Deliberation: A SUNY Broome & Windsor Middle School Collaboration

Posted on November 30, 2015 by Keiva Hummel

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

From NIFI…

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

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

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

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

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

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

Tomorrow’s Change Makers: Reclaiming the Power of Citizenship for a New Generation

Posted on November 9, 2015 by NCDD Community

The 288-page book, Tomorrow’s Change Makers: Reclaiming the Power of Citizenship for a New Generation, published September 2015, discusses youth civic engagement in the US and how youth can be more civically engaged.

About the book…

Youth volunteerism and civic engagement has changed in America. While the numbers of young people who volunteer have risen substantially, recent studies show that very few find meaning and purpose through serving their communities. For many, volunteerism has become just another school requirement that bolsters a good college resume.

Dr. Marilyn Price-Mitchell suggests that in order for democracy to flourish, we must reverse these trends. Through real stories from civically-engaged youth, Tomorrow’s Change Makers illustrates the types of relationships and experiences that propel today’s young people to work toward the betterment of society. These narratives, combined with research in child and adolescent development, show why meaningful service should be at the heart of educating and raising American children. Introducing The Compass Advantage framework for understanding and applying core principles of positive youth development, Price-Mitchell demonstrates how families, schools, and communities not only play vital roles in raising tomorrow’s citizens, but also foster the conditions that help youth chart their own self-fulfilling pathways through life.

Each and every day, families, schools, and communities play important roles in raising compassionate young citizens. But how does this happen? How do we support young people to become their best selves in a global society?

Tomorrow’s Change Makers links the latest research on civic engagement with positive youth development, and provides practical, research-based advice on how to:

• Help young people transform volunteering, service learning, and civic engagement experiences beyond a requirement for college resumes to value-defining opportunities for personal growth and citizenship development.

• Utilize effective mentoring, coaching, and parenting practices that help young people believe in themselves and their abilities to improve the world.

• Cultivate eight core abilities that support youth development and engaged citizenship, helping children chart meaningful pathways through life and fulfilling roles in democracy and civil society.

• Encourage challenging and meaningful volunteering and service learning opportunities for every child, based on their unique strengths and interests.

For everyone who cares about the future of democracy and the wellbeing of generations to come, this book shows how families, schools, and communities play critical roles in raising and mentoring tomorrow’s citizens. Through powerful voices of passion-filled American youth, you learn about the relationships, experiences, and challenges that shaped their young lives of service, civic engagement, and commitment to causes bigger than themselves.

“Marilyn’s research study, based on interviews with highly engaged youth, is a scholarly, insightful, and impressive contribution to the field of civic engagement.” – Peter Levine, PhD, Associate Dean for Research, Tufts University Jonathan M. Tisch College of Citizenship and Public Service

More about Marilyn Price-Mitchell, PhD
She is a developmental psychologist and fellow at the Institute for Social Innovation at Fielding Graduate University where she studies how young people become caring family members, innovative workers, ethical leaders, and engaged citizens in an increasingly complex society. To learn more: www.mpricemitchell.com or read her blog: www.rootsofaction.com.

Follow on Twitter: @DrPriceMitchell

Resource Link: www.amazon.com/Tomorrows-Change-Makers-Reclaiming-Citizenship/dp/0996585109/

Working Together to Remove Racial and Ethnic Barriers to Student Achievement (Facilitators Discussion Guide)

Posted on August 24, 2015 by Keiva Hummel

The 44-page guide, Working Together to Remove Racial and Ethnic Barriers for Student Achievement (Facilitator Discussion Guide) by Everyday Democracy, was published January 2009. The facilitators guide discusses the Montgomery Country Public Schools (MCPS) Study Circles Program and provides minute-by-minute details for how to facilitate this six session Dialogue-to-Change program. This Study Circles Program was created to remove the racial and ethnic barriers to student achievement and parent involvement within the Montgomery Country Public School system. The objectives of this program were to build a unified group of diverse parents, teachers, and students that understand the challenges and benefits of a diverse school; encourage an environment in which racial and ethnic issues are talked about openly and productively; and create personal and group action steps that address racial and ethnic barriers to student achievement.

More about the guide

This facilitator guide is organized to help participants:
-Build lasting relationships among diverse stakeholders
-Become more aware of the issues, their own beliefs, and the perspectives of people who are from different backgrounds
-Develop action plans that will address racial and ethnic barriers to student achievement and parent involvement.

Each session, and each activity, are designed specifically to meet these goals. As a facilitator, you need to pay attention to all three of these goals throughout the study circle. Study Circle groups however, are always different. They won’t respond the same way to all activities. You may need to adapt the sessions or activities to meet the specific needs of your group. To do this successfully, you must understand the goals of the activities, how they fit in with one another, and how they fit into the overall design of the study circle.

-Sessions One and Two are designed to develop trusting relationships.
-Sessions Three and Four are designed to have honest and challenging conversations about race and the impact of race on the student achievement and parent involvement.
-Sessions Five and Six are meant to develop actions steps that will address the racial and ethnic barriers.

To learn more and access the full workbook guide, download the PDF below.

About 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.

We have learned that some of the key components to ensuring racially-equitable systemic change include building relationships, establishing a diverse coalition, having trained peer facilitators during dialogues, building on assets, and linking actions to individual, community, and policy change. We provide online tools and in-person trainings on organizing, racial equity, facilitation, communications, and action planning. We act as a catalyst and coach for communities, knowing that the people of each community are best suited to carry out and sustain the work that will make a difference. The communities we serve are the focal point of our work. Our ultimate aim is to help create communities that value everyone’s voice and work for everyone, and to help create a strong national democracy that upholds these principles.

Follow on Twitter: @EvDem

Resource Link: Remove-Racial-Ethnic-Barriers-to-Student-Achievement.pdf

Minding Our Future: Investing in Healthy Infants and Toddlers (DMC Issue Guide)

Posted on July 8, 2015 by NCDD Community

Minding Our Future: Investing in Healthy Infants and Toddlers is an issue guide created by the David Mathews Center for Civic Life for our Alabama Issues Forums 2014 – 2015 series. The issue guide provides a brief overview on the importance of early childhood development, outlining three approaches towards investing in healthy infants and toddlers across the state of Alabama. The David Mathews Center—a non-profit, non-partisan organization—does not advocate a particular solution to this issue, but rather seeks to provide a framework for Alabamians to thoughtfully examine multiple approaches, weigh costs and consequences, and work through tensions and tradeoffs among different courses of action.

The issue guide’s introductory essay, authored by Dr. Ellen Abell, Associate Professor and Cooperative Extension Specialist at Auburn University, highlights the importance of healthy infant and toddler development:

“Research tells us that the structure of babies’ brains is built in the first three years. During this time, the brain creates 700 neural connections each second, a rate faster than at any other time of life. These simple, beginning connections develop into stronger, more complex connections if babies are exposed to a variety of experiences appropriate for their stages of development… [E]arly adverse experiences lead to poorer learning outcomes, reduced immune system function, and a decreased ability to manage basic levels of stress… Differences in early childhood experiences contribute greatly to the growing gaps in children’s learning and achievement.”

The issue guide outlines three possible approaches to addressing the issue:

Approach One: “Develop Capable and Caring Parents, Guardians, and Caregivers”
During their first three years of life, children are completely dependent on parents, guardians, and caregivers. We must ensure that infants and toddlers receive the support that they need during these important years. Although programs and services aimed at helping children and improving community are important, we need to focus additional time and energy on strengthening the capabilities of the individuals who are responsible for raising and caring for young children… We also must prepare future parents and guardians for their upcoming responsibilities.

Approach Two: “Create Healthy and Thriving Communities”
Communities directly impact infants and toddlers. If we want to “mind our future,” then we must work to foster safe and healthy communities that support young children and their families. Parents and guardians may want to provide children with everything that they need, but unsupportive neighborhoods and workplaces that increase stress may reduce their abilities to do so. We must create additional family resource centers, encourage workplace policies that embrace families, and organize community events that focus on young children and parents.

Approach Three: “Provide Access to Comprehensive High Quality Services for All Children”
If we want to provide children with a strong foundation during their first three years of life, then we must offer wide access to necessary support services. Alabamians must make genuine commitments to invest in education, healthcare, and nutrition for all infants and toddlers; otherwise, growing children may face challenges that will impact them for the rest of their lives. Parents, guardians, caregivers, and community groups cannot provide everything that children need during their first three years – some services and support must be provided by institutions and agencies. Also, access to and use of existing services may be limited due to lack of awareness and understanding.

More About DMC Issue Guides
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 Mathews Center, Alabama Issues Forums, or this publication, please visit http://mathewscenter.org/

Resource Link: http://mathewscenter.org/wp-content/uploads/2014/11/Minding-Our-Future-singlepages.pdf

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

Combating Childhood Obesity in Somerville

Posted on May 29, 2015 by NCDD Community

This four-page case study (2014) from The Intersector Project outlines the cross-sector collaboration used by the Friedman School of Nutrition and Tufts School of Medicine, with The City of Somerville to reduce childhood obesity in Somerville, Massachusetts.

From the Intersector Project

One in six American children was affected by obesity in 2000. In the city of Somerville, outside of Boston, 46 percent of Somerville first and third graders were overweight or at risk for becoming so. Dr. Christina Economos, an associate professor at the Friedman School of Nutrition and the School of Medicine at Tufts University worked with her colleagues in collaboration with the entire City of Somerville to design and implement Shape Up Somerville (SUS). Recognizing that children have limited control over the food and physical activity options available to them, the program sought to prevent obesity in early elementary school-age children through a community-wide initiative focused on environmental and policy strategies to impact energy balance. Over the 2003-2004 and 2004-2005 school years, Shape Up Somerville led to a statistically significant drop in Body Mass Index (BMI) among early elementary school children. As of 2012, Shape Up Somerville is part of the Somerville Health Department and an integral part of community efforts to improve healthy and active lifestyle options for the community.

“A top-down plan cannot address the needs of a diverse community. It cannot sustain over the long haul, because leadership has limited time to devote any single program, and leadership also changes over time. Cultivating a strong grassroots effort is the only way to see an effort like this take root, sustain and grow.”– Mayor Joseph A. Curtatone, Somerville, Massachusetts

This case study, authored by The Intersector Project, tells the story of this initiative.

More about The Intersector Project
The Intersector Project is a New York-based 501(c)(3) non-profit organization that seeks to empower practitioners in the government, business, and non-profit sectors to collaborate to solve problems that cannot be solved by one sector alone. We provide free, publicly available resources for practitioners from every sector to implement collaborative solutions to complex problems. We take forward several years of research in collaborative governance done at the Center for Business and Government at Harvard’s Kennedy School and expand on that research to create practical, accessible resources for practitioners.

Follow on Twitter @theintersector.

Resource Link: http://intersector.co m/case/shapeupsomerville_massachusetts/ (Download the case study PDF here.)

This resource was submitted by Neil Britto, the Executive Director at The Intersector Project via the Add-a-Resource form.

What Might Childhood Look Like in the Future? (IF Discussion Guide)

Posted on March 11, 2015 by Keiva Hummel

In 2014, The Interactivity Foundation published the 40-page Discussion Guide, What Might Childhood Look Like in the Future? A Discussion Guide For Exploring Possibilities for Public Policy, which came from discussions between 2011 and 2012, that were then reviewed, tested and revised, before publishing.

From IF..

Whitney Houston sings in The Greatest Love of All (1985) that “the children are our future”. What, though, is the future of childhood? What does it mean, in our society, to be a child- or to have a childhood? And what might it mean in the future? Looking back, it may be easy to presume that children have always enjoyed the protected status that they officially seem to have within modern American society. But both the historical and modern realities of childhood greatly complicate this picture and many of our associated ideals.

Perhaps we need to rethink what childhood might look like in the 21st century. This project will ask some difficult questions and consider multiple. alternative answers.

For example:

How might we address broader social issues directly affecting childhood such as homelessness, abuse, neglect, crime, violence- whether on the streets or in their homes and at the hand of a parent or caregiver?
How do we best raise children who will be competent enough to navigate the complexities of our modern world? What traits will they need?
Are there ways to build and develop our supporting villages that will both more supportive and less threatening to parents and caregivers?
What other issues might affect children growing up 20, 30, or 40 years from now?

The PDF version of this report is available for download here.

About the Interactivity Foundation
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/discussions/the-future-of-childhood

The Future of Family (IF Discussion Guide)

Posted on December 22, 2013 by NCDD Community

The Future of Family, a discussion guidebook from the Interactivity Foundation (IF), examines possibilities for public policy on family life distilled from a series of small-group discussions that wrestled with a wide range of questions and concerns for the future of family, including—

In a culturally diverse society, what roles should cultural heritage play in policy decisions about the family? Different cultures have different ideas about how families are formed, how big they should be, and the roles people have within them.
How should we address our changing ideas about gender roles and of human sexuality? How might public policy for the family take these into account?
As we face an increasingly aging or mobile population, what concerns might arise for families?
What about the economic concerns facing families?

The Future of Family Edited by IF Fellow Jeff Prudhomme and the Interactivity Foundation’s president Jack Byrd, Jr., this guidebook asks readers to consider how public policy might respond to these concerns. It invites readers to explore and discuss what values or moral considerations shape these policies? What are the rights and responsibilities in regard to the family that public policy should take into account? How should we approach the relationship between political power and the family? What are other moral, legal, or political concerns that our family policies might need to address?

For further exploration and discussion, the guidebook presents nine contrasting policy possibilities for the future of family:

Charter Whatever Family You Want
Reinforce the Traditional Nuclear Family
The Bigger the Better: Support Extended Families
Families are Safe Harbors
The Family as a School for Democracy
Break up Aristocracies for a More Democratic Society
The Family is Number One
Manage the Family for the Greater Good
Focus on the Basic Principles for Each Family Situation

For each of these possibilities, the discussion guidebook also describes possible implementations, effects (or consequences), and further discussion questions.

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.

Resource Link: www.interactivityfoundation.org/new-discussion-guidebook-future-family

Dialogue In Nigeria: Muslims & Christians Creating Their Future

Posted on December 12, 2013 by NCDD Community

Dialogue In Nigeria: Muslims & Christians Creating Their Future is a 65-minute video highlighting how two hundred courageous Christian and Muslim young adults met in face-to-face dialogue, listening to learn and discovering their equal humanity, new communication skills, and that “an enemy is one whose story we have not heard.”

Co-produced in January 2012 by the New Era Educational and Charitable Support Foundation and the Jewish-Palestinian Living Room Dialogue, this program shares experiences from the 2010 International Conference on Youth and Interfaith Communication.

Dialogue In Nigeria is distributed on DVD and available upon request, postage included, for dialogue and deliberation practitioners, students, and trainers worldwide. Follow the link below to learn more, request your own copy and to see increasing social outcomes of ethnic and tribal healing in other African nations and worldwide.

Resource Link: www.traubman.igc.org/vidnigeria.htm

This resource was submitted by Libby and Len Traubman of the Jewish-Palestinian Living Room Dialogue via the Add-a-Resource form.

Bullying: What is it? How do we prevent it?

Posted on August 20, 2013 by NCDD Community

This issue guide was created by the David Mathews Center for Civic Life in 2012 for Alabama Issues Forums that took place in 2012 and 2013. The issue guide provides a brief overview of the bullying issue and outlines three approaches to addressing this public issue.

The David Mathews Center—a non-profit, non-partisan, non-advocacy organization—does not advocate a particular solution to the bullying issue, but rather seeks to provide a framework for citizens to carefully examine multiple approaches, weigh costs and consequences, and work through tensions and tradeoffs among different courses of action.

The issue guide’s introductory essay, authored by Dr. Cynthia Reed of Auburn University’s Truman Pierce Institute, outlines the impact the bullying issue has on Alabama and the nation:

“Although bullying is often thought of as only a school-related problem, in reality it affects us all. Bullies can be students, parents, teachers, administrators, work colleagues, or others in the community. Likewise, bullying can occur at school, at work, at church, or at other community functions… Today, most states have legislation requiring schools to address bullying. Yet bullying remains prevalent in our schools, workplaces, and communities.”

The issue guide outlines three possible approaches to addressing the issue:

Approach One: “Get Tough on Bullying”
Reports of bullying incidents are reaching epidemic proportions. Bullying is unacceptable. It must be treated with zero tolerance. Increased reports of bullying in our schools demand that schools, principals, and school districts do more to help prevent and provide tougher consequences for bullying. We must ensure that district anti-harassment policies and student codes of conduct in Alabama are strictly enforced.

Approach Two: “Equip Students to Address Bullying”
Students need practical knowledge and skills to react to and report bullying. Not every young person understands what constitutes bullying and how to respond to it. Many feel powerless as victims and/or bystanders. Many bullies do not understand the effects of their actions. The lines between victims and bullies often become blurred when circumstances change and/or victims retaliate. The bullied may be charged as bullies if they retaliate. We should concentrate our efforts on educating students about bullying and how to respond to it. We should create supportive, enriching school cultures that equip young people to address the root causes of bullying.

Approach Three: “Engage the Community and Parents in Bullying Solutions”
Bullying is a widespread behavior. It is not limited to schools. Parents and the community should accept more responsibility for talking about and preventing bullying. The cost is too high for the community if bullying is not addressed. Bullies take up school time and police time. Bullies can end up convicted of crimes when they reach adulthood. Teachers and administrators do not have the time, personnel, and resources to eradicate all bullying. They cannot address its complex root causes outside the school environment. We, individually and through our community organizations, must communicate to young people that bullying is unacceptable. A great amount of bullying and violent behavior begins in the home. We must reach out to parents. We must reach out to young people. Some young people do not have supportive home environments and need community help.

More About DMC Issue Guides…

David Mathews Center issue guides are named and framed by Alabama citizens 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 Alabama citizens 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 www.mathewscenter.org/resources.

For further information about the Mathews Center, Alabama Issues Forums, or this publication, visit www.mathewscenter.org.

Resource Link: www.mathewscenter.org//wp-content/uploads/2013/05/Bully-Brochure_press_PMS.pdf

This resource was submitted by Cristin Foster of the David Mathews Center for Civic Life via our Add-a-Resource form.

Dropouts: What Should We Do?

Posted on August 19, 2013 by NCDD Community

This issue guide was created by the David Mathews Center for Civic Life in 2010 for Alabama Issues Forums that took place in 2010 and 2011. Dropouts: What Should We Do? provides a brief overview of the dropout issue and outlines three approaches to addressing this public issue.

The David Mathews Center—a non-profit, non-partisan, non-advocacy organization—does not advocate a particular solution to the dropout issue, but rather seeks to provide a framework for citizens to carefully examine multiple approaches, weigh costs and consequences, and work through tensions and tradeoffs among different courses of action.

The issue guide’s introductory essay, provided by the Alabama State Department of Education, outlines the impact of the dropout issue on Alabama and the nation:

Every 26 seconds a student drops out of school.

The dropout crisis is one of the greatest threats to the United States. The students that leave our education systems without a diploma create an economic, social and generational crisis for the entire nation. Every state and its students are impacted by dropouts, who create deficits in the educational wealth and financial stability of the population.

The issue guide outlines three possible approaches to addressing the issue:

Approach One: “Emphasize Achievement”
Dropouts from our K-12 schools are regrettable, but our primary focus should be on emphasizing achievement, initiative, discipline, and creativity among those who choose to stay in school. These characteristics are best promoted through competition and recognition of success in that competition. These are characteristics we want in our work force. These are characteristics we need to be successful in individual life, community vitality, and global competiveness. We need our best young people to be all they can be.

Approach Two: “Emphasize Preventative and Corrective School Programs”
Social costs are too high if we do not address dropout prevention and correction. Dropouts don’t always simply lack individual initiative, discipline, and perseverance. Some young people come from poor family backgrounds and lack support for learning outside the school environment. Others get behind early in reading ability and lack positive role models. Some students have understandings and skills that are not easily quantified and measured, and they give up competing in situations that are beyond what they see as leading to productive lives. Some have family situations that require their primary attention, including those who serve as the primary wage earner for the household. We need solutions that take into account students backgrounds and situations.

Approach Three: “Emphasize Community Responsibility”
Ideally schools might emphasize both achievement and prevention, but some problems are beyond the resources and capacities of schools to address. Some young people need more help than they can get during school hours. Communities should think broadly and creatively about their overall educational resources, not just their schools. Moreover, some young people have substance abuse problems and/or such rebellious behavior that they cannot be kept in schools. Yet, if they do not receive constructive attention, they may become even worse problems.

More About DMC Issue Guides…

David Mathews Center issue guides are named and framed by Alabama citizens 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 Alabama citizens together to deliberate and take community action on an issue of public concern. All AIF issue guides, and accompanying post-forum questionnaires, are available for free download at www.mathewscenter.org/resources.

For further information about the Mathews Center, Alabama Issues Forums, or this publication, visit www.mathewscenter.org.

Resource Link: www.mathewscenter.org//wp-content/uploads/2013/05/Issues-Brief_web.pdf

This resource was submitted by Cristin Foster of the David Mathews Center for Civic Life via our Add-a-Resource form.

Civic Studies

An intellectual community of researchers and practitioners dedicated to building the emerging field of civic studies

Category Archives: youth

Deliberation: A SUNY Broome & Windsor Middle School Collaboration

Tomorrow’s Change Makers: Reclaiming the Power of Citizenship for a New Generation

Working Together to Remove Racial and Ethnic Barriers to Student Achievement (Facilitators Discussion Guide)

Minding Our Future: Investing in Healthy Infants and Toddlers (DMC Issue Guide)

Combating Childhood Obesity in Somerville

What Might Childhood Look Like in the Future? (IF Discussion Guide)

The Future of Family (IF Discussion Guide)

Dialogue In Nigeria: Muslims & Christians Creating Their Future

Bullying: What is it? How do we prevent it?

The issue guide outlines three possible approaches to addressing the issue:

More About DMC Issue Guides…

Dropouts: What Should We Do?

The issue guide outlines three possible approaches to addressing the issue:

More About DMC Issue Guides…