A Free Discussion Model PD Opportunity for Social Studies and ELA Teachers in Florida, California, and North Carolina

Friends, for the past couple of years, FJCC has partnered with the Constitutional Rights Foundation USA on a variety of projects. This includes a Gates-funded effort around peer-lead professional development concerning academic discussion models. These models offer a great deal of opportunity for rich and engaging discussion among students. Apparently, students might not even realize it is time for lunch as the tweet from one of the cohort participants suggests (and Jennifer Casey is a teacher worth following if you use that platform)!

jen casey

In the space below, we are sharing with you the recent post from CRF that announces the creation of an entirely online cohort/PLC of teachers seeking new paths towards discussion. It really is worth the effort. Please note too that our friends in Osecola, Duval, Brevard, and Central Florida are still welcome to join the mixed-modes cohort that include a couple of brief face to face sessions as well as the online portions, facilitated by personnel from the Florida Joint Center for Citizenship. 

If you are in Florida, this is also open to science teachers as well as social studies and ELA folks! 

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MIDDLE SCHOOL AND HIGH SCHOOL TEACHERS
A Spring 2018 Professional Development Opportunity for You!

T2T Collab: Led by Teachers for Teachers

Join this national network of teachers who are becoming experts at using academic discussion to increase student learning.

Free online PD and lessons focused on discussion strategies for middle and high school!

1. Watch recorded webinars, or join live.
2. Try out discussion strategies with one class of students.
3. Participate in online reflection activities about the discussion strategies.
That’s it!

Social Studies and ELA Teachers in California, Florida, and North Carolina can earn a $150 stipend.

Everyone else will be put in a drawing to win one of ten $150 stipends.

Register now: http://www.crf-usa.org/t2tcollab/join

If you have questions about the grant, you can email us and we will ensure we get them addressed ASAP.

why the deliberative democracy framework doesn’t quite work for me

In some ways, I came of age in the field of deliberative democracy. I had an internship at the Kettering Foundation when I was a college sophomore (when the foundation defined itself more purely in deliberative terms than it does today). By that time, I had already taken a philosophy seminar on the great deliberative theorist Jürgen Habermas. In the three decades since then, I’ve served on the boards of Kettering, Everyday Democracy, and AmericaSPEAKS. I wrote a book with “deliberative democracy” in its subtitle and co-edited The Deliberative Democracy Handbook with John Gastil. I was one of many co-founders of the Deliberative Democracy Consortium and have served on its steering committee since the last century.

None of these groups is committed to deliberation in a narrow sense (although opinions differ within the field). For me, these are the main limitations of focusing on deliberation as the central topic or unit of analysis:

Deliberative values are worthy ones, but they are not the only worthy ones. My own values would also include personal liberties and nonnegotiable rights, concerns for nature, and virtues of the inner life, such as equanimity and personal development. Stating my values doesn’t substitute for an argument, but it may suffice to make the point that deliberation is not the only good thing, and it’s in tension with other goods. A deliberative democrat will reply that I should discuss my values with other people. And so I should–but that doesn’t mean that the norms intrinsic to deliberation trump all other norms. Nor are fellow citizens the only sources of guidance; introspecting, reading ancient texts, consulting legal precedents, and conducting scientific experiments are helpful, too.

By the same token, deliberative virtues are not the only civic virtues. Deliberation is about discourse–talking and listening–so its virtues are discursive ones: humility and openness, empathy, sincerity, and perhaps eloquence. (The list is contested.) But a good citizen may be hard-working, physically courageous, or aesthetically creative instead of especially good at deliberating. The people who physically built the Athenian agora were as important as the people who exchanged ideas in it.

Deliberation depends on social organization. In order for people to have something that’s worth discussing, they must already make, control, or influence things of value together. That requires social organization, whether in the form of a market, a commons, a voluntary association, a functional network, or a political institution. Discussion rarely precedes these forms, because people can’t and won’t come together in completely amorphous groupings. Discussion is more typically a moment in an ongoing process of governance. Often a small group of founders chooses the rules-in-use that create a group in which deliberation can occur.

Thus we should ask about leadership and rules, not just about deliberation. Another way to put that point is that deliberation is often a good rule for a group to follow, but it is only one of the rules that they need. Indeed, some functional groups wisely choose rules that limit deliberation or that keep excessively divisive topics off the agenda.

A good argument for deliberation is that people gain practical wisdom and make better judgments by exchanging ideas and information. I see enough potential in that process to disagree with Austrian School economists who think that there is no way to make informed decisions without the data provided by prices in an unregulated market. But the ideas that arise in a deliberation (just like the prices that emerge in a market) are highly fallible. We ought to consider as much information as we can, including market signals and scientific findings as well as other people’s ideas and values. This is an argument for deliberation, but only as one source of guidance. In an ideal deliberative democracy, where “the people” governed through discourse alone, there would be no price signals, and so groups would make poor decisions.

The logic of deliberative democracy suggests that every institution should be a mini-public in which equal members exchange reasons. Moreover, there should be no rigid barriers among institutions: One Big Deliberation is the implicit goal. That goal has been challenged by “difference democrats” like Nancy Fraser, who writes, “public life in egalitarian, multicultural societies cannot consist exclusively in a single, comprehensive public sphere.” Fraser favors “a multiplicity of publics” over a “single public”; and she particularly celebrates “subaltern counterpublics,” meaning “parallel discursive arenas where members of subordinated social groups invent and circulate counterdiscourses to formulate oppositional interpretations of their identities, interests, and needs” (“Rethinking the Public Sphere,” 1994). I’m for that, but I would go further. We need not only “subaltern counterpublics” in which minority groups hold their own deliberative conversations. We also need non-deliberative institutions: hierarchical churches, efficient markets, massive social networks, and laboratories. That is because a plurality of power-centers–polycentricity—is essential to maintain liberty. 

Finally, deliberation by itself has limited power, and especially limited power to challenge dedicated opponents, such as authoritarian states and metastasizing markets. Authoritarian states can be persuaded to organize deliberative fora: see Baogan He & Mark E. Warren, “Authoritarian Deliberation in China,” Deadalus (summer 2017). Deliberative processes help the Party manage complex problems that would undermine its authority if left unaddressed. But deliberative fora don’t challenge illiberal regimes or powerful companies unless they are “free spaces” (Evans and Boyte) within social movements that can deploy power.

Because deliberative values are genuine values, it is absolutely worth giving them attention–in both theory and practice. But because deliberation depends upon so many other values, virtues, institutional forms, and political configurations, it is best not analyzed or pursued on its own.

George Monbiot on the Commons

George Monbiot, a columnist for the British newspaper and website The Guardian, may be the most prominent champion of the commons that I’ve discovered in mainstream journalism today.  He has long been a compelling, out-of-the-box thinker on all sorts of economic and environmental issues.  Now he is introducing the commons to his large readership and explaining its importance and its historic neglect by economists and politicians.  Bravo!

George Monbiot of The Guardian

Monbiot speaks about the need for a new “restoration story” that he calls the “politics of belonging” – a theme explored in his recent book, Out of the Wreckage: A New Politics for an Age of Crisis. He explicitly focuses on the commons in his column of September 27:

"Are you a statist or a free marketeer? Do you believe that intervention should be minimised or that state ownership and regulation should be expanded? This is our central political debate. But it is based on a mistaken premise.

"Both sides seem to agree that state and market are the only sectors worth discussing: politics should move one way or the other along this linear scale. In fact, there are four major economic sectors: the market, the state, the household and the commons. The neglect of the last two by both neoliberals and social democrats has created many of the monstrosities of our times.

"Both market and state receive a massive subsidy from the household: the unpaid labour of parents and other carers, still provided mostly by women. If children were not looked after – fed, taught basic skills at home and taken to school – there would be no economy. And if people who are ill, elderly or have disabilities were not helped and supported by others, the public care bill would break the state.

"There’s another great subsidy, which all of us have granted. I’m talking about the vast wealth the economic elite has accumulated at our expense, through its seizure of the fourth sector of the economy: the commons."

Monbiot proceeds to discuss the work of the late Elinor Ostrom and recount the violent history of enclosure in the guise of “free market” progress.  Unlike most other mainstream commentators who are all too eager to suck up to the powerful (Thomas Friedman, call your office), Monbiot is daring enough to go beyond the tired orthodoxies of our time and educate his readers:

Enclosure creates inequality. It produces a rentier economy: those who capture essential resources force everyone else to pay for access. It shatters communities and alienates people from their labour and their surroundings. The ecosystems commoners sustained are liquidated for cash. Inequality, rent, atomisation, alienation, environmental destruction: the loss of the commons has caused or exacerbated many of the afflictions of our age.

In another column (February 8), Monbiot discusses “how people can truly take back control: from the bottom up.”  He doesn’t play into the “populist-baiting” that is standard in corporate journalism, but intelligently explains how participatory democracy at the community level actually works. He even names such examples as time banking, free universities, transition towns, food assemblies (direct buying from local producers), local currencies – and examples that I’ve never heard about, such as “Men’s Sheds (in which older men swap skills and escape from loneliness), turning streets into temporary playgrounds (like the Playing Out project), secular services (such as Sunday Assembly), lantern festivals, fun palaces and technology hubs.”

Monbiot clearly understands that the commons is not a cynical ploy for shedding state responsibilities, but an empowering vehicle that is often more humane and efficient than state bureaucracies:  "A commons, unlike state spending, obliges people to work together, to sustain their resources and decide how the income should be used. It gives community life a clear focus. It depends on democracy in its truest form. It destroys inequality. It provides an incentive to protect the living world. It creates, in sum, a politics of belonging.”

For a powerful video interview with Monbiot on the challenge of replacing neoliberalism, reinvigorating democracy, dealing with climate catastrophe, and the commons, visit Open Democracy here. 

Microfinance

Method: Microfinance

Microfinance encompasses a broad category of financial products and services offered to poor or socially marginalized individuals. Unlike other products and services under the banner of 'alternative financial institutions', microfinance typically serves those living in poor countries or communities where access to "high-quality financial products and services, including not just...

Catching up: civic tech research, crisis of participation in Brazil, podcasts and more

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picture by tollwerk on flickr

The dream consultancy

The Hewlett Foundation is seeking consultants to help design a potential, longer-term research collaborative to study the application of behavioral insights to nudge governments to respond to citizen feedback. This is just fantastic and deserves a blog post of its own. Hopefully I will be able to do that before the EOI period ends.

Rise and fall of participatory democracy in Brazil?

In an excellent article for Open Democracy, Thamy Pogrebinschi and Talita Tanscheit ask what happened to citizen participation in Brazil. The authors note that “The two main pillars on which institutional innovations in Brazil had been erected – extensive institutionalization and a strong civil society – have not been enough to prevent a functioning system of social participation being torn to shreds in little more than a year.”

I have been asked for my take on the issue more than once. Personally, I am not surprised, despite all the institutionalization and the strength of civil society. Given the current Brazilian context, I would be surprised if the participatory spaces the article examines (councils and conferences) remained unaffected.

Playing the devil’s advocate, this period of crisis may also be an opportunity to reflect on how policy councils and conferences could innovate themselves. While they extremely important, one hypothesis is that these structures failed to appropriately channel societal concerns and demands that later exploded into a political crisis, leading to the current situation.

Provocations aside, it is just too early to tell whether this is the definitive death of conferences and councils. And my sense is that their future will be contingent upon two key points: i) the direction that Brazilian politics take following the 2018 general election (e.g. progressive x populist/authoritarian), ii) the extent to which councils and conferences can adapt to the growing disintermediation in activism that we observe today.

The Business Model of Civic Tech?

If you are working in the civic tech space, you probably came across a new report commissioned by the Knight Foundation and Rita Allen Foundation, “Scaling Civic Tech: Paths to a Sustainable Future.” As highlighted by Christopher Wilson at the Methodical Snark, while not much in the report is surprising for civic technologists, it does provide the reader with a good understanding of the expectations of funders on the issue of financial sustainability.

When thinking about business models of civic tech efforts, I wonder how much money and energy were devoted to having governments open up their datasets while neglecting the issue of how these governments procure technology. If 10% of those efforts had been dedicated to reforming the way governments procure technology, many of those in the civic tech space would now be less dependent on foundations’ grants (or insights on business models).

Having said this, I am a bit bothered by the debate of business models when it comes to democratic goods. After all, what would happen to elections if they depended on business models (or multiple rounds of foundations’ grants)?

Walking the talk: participatory grant making?

A new report commissioned by the Ford Foundation examines whether the time has come for participatory grant making. The report, authored by Cynthia Gibson, explores the potential use of participatory approaches by foundations, and offers a “starter” framework to inform the dialogue on the subject.

Well-informed by the literature on participatory and deliberative democracy, the report also touches upon the key question of whether philanthropic institutions, given their tax benefits, owe the public a voice in decisions they make. If you are not convinced, this Econtalk podcast with Bob Reich (Stanford) on foundations and philanthropy is rather instructive. There is also a great anecdote in the podcast that illustrates the point for public voice, as described by Reich:

“So, in the final days of creating the Open Society Institute and associated foundations, there was disagreement amongst the staff that Soros had hired about exactly what their program areas, or areas of focus would be. And, to resolve a disagreement, Soros allegedly slammed his fist on the table and said, ‘Well, at the end of the day, it’s my money. We’re going to do it my way.’ And a program officer that he’d hired said, ‘Well, actually Mr. Soros, about 30% or 40% of it would have been the taxpayer’s money. So, I think some other people actually have a say in what you do, here, too.’ And he was fired the next week.”

Democracy podcasts real-democracy-now-logo-jpg

Talking about podcasts, the Real Democracy Now Podcast is fantastic. It is definitely one of the best things out there for practitioners and scholars working with citizen engagement.

Although broader in terms of the subjects covered, Talking Politics by David Runciman and Catherine Carr is another great option.

Other tips are more than welcome!

And this is brilliant…

(via @oso)

Other interesting stuff you may have missed

Study analyzing Pew survey data suggests a “gateway effect” where slacktivism by the politically uninterested may lead to greater political activity offline

Seeing the World Through the Other’s Eye: An Online Intervention Reducing Ethnic Prejudice

Smartphone monitoring streamlined information flows and improved inspection rates at public clinics across Punjab (ht @coscrovedent)

The Unintended Effects of Bottom-Up Accountability: Evidence from a Field Experiment in Peru

Literature review: does public reporting in the health sector influence quality, patient and provider’s perspective?

Exciting Updates from the Center for Public Deliberation

We want to lift up the work going on in our network and the incredible value it brings to improving dialogue and deliberation, public engagement and democracy. To show the value of both the work going on in our field and why we encourage you to support NCDD during our End-of-Year fund drive.

As part of the Fund Drive, we will be sharing the highlights from around the field every week and why we believe in this network’s vital work. That’s why we want to share these exciting updates from our NCDD Board Chair, Martín Carcasson, co-founder and director of the Center for Public Deliberation (CPD) at Colorado State University, and the talented CPD alumni.

Martín gave a “CivicEdTalk” keynote at the 2017 Civic Learning and Democratic Engagement (#CLDE17) meeting that took place in Baltimore, Maryland from June 7-10, 2017. The talk, which you can find here, is a condensed version of his NCDD bootcamp talk that some of you may be familiar with, tailored to the higher ed audience. He talks about how we engage communities to work to address the “wicked problems,” that he describes as “not bad people with wicked values, but the wickedness is in the problem and not the people.” By framing it this way, the situation shifts people from a less adversarial place to a more collaborative one. We recommend you check out his Facebook page called “the Wicked Problems Mindset,” for more information.

Martín has an upcoming online webinar with IAP2 called “Beginning with the Brain in Mind” on how to build public processes by taking human nature into consideration. Learn how to avoid the negative human tendencies like confirmation bias and selection exposure, and instead tap our positive aspects like creativity and empathy. The webinar is on December 12th at 11am Pacific/2pm Eastern and you can register for it by clicking here.

We also wanted to share some of the fantastic work his CPD colleagues and alumni have produced…

  • Kalie McMonagle, the new CPD Program Manager, released the report called, “Partnering for Inclusion: Recruitment strategies for deliberative conversations”, which focuses on how cross-sector partners gathered participants to engage in deliberative conversations.
  • Samantha Maldonado released the report, “Inclusion Around the Cycle: Applying strategies of sufficient inclusion throughout the cycle of deliberative inquiry”on being more inclusive before/during/after deliberative events.
  • Leah Sprain, former CPD Associate Director, released the report, “Citizens Speaking as Experts: Expertise discourse in deliberative forums”.

You can keep up with the CPD’s work at their website or on Facebook.

Keep an eye on the blog and NCDD’s social media this month (and always) for more great updates from the dialogue & deliberation field. Don’t forget to help NCDD and our network continue the important work of sharing the stories of the power of D&D, collaborating, and connecting to improve our work, by contributing to the NCDD End-of-Year Fund Drive!

Mike Kelley, Jim Shaw, and memories of Rust Belt adolescence

Mike Kelley and Jim Shaw (pictured below) were born in urban Michigan during the 1950s. By the time they were art students in the early 1970s, they’d seen all the stuff you don’t study in a University of Michigan classroom: doodles drawn in ball-point pen on lined paper while the teacher isn’t looking, fundamentalist tracts, album covers, semi-professional local ads, cable-access shows, comics, sci-fi paperbacks, D&D manuals, second-hand children’s book covers, toy packages from the dime store, pinups, and posters for high school plays. They collected that material, imitated it, and mashed it together in their gallery art and for the stage performances of their punk band Destroy All Monsters.

 

Their two-man gallery show, “Michigan Stories: Mike Kelley and Jim Shaw” (MSU Broad Museum), evokes the claustrophobia of adolescence, when you realize that you’re being raised to play a role in a society that you don’t much like. All those adults coming at you to tell you what to believe and do feel like monsters from a late-night horror film. Kelley, who died in 2012, was explicit that his adolescence was miserable.

That wasn’t my life. I was raised in a protective family, encouraged to explore a wide range of paths, and basically in love with the world. Yet I can summon memories of, say, junior high school in Syracuse, NY circa 1980 that powerfully evoke Kelley and Shaw. I was a half-generation younger, so when they were blasting their “noise rock,” I was afraid of big kids like them. But the graphic art and music of their cohort formed the backdrop for us early Gen-Xers.

For me, these guys evoke something more specific than perennial adolescent claustrophobia. They witnessed the particular disappointment of Rust Belt America when manufacturing crashed and the postwar promise turned out to be hollow. Black people and women captured some power in cities like Detroit and Syracuse, and everyone got permission to be a bit more free–just as capital and opportunity drained away. Kelley and Shaw were white boys watching a society that seemed unfair or cruel to others and pretty hollow for people like them. Out of that experience, they made some powerful visual art.

See also: Detroit and the temptation of ruin.

Announcing a New Free Online Course Series from FJCC for New and Beginning Civics Teachers!

Friends in Civics, we have some exciting news. The Florida Joint Center for Citizenship at the Lou Frey Institute is now offering a free online Canvas course targeting primarily new and beginning civics teachers, though it is open to any and all civics educators who are interested.

This program will provide educators new to civics with a supported professional
learning experience while teaching middle school civics. They will learn,
implement and reflect on educational best practices, engage with a cohort of
other educators and network with experienced civic education professionals.

For those teachers in Florida seeking points towards certificate renewal, this course series offers that opportunity through the ePDC (electronic Professional Development Connections) system. In the infographic below, you can see the scope and sequence of the course series.

Canvas Course JPG

Beginning in February, we will be launching the first course in the series, A Prepared Classroom. This course was piloted in early fall of 2017, and it was a successful first effort, so we are eager to share it with other teachers!

A Prepared Classroom will focus on understanding the role of course descriptions and the Civics End-of-Course Test Item Specifications, utilizing curriculum and pacing guide resources, strategically planning and preparing for instruction, as well as providing data informed instruction based on formative and summative data. You can view the syllabus for the first course here: FJCC A Prepared Classroom Syllabus (Feb 2018)

Are you more interested in the second, third , or later courses because you feel pretty good about the content in the first one? That is fine! You DO NOT have to take every course; Florida teachers may earn renewal points for EACH course in the series. We will be piloting the second course, A Cognitively Complex Classroom, in early 2018 with a small group of teachers, and will let you know when we launch it after what we hope will be a successful pilot!

Each course in the series will be offered through the free version of the Canvas platform. Canvas Free for Teacher accounts are always free, but they do not contain all features available to institutional users of Canvas. For example, no client support beyond access to the Canvas Guides is offered to you as a Free for Teachers user. With a Canvas Free for Teachers account users can access and participate in courses as well as create (and host) their own online courses. Please note that you WILL have to create a new account to use this version of the platform; it is not compatible with the institutional version you may use in your school or district. You can learn more about this version of the platform here.

In order to enroll in the course, you will need to be sure that you register through the ePDC system. Let’s walk through the process together. First, go to the PAEC website at PAEC.org.
PAEC 1

Once there, click on ePDC and if this is your first time, click on ePDC and then ‘Create an Account.’ Once you confirm your account registration, sign in and then click again on ePDC and select ‘Course Offerings’. You should see a screen like this:

EPDC2

Click on ‘Course Offerings’, and you will see something like this:
PAEC3

 

In the ‘Search Text’ bar, you can type ‘FJCC’, and the course should appear!

FJCC PAEC EPDC

Click on ‘Register’ and you should be in. The ePDC course is setup to automatically direct the person that registers for the course to the Canvas Course page.  You will have to create an account if you do not already have one but the link to the February course is embedded in the ePDC PAEC course.

You can expect a follow up email or two from your course instructor in late December and in January, prior to the start of the course. At this time, registration is limited to the first 25 participants, but it may be possible to make exceptions!

How are in-service points handled?
PAEC extracts in-service records from the ePDC and submits in-service data for member and participating districts to the Florida Department of Education as a service to districts. Teachers from outside of PAEC member or participating districts should print the Certificate of Completion for each course and submit the certificate to the appropriate district professional development office.

We do hope to see you in this online space for learning and the development of a virtual professional learning community. Please share this with anyone you believe might benefit from this course series! 

Questions about this entire course series, or the first course in the series (‘A Prepared Classroom‘), can be directed to Dr. Steve Masyada or Ms. Peggy Renihan.

revisiting the Port Huron Statement’s focus on universities

(en route to Michigan) The Port Huron Statement (1962) inaugurated the New Left. I had forgotten that it concludes with an argument that universities are the most promising sites of social change. It’s interesting to revisit that argument 55 years later.

The statement is written in opposition to a “dominating complex of corporate, military, and political power.” It defines the Republican/Dixiecrat coalition as “the weakest point” in that complex, vulnerable to political opposition. In our time, someone writing a similarly radical manifesto might target the neoliberal political coalition in Congress, which often includes mainstream Republicans and moderate Democrats. Despite partisan polarization that makes Congress ineffective, this coalition musters majorities for policies that neoliberals like and that radicals oppose.

“But” says the statement, “the civil rights, peace, and student movements are too poor and socially slighted, and the labor movement too quiescent, to be counted with enthusiasm. From where else can power and vision be summoned? We believe that the universities are an overlooked seat of influence.”

This would be like saying in 2017 that #Blacklivesmatter, #Occupy, and the #Dreamers lack the resources to challenge the ruling coalition–and labor is too moderate–so social change should start in universities.

That seems an implausible claim on its face, but the Statement offers reasons:

First, the university is located in a permanent position of social influence. Its educational function makes it indispensable and automatically makes it a crucial institution in the formation of social attitudes. Second, in an unbelievably complicated world, it is the central institution for organizing, evaluating and transmitting knowledge. Third, the extent to which academic resources presently are used to buttress immoral social practice is revealed [by the way defense contractors and corporations rely on academia for technical research].

The Statement acknowledges the university’s serious limitations but adds even more reasons to focus there:

Any new left in America must be, in large measure, a left with real intellectual skills, committed to deliberativeness, honesty, reflection as working tools. … A new left must be distributed in significant social roles throughout the country. … A new left must consist of younger people … A new left must include liberals and socialists, the former for their relevance, the latter for their sense of thoroughgoing reforms in the system. … A new left must start controversy across the land, if national policies and national apathy are to be reversed. The ideal university is a community of controversy, within itself and in its effects on communities beyond. … A new left must transform modern complexity into issues that can be understood and felt close up by every human being. … The university is a relevant place for all of these activities.

Reflecting on this argument in 2017, I’d propose:

  1. Quite a few people still think this way. In particular, they continue to see social movements, labor, and the universities as the promising sites of radical change, but they believe that the first two are too weak or quiescent. Political parties and campaigns, municipal governments, and working-class cultural movements are resources that seem to be overlooked, then and now.
  2. You don’t have to be paranoid to be concerned about the ideological capture of the university, if you are a conservative. That was an explicit proposal of a hugely influential document in 1962.
  3. Some reasons that the university resists the ideals of the Port Huron Statement are unfortunate: e.g., the influence of Big Money on research. But the university also resists these ideals because of worthy principles: independence, nonpartisanship, and intellectual diversity. (On the other hand, a friendly reading of the Port Huron Statement would conclude that its authors liked robust, untrammeled, and diverse debate.)
  4. It’s interesting to read this document in conjunction with recent and widely-publicized research by Kyle Dodson, who finds that students’ interactions with faculty tend to moderate their political opinions, but participation in student-led groups makes them more radical. The Port Huron Statement, of course, was written by students, not by faculty. Perhaps it prefigures today’s student organizing but not the current curriculum.

MetroQuest Webinar on Public Engagement for LRTPs, 12/7

NCDD member org, MetroQuest will be hosting the webinar “Online Public Engagement for Long Range Transportation Planning (LRTP), co-sponsored by NCDD, IAP2, and the American Planning Association (APA). The webinar will be this coming Thurs, Dec 7th at 2pm Eastern/11am Pacific and we think it will be particularly interesting for those working with/for government agencies. Space is limited! So make sure you register ASAP to join the webinar. We encourage you to read MetroQuest’s announcement below or find the original here.


Mastering Online Public Engagement for LRTPs Webinar

If you looking for cost-effective ways to engage the public for Long Range Transportation Planning (LRTP) projects this webinar is for you.

Thursday, December 7
11 am Pacific | 12 pm Mountain | 1 pm Central | 2 pm Eastern

REGISTER NOW

Join Bob Brendal from the Missouri Department of Transportation and Maggie Doll from Burns & McDonnell as they speak about how they engaged over 7,700 people on their 2017 LRTP update.

Connecting with the public on long range planning is not easy. The issues are complex and the public is often preoccupied with short term issues. So what does it take to engage thousands of people across a broad demographic and collect meaningful input on preference and priorities? Find out December 7th.

This highly-visual webinar will showcase the Missouri Transportation Future case study along with proven best practices, research findings and practical tips to guide agencies towards the successful application of online community engagement for LRTP projects.

Attend this webinar to learn how to…

  • Engage more people from a broader demographic
  • Collect informed public input on complex LRTP topics
  • Employ cost-effective strategies for promoting online participation
  • Ensure that your LRTP results are actionable

Seating is limited – save your seat now!

Comments from previous participants…

“I’m going to make your next session required for our planning and public engagement staff.”
“The best presentation on outreach I’ve ever attended (and I’ve done outreach since 1993)”
“Really well-organized and digestible. Lots of good ideas on how to get citizens engaged.”

REGISTER NOW

You can find the original version of this announcement on the MetroQuest blog at www.metroquest.com/Mastering+Online+Public+Engagement+for+LRTPs+