us!

Moving Forward with NCDD’s Emerging Leaders Initiative

During our NCDD 2016 conference, we were proud to officially announce that NCDD would be launching our new Emerging Leaders Initiative – a new effort to support and engage the next generation of D&D leaders and practitioners that NCDD has been developing since our 2014 conference on Democracy for the Next Generation. Today, we’re happy to share more details el_badge_web_01on the next steps in developing the initiative’s offerings!

What is the Emerging Leaders Initiative?

The Emerging Leaders Initiative (ELI) emerged from the NCDD members’ recognition of our need to foster long-term resilience for the field of dialogue & deliberation and that we can do that best by intentionally cultivating D&D’s next generation of leadership – that is, the younger folks in our ranks as well as those who are newer to the field.

To that end, the ELI will seek to provide extra resources and support to rising leaders in our field and to create more “on ramps” into the dialogue, deliberation, and public engagement field, especially for young people 35 and under, but also for newcomers to the field of any age. We want to offer these emerging leaders a means to become more involved in the world of D&D, connecting them with opportunities to build their capacity as practitioners, scholars, and professionals while lifting up the contributions, innovation, and leadership of young and new people in our field.

To accomplish these goals, NCDD has already created several tools that will be cornerstones of the Emerging Leaders Initiative – including the Emerging Leaders Discussion Listserv, social media forums, and a compilation of introductory D&D resources – and we are currently working on building a robust mentorship program, youth-focused webinars, and other capacity-building efforts for emerging leaders. We encourage our NCDD members, especially our younger and newer ones, to learn more about what the ELI by visiting its the brand new web page at www.ncdd.org/youth – the hub for all things related to the initiative.

Have Your Say in How the ELI Develops!

In addition to the new page, we are also launching the Emerging Leaders Survey – a short questionnaire that we’re using to better understand how we can support and collaborate with our emerging leaders. We are asking anyone in NCDD’s network or the broader field who is 35 and under, relatively new to D&D, and/or a current student to fill out the survey by Friday, February 10th.

Our field is already full of promising young folks and newcomers, and we want to hear from you! This survey is your chance to directly inform what you want the Emerging Leaders Initiative to look like and how you want to be involved. And to sweeten the deal, two survey participants will be randomly selected after Feb. 10th to win a $25 gift card! Don’t miss your chance – please fill the survey out today or encourage any of the younger or newer D&D folks who you are connected with to do so!

We’re Just Getting Started

The ELI will continue to develop and evolve over time, and collaboration with our NCDD members will play a key role in how that happens. So if you want to connect with this important work and help support and cultivate the next generation of D&D leaders, please don’t hesitate to get in touch me, Roshan Bliss, NCDD’s Youth Engagement Coordinator, at roshan@ncdd.org.

On a personal note, I am incredibly honored and humbled to be spearheading the Emerging Leaders Initiative for NCDD, and I can’t wait to connect with others who understand the importance of cross-generational collaboration in dialogue, deliberation, and public engagement. The D&D field’s future is bright and full of potential, and we hope that you will support the Emerging Leaders Initiative in unlocking even more of that potential in the coming years!

Want to support the Emerging Leaders Initiative and all of the great young people in the field? Make a donation in support of the next generation of D&D!

Phoenix Launches First-Ever School District PB Process

We were excited to learn recently that the team at the Participatory Budgeting Project, one NCDD’s member organizations, and Phoenix schools made history when they launched the first participatory budgeting (PB) process in the US to allow students across to deliberate on how to use district money. The effort will build D&D capacity in Phoenix’s student body, and we can’t wait to see how it goes. Read more about this historic initiative and how to spread School PB in the PBP blog piece below, or find the original here.


PBP-Logo-Stacked-Rectangle-web1Phoenix schools are making history AGAIN with PB

“We’re here to make history!” exclaimed Shari Davis, PBP Director of Strategic Initiatives, to a room full of students, teachers, principals, district administration, and sunshine.

Three years ago, the first high school-based PB process in the U.S. began at Bioscience High School in Phoenix, Arizona. This year, the Phoenix Union High School District (PUHSD) is launching the first school PB process in the U.S. to use district-wide funds, beginning with five public high schools and intended to expand across the district in future years.

On September 24th, PBP hosted a PB 101 Training for more than 60 high school students, teachers, principals, and PUHSD staff. The training introduced participants to PB by inviting them to take part in a mock PB process that began with idea collection and culminated in a mock vote.

After learning PB by doing it, trained facilitators worked with teams of students, teachers, and principals from each of the five high schools to begin planning individual PB processes; each team discussed goals for their process, which model of school PB to use, who could participate in each phase of PB, and how they would begin collecting ideas.screen-shot-2016-10-19-at-9-06-20-am

In what we could call a (brain)storm in the desert, discussion among high school teams resulted in their commitments to creating student-driven PB processes that will develop student leadership, magnify student voice, involve entire schools in meaningful and transparent experiences, and build healthy and respectful relationships between students, teachers, and parents.

The models of school PB selected by each team ranged from steering committees made of single classrooms to committees led by student government and existing clubs. Some schools began planning for large idea collection assemblies involving the entire student body; others discussed utilizing advisory periods and online forms to collect project ideas. Regardless of specific strategies, all schools prioritized plans to include students that don’t often engage in school processes.

In a concluding activity, students and teachers were asked to share one word to describe how they felt at the start of the workshop and one word to describe how they felt at the end. Many shared pairs of words that expressed feeling nervous, unsure, confused, or tired when they arrived and feeling excited, energized, intrigued, and supported as they left. A group of teachers said they looked forward to continuing to connect across school teams to learn from and support one another in launching school PB. After participating in the mock PB process, one freshman student described what he hoped PB would accomplish at his school: “I’d like to see PB help other shy freshmen like me gain confidence and come to have a voice in our school community.”

So, what’s the problem with – and potential for – school budgets?

School districts operate large and complex budgets, often with little participation from the students and community members they serve. Schools have used PB around the world to engage students, parents, teachers, and community members in deciding which school programs and improvements to fund. School PB builds understanding of school budgets, provides leadership development for students, directs funds to pressing needs and innovative ideas, and helps students learn democracy and active citizenship by doing it.screen-shot-2016-10-19-at-9-09-40-am

Sound like something that could strengthen your school? Wondering how to start?

In response to increasing interest in School PB, PBP developed a free guide to PB in schools with 18 lesson plans and six worksheets – which walk through planning, idea collection, proposal development, voting, and implementation – to help teachers bring PB into their classrooms. Earlier this summer, PBP hosted a free webinar to review the Guide’s content and to support educators in learning how to use tools that strengthen the school community, cultivate collaboration, public speaking, and research skills, and teach democracy by doing it. Take the first step towards introducing PB in your school by downloading our free guide and watching our webinar!

You’re invited to join the movement!

It starts with you! Join the Phoenix Union High School District, Overfelt High School, the MET High School, Sullivan High School, and others in a growing movement for school PB. PBP welcomes you to take the first step in bringing your school community closer and educating your students in an engaging democratic process by downloading our free Guide, watching our Webinar, and centering your students as leaders in planning this student-driven participatory process.

Looking for more in-depth support from PBP?

Direct inquiries about working with PBP to launch PB in your school to Ashley Brennan at ashley@participatorybudgeting.org.

You can find the original version of this PBP blog piece at www.participatorybudgeting.org/phoenix-schools-are-making-history-again-with-pb.

Phoenix Launches First-Ever School District PB Process

We were excited to learn recently that the team at the Participatory Budgeting Project, one NCDD’s member organizations, and Phoenix schools made history when they launched the first participatory budgeting (PB) process in the US to allow students across to deliberate on how to use district money. The effort will build D&D capacity in Phoenix’s student body, and we can’t wait to see how it goes. Read more about this historic initiative and how to spread School PB in the PBP blog piece below, or find the original here.


PBP-Logo-Stacked-Rectangle-web1Phoenix schools are making history AGAIN with PB

“We’re here to make history!” exclaimed Shari Davis, PBP Director of Strategic Initiatives, to a room full of students, teachers, principals, district administration, and sunshine.

Three years ago, the first high school-based PB process in the U.S. began at Bioscience High School in Phoenix, Arizona. This year, the Phoenix Union High School District (PUHSD) is launching the first school PB process in the U.S. to use district-wide funds, beginning with five public high schools and intended to expand across the district in future years.

On September 24th, PBP hosted a PB 101 Training for more than 60 high school students, teachers, principals, and PUHSD staff. The training introduced participants to PB by inviting them to take part in a mock PB process that began with idea collection and culminated in a mock vote.

After learning PB by doing it, trained facilitators worked with teams of students, teachers, and principals from each of the five high schools to begin planning individual PB processes; each team discussed goals for their process, which model of school PB to use, who could participate in each phase of PB, and how they would begin collecting ideas.screen-shot-2016-10-19-at-9-06-20-am

In what we could call a (brain)storm in the desert, discussion among high school teams resulted in their commitments to creating student-driven PB processes that will develop student leadership, magnify student voice, involve entire schools in meaningful and transparent experiences, and build healthy and respectful relationships between students, teachers, and parents.

The models of school PB selected by each team ranged from steering committees made of single classrooms to committees led by student government and existing clubs. Some schools began planning for large idea collection assemblies involving the entire student body; others discussed utilizing advisory periods and online forms to collect project ideas. Regardless of specific strategies, all schools prioritized plans to include students that don’t often engage in school processes.

In a concluding activity, students and teachers were asked to share one word to describe how they felt at the start of the workshop and one word to describe how they felt at the end. Many shared pairs of words that expressed feeling nervous, unsure, confused, or tired when they arrived and feeling excited, energized, intrigued, and supported as they left. A group of teachers said they looked forward to continuing to connect across school teams to learn from and support one another in launching school PB. After participating in the mock PB process, one freshman student described what he hoped PB would accomplish at his school: “I’d like to see PB help other shy freshmen like me gain confidence and come to have a voice in our school community.”

So, what’s the problem with – and potential for – school budgets?

School districts operate large and complex budgets, often with little participation from the students and community members they serve. Schools have used PB around the world to engage students, parents, teachers, and community members in deciding which school programs and improvements to fund. School PB builds understanding of school budgets, provides leadership development for students, directs funds to pressing needs and innovative ideas, and helps students learn democracy and active citizenship by doing it.screen-shot-2016-10-19-at-9-09-40-am

Sound like something that could strengthen your school? Wondering how to start?

In response to increasing interest in School PB, PBP developed a free guide to PB in schools with 18 lesson plans and six worksheets – which walk through planning, idea collection, proposal development, voting, and implementation – to help teachers bring PB into their classrooms. Earlier this summer, PBP hosted a free webinar to review the Guide’s content and to support educators in learning how to use tools that strengthen the school community, cultivate collaboration, public speaking, and research skills, and teach democracy by doing it. Take the first step towards introducing PB in your school by downloading our free guide and watching our webinar!

You’re invited to join the movement!

It starts with you! Join the Phoenix Union High School District, Overfelt High School, the MET High School, Sullivan High School, and others in a growing movement for school PB. PBP welcomes you to take the first step in bringing your school community closer and educating your students in an engaging democratic process by downloading our free Guide, watching our Webinar, and centering your students as leaders in planning this student-driven participatory process.

Looking for more in-depth support from PBP?

Direct inquiries about working with PBP to launch PB in your school to Ashley Brennan at ashley@participatorybudgeting.org.

You can find the original version of this PBP blog piece at www.participatorybudgeting.org/phoenix-schools-are-making-history-again-with-pb.

Tips for Online Engagement with Millennials

We encourage our online engagement practitioners to check out this post from NCDD member organization the Davenport Institute. It offers tips for encouraging your stakeholders, especially younger people, to participate in your efforts online, which may make sense during busy times like the holidays. You can read the post below or or find the original version here.


Tip: 5 Ways To Promote Online Engagement

The Davenport InstituteDo you need help increasing your online engagement efforts? In a recent article published on informz.com, Senior Digital Marketing Strategist at Informz, Vivian Swertinski shares with readers 5 Ways to Promote Online Community Engagement. In her article she points out:

It’s been reported that 74% of millennials feel technology helps them stay connected to the people in their social network, at work, and at home. It’s not surprising that audiences that grew up with technology often prefer to interact with colleagues and peers through online channels. These preferences are not likely to change, in fact, millennials will purposefully seek out organizations that make it easy to engage through digital channels.

As a result, she recommends (1) promote online community and networking opportunities at the time of recruitment, (2) welcoming new members to the community should be a part of the onboarding campaign, (3) promote popular topics and encourage audience members to join the conversation, (4) recognize individual community contributors, and (5) incorporate online community in the member renewal campaign as appropriate.

To read more, including access to online engagement resources click here.

You can find the original version of this Davenport Institute post at http://gov20watch.pepperdine.edu/2016/10/tip-5-ways-promote-online-engagement.