ConnectingHigherEducation

ToCommunity

AbstractsandExcerptsfromthe

WhisentonPublicScholarsAlumniConference

February26-27,2015

Editors:EllenKnutsonandIleanaMarinManagingEditor:JoeyEastonKetteringFoundation,establishedin1927byinventorCharlesF.Kettering,isanonprofitoperatingfoundationthatdoesnotmakegrantsbutengagesinjointresearchwithothers.Kettering’sprimaryresearchquestionis:Whatdoesittaketomakedemocracyworkasitshould?Kettering’sresearchisdistinctivebecauseitisconductedfromtheperspectiveofcitizensandfocusesonwhatpeoplecandotocollectivelyaddressproblemsaffectingtheirlives,theircommunities,andtheirnation.Moreinformationmaybefoundatwww.kettering.org.Theinterpretationsandconclusionscontainedinthispublication,unlessexpresslystatedtothecontrary,representtheviewsoftheauthorsandnotnecessarilythoseoftheKetteringFoundation,itsdirectors,orofficers.

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www.kettering.orgCopyright©2016bytheKetteringFoundation

CONTENTS

IntroductionbyEllenKnutson……………………………………………………………………………………… 1Panel1:WhatAreWeLearningfromExperimentswithDemocraticPracticesintheCurriculum?

UsingDeliberationasanAssessmentActivitytoImproveLearninginAccountingCoursesbyCherylAllen………………………………………………………………………… 6

TheRoleofVisualArtsinDemocraticEngagementbyBarbaraNesin …………………… 8HandsUp—Let'sTalk:DeliberationasanAffirmativeSocialStrategyforShapingtheRoleoftheCitizen-StudentbyGaryPaulandMarkHowse…………….. 10

TheRoleofDeliberativeForumsasaPedagogicalToolforTeachingInternationalBusinessbyDonaldVest…………………………………………………………………… 12

Panel2:WhatAreWeLearningfromExperimentswithDemocraticPracticesontheCampus?

TheRelationshipBetweenCivicEducationandService-LearningExperiencesofCollegeStudentsandTheirPoliticalEfficacybyBrianE.AndersonandAnnaL.Green………………………………………………………………………………………………………….. 15

DeliberationandAfricanAmericanCollegeStudents:PerspectivesonPoliticsandtheEconomybyDorianBrownCrosby,MelviniaTurnerKing,MarionetteHolmes,CharlesMoses,andWillieRockward………………………………………….. 17

DeliberationandSuccessinSchool:EngagingCollegeStudentsinDiscussionsonDroppingOutofSchoolbyMelviniaTurnerKing,MarionetteHolmes,DorianB.Crosby,CharlesMoses,andWillieRockward………………. 19

AcademicDishonestyAmongCollegeStudentsandtheGrowingTrendofUnethicalBehaviorinOurDemocracybySherrellPrice……………………………………. 21

Panel3:WhatAreWeLearningabouttheRoleofPublicScholarshipInDemocraticCommunityBuilding?

BrokenPromises,BrokenSystems:NativeAmerican/AlaskanNativeStudentsOvercomingBarriersbyMonaHalcomb…………………………………………………………………. 24

MeditationandMindfulDeliberationbyJeffreyMenzise………………………………………. 26IndigenousArtasActivisminaDemocracybyYvonnePeterson………………………….. 28ImprovingDemocracyThroughEducationandHealth:AnExampleofaCommunityCollaborativebyA.DexterSamuels,MariahCole,andTerricaSampson………………………………………………………………………………………………. 31

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Panel4:WhatAreWeLearningfromExperimentstoAlignCommunityandInstitutionalRoutines?

DesigningaContinuumModelForSuccessfulP-16PartnershipsGearedTowardStudentTransition,Retention,andAcademicSuccessbySaraE.ColemanandMarilynHouston-Coleman…………………………………………………. 35NavajoPeacemakingandPublicDeliberation:ToWalkInBeautyAlwaysbyLarryEmerson………………………………………………………………………………………………….. 38HigherEducationAccessbyCynthiaMcLeodKamasa-Quashie……………………………… 41CommunityandSchoolCollaborations:TappingIntoParent-LedInitiativesandResourcesbyEdwardOlivos…………………………………………………………………………. 43AligningtheMissionofInstitutionswiththeWorkofCitizens:DoorsofCivicEngagementandDemocraticPracticebyMarshalitaSimsPeterson…………… 45

WhisentonPublicScholarsAlumniConferencePanelistsandOrganizers2015…..... 47

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INTRODUCTION

EllenM.KnutsonStartedin1998,theWhisentonPublicScholarsprogramisacollaborationofJoffreT.WhisentonandAssociates,theKetteringFoundation,andparticipatinghighereducationprofessionals.Theprogramworksprimarilywithfacultyandadministratorsfromschoolswithamissiontoserveminoritycommunities(suchasHistoricallyBlackCollegesandUniversities,Hispanic-ServingInstitutions,andTribalCollegesandUniversities).Manyoftheseinstitutionshavemaintainedclosetiestotheircommunitiesandfocusondevelopingstudentengagement.Thetwo-yearPublicScholarsprogramencouragesscholarstoexperimentwithelementsofcitizen-centereddemocracy,suchasnamingandframingissuesandmakingchoicestogetherinthecontextofteaching,research,andservice.Assuch,ithasbeenapartofthecivicengagementmovementwithinhighereducation. InFebruary2015,WhisentonPublicScholaralumniandtheKetteringFoundationconvenedaresearchconferenceinhonorofJoffreT.Whisenton’s80thbirthdayandhislifelongcommitmenttohighereducationandpubliclife.Inhisopeningremarkstotheconference,DavidMathews,presidentoftheKetteringFoundation,discusseddualcivic-engagementmovements—thosehousedwithininstitutionsofhighereducationandthosebasedincommunities.Communitymembershavedemocraticaspirationsthatwillgivethemastrongerhandinshapingtheircollectivefuture,whileinstitutionsoftendesignprogramsthatoffer“expert”servicesandbestpractices.Heposedthequestions:

Why,though,arethesetwocivicmovementsindangerofpassingliketheproverbialshipsinthenight?Moreimportant,howmighttheseeffortsbecomemutuallysupportive?

InhispaperShipsPassingintheNight,Mathewsdiscussesusingdeliberative-democracypracticesasawaytobetteraligninstitutionalandcommunityinitiatives:

Oneofthemostpowerfulinsightstocomefromdeliberativeforumsisthepoliticalpoweravailableinseeminglytrivialactivities,likegivingnamestoproblemsthatneedtobesolved.Whenpeoplefailtoseenamesforproblemsthatreflecttheirpersonalexperiencesandwhattheyvalue,theyfeeloutsidethepoliticalsystemlookingin.Ontheotherhand,whenpeopledeliberate,theyusuallyrenameproblemsintheirownterms.Theyclaimthepowerinherentinowningtheirproblems.

TheworkoftheWhisentonscholarsisanexampleofhighereducationprofessionalsusingdeliberativepracticestobetteralignthecivicengagementstrategiesoftheirinstitutionswithcommunityaspirations.

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Thepaperspresentedattheconferencewerearrangedinfourpanelsthatfocusedontheclassroom,thecampus,democraticcommunitybuilding,andaligninginstitutionalandcommunitypractices. Theclassroomisattheheartofthestudentexperienceofhighereducation.Ourfirstpanelfocusedonlessonslearnedfromexperimentswithusingdeliberationintheclassroom.Fourpaperslookedathowfacultyhaveinfuseddeliberationintotheirteachinginvariousdisciplines.BarbaraNesin’spaper“TheRoleofVisualArtsinDemocraticEngagement”reviewedtheexperienceofhavingstudentsinherArtasSocialActioncoursedeliberatetoidentifyandnameissuesofmutualconcernintheircommunities,andtocollaboratewithcommunitypartnersonpublicartprojectsthataddressedtheseissues.AuthorCherylAllenuseddeliberationandissueframinginheraccountingclasses,andDonaldVestuseddeliberationinhisinternationalbusinesscourse.Bothauthorsarguethatdeliberativepedagogyisausefultoolforteachingbusiness.In“HandsUp:Let’sTalk,”GaryPaulandMarkHowsecitedeliberationintheclassroomasawaytohelpstudentsfindtheirvoiceontheissueofpoliceviolenceagainstunarmedblackmen. Campuslifeisanequallyimportantaspectofthestudentexperience,andanotherlocuswherestudentsengageoverimportantissues.Tothatend,oursecondpanelcoalescedaroundexperimentswithdemocraticpracticesoncampus.BrianAndersonandAnnaGreenexaminedthepotentialwaysthatservicelearningandcivicallyengagedexperienceincreasethepoliticalefficacyofcollegestudents.SherrellPricedirectedourattentiontoacademicdishonestyanditseffectondemocracy.TwopapersfromfacultyatMorehouseCollege,SpelmanCollege,andClarkAtlantaUniversityfocusedontheoutcomesofcross-campusdeliberativeforums.ThefirstwasonAfricanAmericancollegestudents’perspectivesonpoliticsandtheeconomyasrelatedtoPresidentBarackObama’s2012presidentialcampaign.Thesecondpaperlookedataforumonsuccessinschoolingandusedthatforum,amongothers,asatestcaseforwhethercollegestudentswhoparticipateindeliberativeexperiencesaremorelikelytosuccessfullycompletedegrees. Ourthirdpanellookedatwhatwearelearningabouttheroleofpublicscholarshipindemocraticcommunitybuilding.MonaHalcombfocusedherpaperontheopportunitygapofAmericanIndian/AlaskanNativestudents.Shesuggestedthatdialogueanddeliberationmayleadtomorepositiveoutcomesforthesestudents.YvonnePetersonexploredthewaysthatindigenousartcaninfluencecivicengagement.JefferyMenzisetookatheoreticalperspectivetoexplorehowtheconceptofmindfulnesscanimpactdeliberativepractices.A.DexterSamuelsandhiscoauthorsdescribetheirworkatMeharryMedicalCollegeonengagingthecommunityindecision-makingprocessestoimprovethehealthofNashville’sunderservedpopulation. Thefourthandfinalpanelexploredwhatwearelearningfromexperimentstoaligncommunityandinstitutionalroutines.SaraColemanandMarilynHouston-Coleman

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focusedtheirpaperonthedisconnectfeltbetweenindividualswhoareinvolvedinmanagingtheday-to-dayoperationofschoolsystemsandpolicymakers.Theyargueforastudent-centeredapproachtoP-16education.In“CommunityandSchoolCollaborations,”EdwardOlivosalsolookedatK-12education,butfocusedontherelationshipbetweentheinstitutionandthecommunity.CynthiaMcLeodKamasa-Quashielooksataccesstohighereducationandtheacademicsupportmanystudentsneedtosucceed,includingtheroleinstitutions,policymakers,andcommunitycanplay.LarryEmersoncomparedDiné(Navajo)deliberativeformsandpublicdeliberationaspracticedbyWesterncultures.HeillustratedtheneedfortheDinétoadoptbothkindsofdeliberationtobestaddresscontemporarypoliticalproblemscurrentlyfacingtheircommunity.ReflectingonPublicScholarship ThewholeoftheconferencealsoservedasawaytotakestockoftheworkoftheWhisentonPublicScholarsprogram.Attheendofthetwo-dayconference,participantssharedthoughtsregardingtheimpactthattheprogramhashadontheirlives,bothfromaprofessionalandpersonalpointofview.Afewoftheinsightscamefromthisreflectivediscussion,whileothersweredrawnfromthoughtsmanyscholarssubmittedbeforetheconference.Participatingintheprogramhelpedscholarshaveagreaterunderstandingoftherolefacultymemberscanandshouldplayinthecommunity.CynthiaMcLeodKamasa-Quashie(2005-2007cohort)illustratesthis:“Theimportanceofcivicengagementinhighereducationhasreallychangedmyperspectiveofteachingbyconnectingtheorytopractice.Engagementimpactsacademicperformanceandleadershipskills.Studentstendtoseetheworlddifferentlyandunderstandtheimportanceandbenefitsofademocraticsocietyandbeingaparticipant.”Theimportanceofencouragingandelevatingstudentvoicesinissuesthataffectthemwasalsoastrongtheme.Asanexample,DexterSamuels(2007-2009cohort)mentionedthechangehesawinhisstudentswhohadnotpreviouslyparticipatedindeliberativedialogueactivism:“Astheybegantoplanthemeetingwiththecommunity,youcouldseethetransformationofminds.Duringthecommunitymeeting,thestudentsexpressedthemselvesinamannerwhichwasnotdisplayedintheclassroom.Asaresult,thestudentsunderstoodtheimportanceofanengagedcommunity.”Anadditionalthemethatemergedfromtheconferenceisthatcreatingknowledgewiththecommunityisashiftinmindsetfromcreatingknowledgewithoutthecommunity,andthatthecommunityisanuntappedresourcethatschoolsdonotalwaysrecognize.MarioAguilar(2010-2012cohort)reflectsthissentimentwhenaskedwhatcompellingideashelearnedinthePublicScholarsprogram:“Ilearnedhowtoengagemycommunity(low-income,first-generationparentsofhighschoolstudents)indemocraticdialogue,wheretheirideasandconcernswoulddirecttheinformationandservicesIoffered.”

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ThepaperspresentedattheWhisentonPublicScholarsAlumniConferencepaintapictureofwaysthatthedualcivic-engagementmovementsdiscussedbyDavidMathewscansailintandem,ratherthanpassinginthenight.Inthepagesthatfollow,wepresentabstractsandexcerptsfromeachofthepaperssubmittedtotheconference.

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Panel1

WhatAreWeLearningfromExperimentsWithDemocraticPracticesintheCurriculum?

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USINGDELIBERATIONASANASSESSMENTACTIVITYTOIMPROVELEARNINGINACCOUNTINGCOURSES

CherylAllen

Abstract

Discussions,presentations,andreadingsfromthePublicScholarsProgramprovidedmewithinnovativeapproachestointroducetheconceptofdeliberativedialogueinboththebusinessclassroomandincampusforums.Synopsesofthreeclassroomassignmentsandtwocampusforumsaredescribed.

ExcerptGenerally,deliberationisdistinguishedfromconversationordebatebythestructureofthequestionsbeingasked.Deliberativequestions(problems)areposedbybeginningwith“how”or“what.”Thisstructureallowstheparticipantstoidentifydifferentactions(approaches)toaddressthequestion,andsubsequentlytoevaluatethevalue(benefit)andtrade-offs(costs)ofthoseproposedactions.Thecurrentenvironmentisrichwithproblemstodeliberate,particularlyinanaccountingcontext.Theproblemforthisexercisestatesthat:ThelackoftransparencyinfinancialreportingenablesfinancialgreedincorporateAmericatopersist.DeliberationQuestion:Howcantheaccountingprofessionensuretransparencyinfinancialreportingandregainpublictrust?Required1. Brieflydiscusseachoftheproposedactionslistedinthetablebelow.Note:

Yourdiscussionshouldprovidebackgroundinformationontheactionaswellasotherpertinentfacts.

2. Prepareawrittenresponsetothemissinginformationinthetablebelow(i.e. benefitandcost).2. Conclude/recommendanactionorcombinationofactions.

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Question Action Value(Benefit)

Trade-off(Cost)

Howcantheaccountingprofessionensuretransparencyinfinancialreportingandregainpublictrust?

1.SOX20022.ReinstateGlassSteagallAct3.AdoptIFRS4.IncreaseSECcompliance,oversight,personnel5.RevamptheSEC

MethodIconductedadeliberativeforumaroundtheapproachesidentifiedinrequirement3above.Thestudentswererequiredtoprovideawrittenreportaddressingeachoftherequirementstoensurethatallstudentshadsomerequisiteknowledgeoftheproposedactions.Theactionsrepresentwhatareconsidered“approaches”inthedeliberativeprocess.Isettheapproaches,ratherthanallowingstudentstodoso,primarilyduetotimeconstraints.OutcomeAllstudentsmetandparticipatedinthedeliberationprocess.Theywerealsoallowedtorecommendotherapproaches.Thedeliberationlastedapproximatelytwohours.Theuseofthedeliberativeprocessintheclassroomprovedtobeaneffectivelearningtoolforstudentsenrolledinanupperlevelaccountingclass.Duetothesignificanceofthefinancialcrisis,thefocusofthedeliberationwasadjustedtoincludethistopicaswell.Theabilitytoadjustthetopicandthecourseisevidencethattheuseofdeliberationaspedagogyalsooffersflexibility.Theapproachisseeminglymoreappropriateforupper-levelcourseswherestudentshavebase-linesubjectmatterknowledgethattheycanleveragewhenapplyingthisapproach.Iplantodesignmycoursetoincludethismethodologyanddeviseassessmentstoevaluatetheaffectofthispedagogyonstudentlearninginaccounting.

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THEROLEOFVISUALARTSINDEMOCRATICENGAGEMENT

BarbaraNesin

AbstractThispaperfocusesonabroadenedviewofeducationthatincludescommunitygroupsasresources.StudentsinmyArtasSocialActioncourseatSpelmanCollegecollaboratedwithcommunitymemberstoidentifyandnameissuesofmutualconcern,andhowtheymightaddressthemtomakeadifferenceforthecommunity.Thisrepresentsareflectiveessay,aswellasmyreportasapractitioneraboutthefoursemestersItaughtthiscourse.Studentsineachgroupcamefromavarietyofacademicmajors,andworkedcollaborativelyasaclassandwithcommunitypartnersonpublicartprojectsthataddressedfourdifferentcommunityissues.

Excerpt

MuchofmyworkaroundteachingandmakingartoverthelastdecadeormoreinprofessionalassociationsliketheCollegeArtAssociationanditsaffiliate“FATE”(FoundationsinArt:TheoryandEducation)hadbeeninspiredbyartsprofessionalslikeCarolBecker,formerdeanoftheSchooloftheArtInstituteofChicago,andotherswhoconceiveoftheartistsofourtimeaspublicintellectualswhocanbringaboutpositivesocialchangethroughtheirwork.Mystudentsbecameawareofvisualart’spotentialtofunctionasaspacewherecivicengagementaboutcriticalsocialissuescanhappen.

Myinstitutionatthetime,anHBCU,hadrecentlyopenedtheCenterforLeadershipandCivicEngagement(LEADS),andItookspecialnoteofoneofitsfivestrategicgoals:advocacythroughthearts.TwofacultymembersfromthemusicdepartmentandIformedasubcommitteetoenterintodialoguewiththenewdirectoroftheLeadershipCenterabouthowtheartscoulddirectlysupportthatgoal.Oneresultofthosemeetingswasthateachoftheartsdepartments(VisualArt,Music,DramaandDance)createdanewinterdisciplinarycoursedesignedtoengagestudentsinproactiveactivitiesaboutthearts.

IntheDepartmentofArt,IdevelopedthecourseArtasSocialAction,ahybridseminar/studio/service-learningvisual-artclassthatItaughtforfoursemestersoveratwo-yearperiod.Conceivedwithinthecontextofanundergraduateliberalartscollegewithaclearmissiontoteachforsocialtransformation,mystudentshadthebenefitofacollege-wideimmersionintheideasofourhistory,ourculture,andourtime.Social-changeartistsdoresearchtoinformtheirwork,thuswehadtheidealsettingforguidingstudentstoarticulateandexpandsuchthinkingthroughtheirart.

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Thecoursedesignforthefirsthalfofthesemesterguidesstudentstobuildtheirknowledgebaseandprepareforacreativeprojecttobeinstalledatahostsiteinthecommunity.Ourhostsitesincludedanafter-schoolprogramforat-riskchildren,alocalcommunityartscenter,theYWCA,andYouthArtsConnection,ahighschoolprojectoftheBoysandGirlsClubs.Mystudents’firsttaskwastolearnthebasicvisualvocabularythatwewouldbeusingtodiscussandevaluatetheartworkbylooking,talking,reading,andwritingaboutvisualart,especiallyexamplesfromarthistorythataddresssocialissues.Ialsoassignedreadingsaboutthesocialfunctionsofartandtheroleofartists.Wethenbeganthecreativeprocessbybrainstormingideasforanartprojectthatwouldaddressasocialissueselectedbythestudents,thenmoredeliberativediscussionwithourcommunitypartnersabouthowtheprojectwouldembodyasharedvisionforthepositivesocialchangetooccur.Thestudentsalsoregularlykeptjournals,metandconsultedwithcommunityartists,host-sitepersonnel,andtheir“customers,”anddevelopedandwrotethefinalcreativeprojectproposaltopresenttothehostsite.Theprojectsincludedthecreationofamural,multidisciplinarycurriculum,andaneventtomotivateat-riskyouthtoenvisionandachieveimprovementsfortheircommunity,anoutdoorinstallationthatprovidedaspaceforcommunitymembersofallagestoreflectonthecostofwartofamilies,anindoorinstallationofalife-sizedgameboarddesignedtoguidehighschoolstudentsinfinancialliteracy,andanotherindoorinstallationofalife-sizemazedesignedtoencouragereadingliteracyinyoungchildren.Thesecondhalfofthesemesterfocusedonimplementationofthecommunityproject....Theclassfunctionedasacollaborativeteaminwhicheachstudent’sinterests,skills,andknowledgewerematchedwithspecific“jobs”thatneededtobeaccomplished,rangingfromresearchtopublicizingtheculminatingevent,whileallstudentswerepartofthebrainstorming,deliberation,andhands-onartmaking.Researchquestionsandactivitieswerelargelydrivenbythestudents’contributionofideasandinformationfromtheirownacademicdisciplines.Studentssawastrongconnectionbetweentheprocessofcreatingvisualimagesandformulatingandframinganissuetoworkthroughwithcollaboratorswhopresentedawiderangeofperspectivesandopinions.Allofthecommunitypartnerscontributedtotheprocessofdeliberationthat,inturn,informedthestudents’designs.Alloftheaudiencesofthefinalpresentationswereengagedindialogueabouttheissuesandprovidedfeedbacktothestudents,andmanycameawaywithnewinsights,maybeevennewhope.

***Theexperiencesofmystudentsinexhibitinganddialoguingabouttheirworkwiththepubliccommunitywerepositiveandmeaningful.Theyengagedthepublicindiscussingsomeimportantissuesofcommonconcernsothatbettercollectivedecisionsmightbemadetoachievethedesiredoutcomes.Theseexperiencesleadmetoconcludethatthedemocraticprocesscanonlybestrengthenedbyimagerycreatedthroughpurposefulideationtohelpindividualcitizensrealizetheirbestaspirationsasacommunity.

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HANDSUP—LET'STALK:DELIBERATIONASANAFFIRMATIVESOCIALSTRATEGYFORSHAPINGTHEROLEOFTHECITIZEN-STUDENT

GaryPaulandMarkHowse

Abstract

Theoutrageovertherepeatedincidentsofunarmedblackmenkilledbywhitepoliceofficersisafocalpointofthispaper.WerecountandreflectuponrecentconversationswithcollegestudentsatFloridaA&MUniversity,oneofthenation’sHistoricallyBlackCollegesandUniversities(HBCUs),togaininsightintotheirexperiences,theirpoliticalreaction,andthereactionoftheirclassmatestotheseissues.Althoughrallies,die-ins,andotherforumsofdemonstrationsarepurposefulandeffective,deliberationfacilitatescommunication,activelistening,issuedefinition,consensusbuilding,anddecisionmaking.

Excerpt

StudentactivismcanbeviewedwithinthecontextofthelargerproteststakingplaceintheUnitedStates.Manyofthedemonstrationson-andoff-campusrelyondie-insasatactictoprotesttheprogressandoutcomesofcurrentissues.Popularizedinthe1980sbyACT-UP,theAIDSCoalitiontoUnleashPower,die-insusethephysicalbodyasapowerfulandvisceralsymboltorepresenttheeffectofinjusticeandasatangibleandphysicaltooltoagitate,createinterference,anddisrupt“businessasusual.”

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Someobserversoftheprotestshavequestionedtheabilityofprotesterstokeepthenation’sattentionfocusedontheissues....Teachingcollegestudentsaboutciviceducationanddeliberativedemocracyoffersstudentsanexpanded,ifnotdifferent,modelofcivicengagement,amodeltowhichtheyseemreceptive.Students’commentsandreflectionssuggestthattheyviewsuchacurriculumascongruenttothemissionofcollegesanduniversities,bothhistoricallyblackandpredominantlywhite.Manystudentsseeacivic-engagementcurriculumasanecessary,ifnotessential,partofacomprehensivehighereducationcurriculum. Discussionandresearchintotheneedtopreparestudentstodeveloptherequisiteeffectivecitizenshipskillsandprofessionaldispositionshascontinuedforsometime.Teachingstudentstodevelopandstrengthendeliberative,communicative,andeffectivelisteningskillsexpandstheiropportunitytostrengthendemocraticvaluesanddeependemocratictraditionsascitizens.Itenhancestheskillstheyneedto

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participateinauthenticdemocraticpractices,suchasdeliberation.Thesetypesofactivitiesallowcitizenstochallengeboththeproblemsofandinourdemocracy,butifproperlydesigned,donotinfringeonthecivillibertiesandrightsofothers. Themethodologyofaneffectivedeliberativeciviceducationhasnotonlythepotentialtoproducestrongercivicleadersamongthestudents;italsohasthepotentialtodevelopwithinthesebuddingprofessionalsanappreciationofandadispositiontowardscollaborativepublicwork.Deliberativeciviceducationfacilitatesacultureofcaring.Deliberationandthedeliberativeprocessprovidecitizenswiththeopportunitytodevelopanenduringrelationshipwithpoliticsandwiththecommunity.Theyarenotdesignedasone-timeevents.Publicdeliberationsareusefulforaddressingthesystemicproblemsofracismandinjusticediscussedinthispaper.Althoughrallies,die-ins,andotherformsofdemonstrationsarepurposefulandeffective,deliberationfacilitatescommunication,activelistening,issuedefinition,consensusbuilding,anddecisionmaking.Theyprovidefortheopportunitytodevelopimaginativeandcreativesolutionstosystemicproblems.DeliberationsarenotapanaceatothewoesofAmerica’sdemocracy;theyarepartoftheprocessofdemocracy.Asoneofseveralthemesexpressedbystudentsparticipatinginthisproject,deliberativedemocracycoincideswiththemission,goals,andcurriculumofhighereducation.

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THEROLEOFDELIBERATIVEFORUMS

ASAPEDAGOGICALTOOLFORTEACHINGINTERNATIONALBUSINESS

DonaldVest

Abstract

ThispaperdescribesusingdeliberativeforumsasapedagogicaltoolininternationalbusinesscoursestaughtatClarkAtlantaUniversity.Deliberativeforumsrepresentahybridblendoffocusgroups,caseanalysis,andtheclassicSocraticmethod.ThepaperincludesaSWOTanalysisofdeliberativeforumsastheyrelatetoteachinginternationalbusiness.

Excerpt

Eventhoughthecasemethodisperhapstheprevailingpedagogicalmethodusedinbusinessschools,NationalIssuesForumissueguides,combinedwithdeliberativeforums,representaunique,synergistic,andexpedientwayofcollectingsecondaryandprimarydata,andareanothertoolinthearsenalofteachingtoolsforprogressiveprofessors.BetweenJanuary2004andJanuary2005,deliberativeforumsusingtwoNIFissueguides—TheNewChallengeofAmericanImmigration:WhatShouldWeDo?andAmerica’sRoleintheWorld—wereconductedininternationalbusiness,marketingresearch,creativeproblemsolving,andleadershipandmanagementclasses.Morerecently,duringthe2014Fallsemester,deliberativeforumsusingtheguideTheNewChallengeofAmericanImmigration:WhatShouldWeDo?wereconductedininternationalbusinessandinternationalmarketingclasses.Strengths,Weaknesses,Opportunities,andThreats(SWOT)AnalysisThefollowingsectionrepresentsabriefsynopsisoftheSWOTanalysisofdeliberativeforumsastheyrelatetoteachinginternationalbusiness.StrengthsofDeliberativeForums

• Uniqueblendofreadings,cases,critiques,andopposingviews• Issuesalreadyframed• Abletocollectsecondarydataviarecentarticles• Abletocollectprimarydataviaquestionnaireandfocusgroup• Createengageddialogues• Revealindividual’sself-referencecriteria,myopia,andethnocentrism

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• Exposeclasstogovernment’sroleinglobalissues• Exposeclasstocivicvalues(characterandintegrity)• Exposeclasstociviccompetence(globalleadership)

WeaknessesofDeliberativeForums

• Issuesalreadyframed• Issuesmaynotrelatetospecificcoursecontent• Issuesmaybecome“stale”

OpportunitiesofDeliberativeForums

• Incorporatedeliberativeforumsintopedagogicalrepertoire• Usedeliberativeforumsasgroupassignment• Keepclassesabreastofinternationalrelationsandforeignpolicy• Learnhowissuesaffectdiversepeople,stakeholders,andinterestgroups• Asmoderator,professorcanpresenttopicsinanimpartialmanner

ThreatsofDeliberativeForums

• Someindividualsmonopolizetheconversation• Somepeople/culturesarelessvocalorexplicitinexpressingtheirviews• Remarksmaybeinflammatory• Classdeliberativeforummaydeteriorate

SummaryDeliberativeforumshaveanaturalplaceinthepedagogicalrepertoireofprogressiveprofessors.Infact,deliberativeforumsallowedbothteachersandstudentstoseetheirownxenophobia,ethnocentrism,andjingoism,andenabledtheprofessortobethemoderator,ratherthanthesubject-matterexpert.Deliberativeforumsalsoallowedtheprofessortoredirectissuesandideasforsolutionstothembacktothestudents,thusenablinghigher-levellearningandself-discoverybythestudents.Moreover,deliberativeforumsalsoenhancedcivicliteracy(roleofthegovernment),civicvalues(characterandintegrity),civicskills(corporateleadership),andciviccompetency(social/globalleadership). Itisrecommendedthattheauthorandotherprogressiveprofessorsincorporatedeliberativeforumsinundergraduateandgraduateclassesonacontinuingbasis,andthatlongitudinalstudiesbeconductedintheprocess.

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Panel2

WhatAreWeLearningfromExperimentswithDemocraticPracticesontheCampus?

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THERELATIONSHIPBETWEENCIVICEDUCATIONANDSERVICE-LEARNINGEXPERIENCESOFCOLLEGESTUDENTS

ANDTHEIRPOLITICALEFFICACY

BrianE.AndersonandAnnaL.Green

AbstractCiviceducationandservicelearningaimtopreparecompetentandresponsiblecitizensthroughactivelearningandcivicandpoliticalengagementthatpurposelyconnectstudentswiththeircommunities.Politicalefficacyisrelatedtoanindividual’sbelief,faith,andtrustincitizenship,governmentpolicies,andpractices.Thispaperexploresthetypesofcivicallyengagedexperiencesstudentsareexposedtoandinvolvedinoncollegecampusesandinthecommunitiesthatsurroundthem.Itexamineshowmodelsofcivicengagement,suchasciviceducationandservicelearning,areinfusedwithinhighereducationinstitutions,andhowtheseexperiencesandothersmayinfluencecollegestudents’perspectivesandunderstandingofpoliticalaffairs,socialissues,andglobalawareness.

Excerpt

Studentslearnandproblemsolveinthecontextoftheirlivesandcommunities.Theconceptofcommunity-basedlearningencompassescollectivestrategiesusedinthefieldofeducation,includingacademic-basedcommunityservice,civiceducation,place-basedlearning,servicelearning,andwork-basedlearning.

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[CivicEducationwas]introducedinthe1960sasawaytodiscussracial,class,cultural,andeconomicdifferences.Today,researchersprovideanewperspectiveonciviceducation,exploringcorecharacteristicsthatinformtheintegrationofciviceducationintotheframeworkofstudentengagement....Meaningfulcontentfocusesonthesourceofknowledgeandthelearningexperience.Community-basedopportunitiesthatprovidestudentswiththeacquisitionofnewskills,practice,applicationofproblem-solvingtechniques,anddiscussionyieldstooverallengagementandreal-lifelearning....Personalandpublicpurposeisconnectedthroughthelensofastudent’sperspectiveoftheirabilitytorecognize,andcontributeto,solutionstoproblemsthataffecttheiruniversity,community,state,oreconomy.

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[ServiceLearning]hasevolvedovertimeasanintegrationof“volunteertype”activitiesintotheclassroomsettingthatresultsinameaningfulconnectiontocoursecontent.Twoeducators,RobertSigmonandWilliamRamsey,were

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responsiblefortheoriginationoftheterm“servicelearning”in1967.Duringthattime,asanapproachforstudentstogroweducationally,servicelearningwasreferredtoastheprocessinwhicheducationwasappliedtocommunity-based,extra-curricularactivities....By1975,servicelearninghadgrownintoanacademicdisciplinarycomponentthatincorporatedsignificantcommunityservicewithcoursecontentinanefforttoteachcivicresponsibility,encouragelifelongcivicengagement,andstrengthenAmerica’spoorestcommunities.

***

AccordingtotheAmericanAssociationforHigherEducation,servicelearningshouldmeettheneedsofthecommunity,coordinatewiththeacademicinstitution,fostercivicresponsibility,enhance—ratherthanreplace—theclassroomcurriculum,andincludeareflectivecomponent....DeanPribbenow1indicatedthatfacultyuseofservicelearningbringsaboutanincreaseduseofconstructivistteachingandpedagogicalapproaches,agreaterinvolvementinacommunityoflearnersandteachers,amoresignificantcommitmenttoteaching,anenhancedawarenessofstudentlearningprocessesandoutcomes,amoreindepthconnectionwithstudentsasindividuals,andenhancedcommunicationoftheoreticalconcepts.

Theat-largecommunityandcommunitypartnersareextremelyvitaltothesuccessofservice-learningprograms.Continuousinput,updates,andclarityfromthecommunityisimperativewithregardtoneedsofpopulationsbeingserved,aswellgoalsandobjectivesofcommunitypartners.

***

Politicalefficacyshouldremainafocusamongtheleadershipatinstitutionsofhigherlearning.Foryears,manycollegesanduniversitieshavemaintainedmissionsandgoalsthatcenteronservice,anditisimperativethattheseinstitutionscontinuetostronglyinvolveciviceducationandservice-learningprogramsandactivitiesforstudents,faculty,andstaff.Thisconnectionwillensurethatallpartiesarecivicallyengaged,andpositivecitizenshipwillremainanimportantelementinthecollegeenvironment,providingmeaningfulcollegiateexperiencesforstudents.Asstudentsmatriculatefromtheuniversitysetting,bothciviceducationandservice-learningexperienceswillhelptocreateandfosteranaltruisticmindsetandcharacter.

v ____________________1DeanPribbenow,“TheimpactofServiceLearningPedagogyonFacultyTeachingandLearning,”MichiganJournalofCommunityService-Learning(2005):25-38.

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DELIBERATIONANDAFRICANAMERICANCOLLEGESTUDENTS:

PERSPECTIVESONPOLITICSANDTHEECONOMY

DorianBrownCrosby,MelviniaTurnerKing,MarionetteHolmes,CharlesMoses,andWillieRockward

Abstract

ThispaperexamineshowAfricanAmericancollegestudentsattendinghistoricallyblackcollegesanduniversitieswereaffectedbyadeliberativeexperiencefocusedonPresidentObama,the2012presidentialelection,andtheUSeconomy.TheeconomyremainsasignificantissueforUScollegestudents.Infact,the2012presidentialelectionsawUSyouth(18-25)voteinrecordnumbers—largelybasedontheirviewsofhowtheelectionoutcomewouldimpacttheeconomyandconsequentlythefundingoftheircollegeeducation.Exposuretothedeliberativeexperienceissignificantsinceitprovidesstudentswithanopportunitytodiscussissuesinaformatthatintroducesthemtoadifferentmethodofimplementingandapproachingdemocracy.Asacasestudy,thispaperoffersinsightsintotheperspectivesofAfricanAmericanstudentsattendingHistoricallyBlackCollegesandUniversitiesoncivicengagement,andhowAfricanAmericancollegestudentsmaybecome,andremain,civicallyengaged.

ExcerptSixty-sixstudentdeliberativedemocracyforumparticipantswerepresentedwiththreeproposedsolutionstothequestionofwhetherornotPresidentObamahaspoliticalobligationstoAfricanAmericans1.

***

Aftereachofthe6groupsoftablesdiscussedthesuggestedresolutionsforapproximately15-20minutes,we,asfacilitators,openedthedialogueforeverygrouptoreporttheirtables’results.Thegeneraldiscussiononthethreeproposedsolutions...renderedmanyinterestingcommentsfromthestudents.Below,wesummarizemainthemesthatweregleanedfromthosestudentcomments.

FirstProposedSolution:AfricanAmericansshouldplacetheiragendabeforePresidentObamaStudentsfeltthatPresidentObamawasnotonlyobligatedtoAfricanAmericans,buttoothercommunities,aswell.Theymadestatementssuchas,“Obamahastobeneutralwithrespecttoallethnicgroups”and“IfAfricanAmericanspushourownagenda,thePresidentoftheUnitedStatesisshownasbiased.”Afurthersentimentwasthat,althoughAfricanAmericanshavetheirownagenda,“Idon’tbelievethey

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[AfricanAmericans]shouldhavespecialtreatmentorbiasfromthepresident.”However,oneresponsedidposeaslightlydifferentopinionbystating,“Wemusttakeadvantageofthefactthatwehaveablackpresidentbecauseheisthefaceoftheblackpeople.”

SecondProposedSolution:AfricanAmericansshould,likeotherconstituencies,placeanagendabeforePresidentObamaThesecondproposedoptiongeneratedstrongresponses,aswell.Oneindividualexpressedtheneedforadistinctagenda,butalsothatmoreactionwasneededonengagingthecommunityandcurrentrightsbeforeAfricanAmericanscouldbeginconstructingapoliticalagenda.AnotherresponseindicatedthatsinceAfricanAmericansrepresentasmallportionoftheUSpopulation,theyshouldworkwithconstituentsofsimilarinterestsbecausethereisstrengthinnumbers.ThirdProposedSolution:AfricanAmericansdonotneedaspecificagenda,buttheirissuesshouldbeincludedwithotherconstituencies

Responsestothethirdoptionrenderedresponsesthatfavoredcoalitions.Forexample,“Coalitionsshouldbemade,butAfricanAmericansshouldnothesitatetopush[our]individualagenda.”OneopinionwasparticularlystinginginitscriticismoftheUS:“Americaninfrastructuresarenotbuiltfornon-whitestoholdlong-termpower/wealth.”ThisstatementspeakstotheunderlyinghistoricalmanifestationsofcurrentandpreviousdiscriminationintheUnitedStates.

Overall,studentsentimentleanedmoretowardsPresidentObamanothavingapoliticalobligationtoAfricanAmericans,oranAfricanAmericanpoliticalagenda.ThefollowingstatementbyonestudentsummarizesthegeneralconsensusoftheAfricanAmericanstudentswhoparticipatedinthedeliberativedemocracyforum:“PresidentObamashouldaddressAmericaasawhole,notsimplyblackissues.”

***

StudentvoicesprovideaglimpseintotherealitiesofAfricanAmericancollegestudents.ResponsesfromthepresentstudyarenotrepresentativeofallAfricanAmericancollegestudents,norofallAfricanAmericancollegestudentsattendingHistoricallyBlackCollegesandUniversities,buttheresponsesdoprovideahumanvoicetothevotingandpoliticaldemographicstatisticsaboutAfricanAmericancollegestudentsasreportedbyresearchgroups,politicalorganizations,andthemedia.WhenmoreAfricanAmericancollegestudents’ideasondemocracyareincludedindeliberativedialogues,politicaldiscussions,decisions,andprocesses,richerconversationsandbetterinformedpublicpoliciesemerge.____________________1Sixty-Sevenstudentsparticipated,butonefemaledeclinedtocompletethesurvey.

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DELIBERATIONANDSUCCESSINSCHOOL:ENGAGINGCOLLEGESTUDENTSINDISCUSSIONS

ONDROPPINGOUTOFSCHOOL

MelviniaTurnerKing,MarionetteHolmes,DorianB.Crosby,CharlesMoses,andWillieRockward

Abstract

Educationiscommonlyregardedasanimportanttoolindevelopingcitizenshipandenhancingacriticallythinkingandwell-informedsociety.Previousresearchsuggeststhatstudentswhoparticipateincivic-learningopportunitiesaremorelikelytopersistincollegeandcompletetheirdegrees,obtainskillsprizedbyemployers,anddevelophabitsofsocialresponsibilityandcivicparticipation.Insupport,weproposeusingdeliberationasaninclusiveprocessofengagementfortheimportantissueofsuccessinschoolamongstudentsfromseveralHistoricallyBlackCollegesandUniversities.Ouraimistobuilduponeducationalresearchbysharingcollegestudents’perspectivesonimportantnationalissues,alongwithconditionstopromotecausaleffectsofdeliberativeengagement.Byprovidinghighlightsintothenatureandimplicationsofcollegiateexperienceswithinadeliberativeforumprocess,ourapproachandanalysissynthesizesthesupportingliterature,offersdialecticalthinking,andpromotesfutureresearch.

Excerpt

Whatarethebestapproachesforconnectingcareerandacademicdisciplinestoastudent’scivicroots?Whatcollegiateexperienceswouldgivestudentsasenseofpoliticalefficacyapplicabletoeverydaylifeintheirowncommunities?Theauthorspositthatparticipatinginface-to-facepublicdeliberationstrengthensthecognition,attitudes,andhabitsconducivetofuturedeliberation.

***

TheSuccessinSchoolforumcameaboutfromscholarsconductingsurveysinnumerouscommunitiesonthepoliticallychargedtopicofhighschooldropoutandretentionrates....InNovember2011,ateamofprofessorsspearheadedadeliberativepublicpolicyforuminAtlanta,Georgia.Forumparticipantswerestudentsdrawnfromcoursesinpoliticalscience,leadershipandcivicengagement,physics,economics,andmanagement.Duringtheforum,studentsdeliberatedaboutanissuerecentlytackledbytheObamaadministration:educationreform....IssuebookletsentitledSuccessinSchool:ReadyforLife—HowCanWeHelpMoreStudentsGraduatefromHighSchool?weredistributedtostudentstwoweekspriortotheforum.Eachorganizerbriefedtheirrespectiveparticipantsonexpectationsforparticipation.Atthebeginningoftheforum,themoderatorspresentedthe“rulesof

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engagement”thatincludedasimple,anonymousresponsesystemandtheimportanceofactiveparticipation.ParticipantswerealsoshownaKetteringNationalIssueForumvideoonForumDeliberations.Theforumaddressedthefollowingthreeapproachespertainingtosuccessinschool:investinthedevelopmentofallyouth,makeeducationmorerelevantandeffective,andbuildstrongrelationships.

***

Resultsrevealedthattheuseofforumsanddeliberativeengagementarethebestapproachesforconnectingcareerandacademicdisciplinestostudents’civicroots.Thefindingsalsohighlighttheface-to-faceforumasabenefittostudentsinstrengtheningcivic-learningopportunities.DeliberativeforumssupporttheAssociationofAmericanCollegesandUniversities(2011)frameworkofessentiallearningoutcomesforpreparingstudentsfortwenty-first-centurychallenges:gainingknowledgeofhumancultures,alongwiththephysicalandnaturalworld;intellectualandpracticalskills;personalandsocialresponsibility;andintegratedandappliedlearning...Numerousstudiessupportthedevelopmentofhabitsofcivicandsocialresponsibilityforstudentsineducationalinstitutions.Researchconductedbyateamoffiveprofessors,representingthefieldsofbusiness,politicalscience,leadership,publichealth,andphysicsprovidedvaluableperspectivesonexperiencesthatwouldgivecollegestudentsasenseofpoliticalefficacythatisapplicabletoeverydaylifeandtheirrolewithincommunities.

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ACADEMICDISHONESTYAMONGCOLLEGESTUDENTSANDTHEGROWINGTRENDOFUNETHICALBEHAVIOR

INOURDEMOCRACY

SherrellPrice

AbstractManyofuscheatorlie,atleastoccasionally—aboutourage,onourtaxes,inpersonalrelationships.Soitisnotasurprisethatmanyofourstudents,collectivelyspeaking,cheataswell.Academicdishonesty,fromelementaryschoolthroughcollege,hasbeenanissueforeducatorsacrosstheglobe.Whatweallowinourclassroomhasadirectcorrelationtowhatstudentsexpectofoursociety.Byallowingdishonestyinacademics,weareunconsciouslycondoningandpreparingthenextgenerationsofcorruptbusinessleadersandscandalouscorporateexecutives.Soweask,howcanweasacademicprofessionalsreshapewhathasbecomethenorminourdemocraticsociety?

Excerpt

Theeffectofacademicdishonestyandunethicalbehavioronourcollegecampuses—especiallyamongbusinessmajorsandwithinourstudentathleticarena—hasbecomeatopicofinterestamongacademicians.Thistrendistroubling,especiallybecauseourbusinessschoolsprovidetheformativetrainingformanyofourcorporateandprofessionalexecutives.Accountants,inparticular,arerequiredtodomorethanjustapplyrulesandregulations.Professionaljudgmentisoftenrequiredwhennotechnicalsolutionexists.Thereforeaccountantsneedbothtechnicalandmoralexpertise.Thepurposeofthisliteraturereviewistoaddressthetrend,discussthecauses,identifyhowweunintentionallycontributetothisgrowingepidemic,anddecidewhichmethodscanbeusedtoreversethepracticeofacademicdishonesty.Weareexpectedtopreparestudentstopracticeethicalbehavioroncetheyleavecollege.Somestudiesrevealapositivecorrelationbetweenacademicdishonestyincollegeandunethicalbehaviorinworkenvironments.Investorconfidencehasbeencloudedbyinvestmentscandalsbasedonaccountingpractices.Amazingly,executivesparticipatinginsomeofthesefraudsweretrainedatthemostprestigiousschools.

***

Studiesreportthatacademicdishonestyislessprevalentwherethereisacampusculturethatstronglysupportsacademicintegrity.Universityprofessorscannotpresupposethatstudentsknowandbehaveaccordingtounwrittenmoralrulesoraninnercodeofhonor.Onewaytodiscourageacademicdishonestyistospellout

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rulesandcodesclearly.Thiswrittendocumentshouldbecarefullypreparedandcreatedincooperationwiththestudents....Thiscanbestrengthenedbyfocusingattentiononopenethicaldialogueineveryclasstaughtinbusinessschools.

***

Fightingacademicdishonestywithnothingmorethanpenaltiescanhavenegativesideeffects,suchasalienatingstudentswhomightchangeandimprovetheirbehaviororoffendingstudentswhodonotcheatatall.Insteadofviewingtheentirestudentbodyaspotentialcheaters,institutionsshouldcreateasupportiveenvironmentinwhichstudentscanlearnthroughpositivereinforcements.

***

Bypromotingandenforcingacademichonesty,weareworkinginthebestinterestofhoneststudents,asopposedtocheaters.Afterleavingouruniversities,studentscompeteforthebestjobs,andemployerscompeteforthosewhowerethebeststudents.However,assumingallotherfactorsareequal,iftwostudentsarecompetingforthesameposition—thehoneststudentwitha3.3gradepointaverageandthedishonestone(whocheatedinmostclasses)witha3.75gradepointaverage—whowillmostlikelygetthejoboffer?Whoisthewinnerinthissituation?Didtheunknowingemployerwinorlose?Didtheacademicallyhoneststudentgetrewardedforhishonestandethicalbehavior?Afterwitnessingthisscenario,whatisthelessonlearned?Whatdoesthisteachstudentsandfutureleaders?Asfaculty,weareobligatedtoholdourstudentsaccountablefortheirunethicalbehaviorintheclassroom.Eventhoughstudieshaveshownthatacademicdishonestyappearstobeoutofcontrol,wehavealsobeengivenhopethatifweareproactivewecanbringacademicintegritybacktotheclassroom.

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Panel3

WhatAreWeLearningabouttheRoleofPublicScholarship

inDemocraticCommunityBuilding?

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BROKENPROMISES,BROKENSYSTEMS:NATIVEAMERICAN/ALASKANNATIVESTUDENTS

OVERCOMINGBARRIERS

MonaHalcomb

AbstractThispaperfocusesonthehistoricaltraumaNativeAmericancommunitieshavefaced,andhowthishistoricaltraumaaffectstheopportunitygapforAmericanIndian/AlaskanNative(AI/AN)students.Thepaperalsolooksatthreecasestudiesofstudentswhohavebeenadverselyaffectedbysystemsdesignedtohelpthem.ThepaperconcludeswithhowdialogueanddeliberationmayleadtoamorepositiveoutcomeforAI/ANstudentsinovercomingthenegativeimpactstheyfaceinoursociety.

Excerpt

Asmanyofthosechildrenwhowereraisedinboardingschoolsandnon-Indianfosteroradoptivehomesmaturedintoadults,thevoicesoflostIndianchildrenwereheardaroundthecountry.SomenationalorganizationsconcernedwithIndianwelfarebeganaddressingthisprobleminthelate1960sandearly1970s.DocumentationandtestimonypresentedbeforeCongresscompiledapainfulandtragichistoryofthedevastatingeffectgovernmentalpoliciesandactionstowardIndianchildrenwerehaving,notjustonthechildrenthemselves,butonthelargertribalcommunitiesfromwhichtheyweretaken.Asaresultofthepoliciesandpracticesofstatesocial-serviceagencies,aswellasFederalIndianboardingandmissionschools,vastnumbersoftribalchildrenhadbeenraisedandeducatedbynon-membersandnon-Indians.Withsomanychildrennolongerlivingwiththeirtribalfamiliesandkin,arealthreatemergedthattheveryheartofmanytribes’culturalheritagewouldbelostorforgotten.Ifkinrelations,andtheduties,obligations,andexpectationsthatsurroundthoserelations,constitutethefundamentalwaysinwhichtribalcustomsandtraditionsareexpressedandexercised,whatwouldhappenifthosekinrelationswereneverlearnedorexperiencedbytribalchildren?Thiswaspreciselywhatwashappeningtochildrenwhowereremovedtoboardingschoolsornon-Indianfosterhomes.Throughouttribalcommunities,therewasafearthatthesepoliciesandpracticesoftargetingIndianchildrenandraisingthemoutsideoftheirculturalheritagewouldultimatelyspellthedeathofmanytribalsocieties,beliefs,languages,andcommunities.Overafive-yearperiod,tribes,theirallies,andIndianchild-welfareorganizationsdevelopedacomprehensivelegislativepackagethatwouldaddressthepracticesof

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statesremovingIndianchildrenandplacingtheminnon-Indianhomes.AnextensivelobbyingefforttookplaceandthelegislationthateventuallypassedtheUSCongresshadbroadbipartisanco-sponsorship.In1978,CongressapprovedtheIndianChildWelfareActof1978.Indoingso,Congressfoundthat“thereisnoresourcethatismorevitaltothecontinuedexistenceandintegrityofIndiantribesthantheirchildren.”Congressalsodeterminedthatstates“oftenfailedtorecognizetheessentialtribalrelationsofIndianpeopleandtheculturalandsocialstandardsprevailinginIndiancommunitiesandfamilies.”

***

DialogueanddeliberationmayleadtoamorepositiveoutcomeforAI/ANstudentsinovercomingthenegativeimpactstheyfaceinoursociety.SinceourAI/ANstudentsfacemanychallengesbeyondtheclassroom,itwilltakethecommunitycomingtogetherandhavingsinceredialoguetodiscusssensitiveissuesandsolutions.Currently,asadirectorofeducationforatribe,Ihaveappliedforandwasawardedagrantthatallowsmonthlyparentmeetings.Thesemeetingshavebeenoccurringforfivemonths.Thetrustfactorhasincreasedtoapointwheretopicslikehistoricaltrauma,IEPs,nutrition,andotherimportantissuesthataffectchildrenoutsidetheclassroomarebeingdiscussed.Dialogueanddeliberationtechniquesarebeingmodeledforthesefamilies.Thereareplanstoexploreothergrantsthatwillallowasimilarefforttooccurwithyouthandtheirissues.

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MEDITATIONANDMINDFULDELIBERATION

JeffreyMenzise

Abstract

Thispaperexploreshowtheconceptofmindfulnessimpactstheoutcomesofdeliberativeprocessesfromatheoreticalperspective.ItoffersaproposalforamindfulnessworkshopdesignedforPublicScholarsalumniwiththeaimofincreasingourcompetenciesandimprovingouroveralleffectivenessasfacilitatorsandPublicScholars.

ExcerptBeingemotionallyintelligentisoftencharacterizedasanindividualthatis:1)awareofself;2)awareofothers;and3)awareoftheirenvironment.Additionally,theemotionallyintelligentpersoncanidentifyanddiscernbetweenthegoodandthebademotions,andisabletosmoothlytransitionfromthebadtothegoodemotionalstate.Justaswithcognitiveintelligence,emotionalintelligencerangeswidelyacrossthehumanpopulation.However,unlikecognitiveintelligence,emotionalintelligence,asmeasuredbytheEmotionalQuotient(EQ),canbegreatlyimproved.Thetrainingofemotionalintelligenceismuchlikethephysicaltrainingoneundergoesinanexerciseregimen;youmuststartwhereyouareandgraduallyincreaseyourcapabilities.

***

Intheworldofdeliberation,itisourtasktofacilitateaconversationamonggroupsofpeopleinordertogaininsightregardingveryspecifictopicsnamed,framed,andpresentedinveryspecificways.Asfacilitatorsofdeliberation,weoftenbringourown“stuff”totheconversation,andcaneasilybiasthediscussionbygivingmoreplaytosomeoptionsandlesstoothers.Thisisalsotrueoffocusgroupfacilitators.Basedonthequestionsbeingaskedandtheguidancegiventotheparticipants,afocusgroupfacilitatorcan“generate”aspecificresultthatisoftenmisunderstoodtorepresentthetruevoiceofthepeople.Insuchsituations,itislikelythatthefacilitatoristotallyunawareoftheirexistingbiasandthus,incapableofself-correctingandmaintainingtheirneutralstance.Iamsuremanyofushaveparticipatedinbothfocusgroupsanddeliberativediscussions,asparticipants,andcouldclearlyseewhenthefacilitatorwas“avoiding”certaintopics,orover-emphasizingothers,basedontheirowninternalfeelingsregardingthesubject.Inmanyinstances,thefacilitatorlikelygaveobservablesignsofdiscomfortand/orpassionforanoption,whichinvariablyinfluencedthedirectionoftheparticipants(whethertheywereconsciousofthisinfluenceornot).These

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errorsmaycomeintheformoffocusgroupfacilitatorsthatpersonallychallengeparticipants,pushingbackagainsttheirinput,which,asaresult,couldmakethemlesslikelytoverbalizetheirthoughtsfortheremainderofthesession.Althoughtheseexamplesmaybeisolatedincidences,andoccurfewandfarbetween,theydefinitelyhighlightwhatweallknowtobetrue:wearehumanandeachofusbringsourownstufftothediscussion.Muchofourjobasfacilitatorsofdeliberationisto“allow”thevoicesofourparticipantstobeheard,“allowing”themtofindtheirownpositionamongtheoptions,withonlygentlenudgescomingfromus.Thisiswheremindfulnessandemotionalintelligencewouldgreatlybenefitourefforts.

***

Thelasttwodomainsdealspecificallywiththedevelopmentofsocialcompetence.Socialcompetenceincludesbothsocialawarenessandthedegreetowhichanindividualinfluencessocietyandsocialsituationsinamutuallybeneficialmanner.Theseskillsaredirectlyrelatedtothehealthydevelopmentofthefirsttwodomainsbecausetheyrequireacertainlevelofclarityandinternalstabilityforsuccessfulimplementation.Theassociatedcompetenciesareasetofskillsthat,whenmastered,produceawell-roundedandhighlyfunctionalhumanbeing.Thispersonistypicallyknownfortheirpleasantandengagingdemeanor.Theytendtobeinsightful,proactive,andhighlyreceptivetotheneedsofothers.Theyseemtohaveacertainlevelofknowingthatallowsthemtopredictandplanforwhatotherwisemaybe“unexpected”occurrences.Thepairingofpersonalandsocialcompetenceasameansforimprovingprofessionalcompetencecoversboththepersonalandpublicselvesandgivesusarubricbywhichtomeasureourownprogress.

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INDIGENOUSARTASACTIVISMINADEMOCRACY

YvonnePeterson

AbstractInthisessay,IreflectontheinfluenceoftheartsincivicengagementandthedifferenceithasmadeformeasacollegeprofessoratEvergreenStateCollege.Buildingona15-yearhistoryofartist-in-residenceprograms—identifyingindigenousartistsforeducationalvenuesandforums,providingtoolsneededbyartiststoexpresstheircreativity,andworkingoncampuswithIndianStudiesandthereservation-basedprograms—thecollegeisreadytoestablishaMasterofFineArtsinIndigenousArtsprogram.Inthe21stcentury,asaChehalisculturekeeper,I’mhonoredtobeabletotransfertraditionalknowledgetofuturegenerations.

ExcerptForcivicengagementtobearealityforIndians,onemustbewillingtorelatetheoriginstoriesofone’stribe—describethecollectiveexperience,touchuponthehistoryandcontemporaryandculturallivesofthepeople,identifyaspectsofthepastandthetribe’srelationshipstotheland,adapttochange,andconnecttothetaskathand.IfoneknowsIndiansarenotintheconsciousnessofnon-Indianpeople,thelackofaccurateinformationisproblematicandthepublicperceptioncouldbeskewed.TheeventualpublicpolicyrequiresthatIndiansframetheissuesthemselves.ForHazelPete,artbecamethemeanstoherbecomingaculturalbroker,bringingtogethertwosocietiesseeminglyworldsapart.Sheblendedtwocultures,andbasketrybecametheconversationtofosterandpromotearenaissanceofnativecultureontheChehalisreservationandtoacquaintnon-Indiansintheareawithissuesconfrontingthetribe.Traditionalartslikebasketryhavetobereclaimedandthearthastoberaisedtoastatureonparwiththatofthedominantsociety.Indianidentitythroughtheartsmeansempowerment,andrequiresrequisitetoolstofunctionandhavesuccessatthehighestlevelsofAmericanandIndiansociety.Respecteducation,haveanaffinityforhardwork,haveastrongsenseofself-worth—thesearethequalitiesHazelPeteinstilledinmybrothersandsisters.Iamthemiddlechildof14brothersandsisters.We’reChehalis/Nisqually/Potawatomi/Sac-n-Fox.ThehomewegrewupinontheChehalisReservationwaswithoutrunningwater,electricity,orapavedroaduntilIwasin8thgrade.LikeHazelPete,wegrewupfishing,gathering,hunting,andmakingart.Weattendedanall-whitepublicschoolandinvolvedourselveswithstudentgovernmentactivities.Whenoneitemizesthestepsofcolonization—taketheland,taketheresources,discreditthelegitimacyofthought,denigratesovereigntyandgovernance,andtakethechildren—artcanplayamajorrolebecauseitcanbethevisualthatmakesthe

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pointandbeginstheconversationincivicengagement.RenaissanceofChehaliscultureledbyHazelPetemeantarecoveryofmanyfacetsoftherecentanddistantpast:history,legends,language,oraltraditions,ceremoniesandprotocols,celebrations,foods,regalia,songs,andarts.ThisbecameathemeforherwhensheattendedTheEvergreenStateCollege,graduatinginthefirstclassin1974.ShelatergraduatedfromtheUniversityofWashingtonwithaMasterofArtsdegreeinNativeAmericanStudies.HazelPetewasoneofthepillarsofculturalknowledgeforTheEvergreenStateCollege,providingfoundationalprinciplesfortheworkofthe“HouseofWelcome”LonghouseEducationandCulturalCenter.Theirworkhasbeentopromoteindigenousartsandcultures,focusingonsixlocalPugetSoundtribesandtheirartistsandworkingwithindigenousartiststhroughoutthePacificNorthwestregion,nationally,andwithotherPacificRimindigenouspeoples.Havinga15-yearhistoryofartist-in-residenceprograms,identifyingindigenousartistsforeducationalvenuesandforums,providingtoolsneededbyartiststoexpresstheircreativity,andworkingoncampuswithIndianstudiesandthereservation-basedprograms,thecollegeisreadytoestablishaMasterofFineArtsinIndigenousArts.ThevisionistoprovideforAmericanIndiansanartseducationthatisgroundedinindigenousculturalvalues,protocols,practices,andformsofknowledge.Therearelawsandpoliciesaroundindigenousarts,andintellectualandculturalpropertyprotections.AtEvergreen,thisliberalartsgraduateprogramisbeginninginorderto(1)strengthenrelationshipsbetweenthecollege,tribes,agencies,institutions,andorganizationsinordertorecruitandretainstudentsbyprovidingscholarships,internships,appliedresearchopportunities,andsupportservices;(2)affirmpartnershipsamongthecollegeandlocalandregionaltribestodevelopacademicprogramsthatareresponsivetoeducationalneedsoftribalstudents;and(3)strengthenrelationshipsamongthecollege,tribesintheUnitedStates,Indiancommunities,andindigenouspeoplesalongthePacificRim.Indigenousartistswillbedirectlyconnectedandinvolvedwithcivicengagementskillsetstoaffirmtheexpertiseandacademicauthorityofindigenousartistsasscholarsandaspolicymakers.

***

Inthe21stcentury,asaChehalisculturekeeper,I’mhonoredtobeabletotransfertraditionalknowledgetofuturegenerations.AsIbeginmysabbaticalyearthisnextfall,I’llbegatheringtribalyouthwhoareHazelPetedescendantstostudythe“TeachingsoftheTreePeople.”MyworkwillincludeanacademicworkbookforSkokomishTribalyouth(TreatyRightsEmpowerAllTribalYouth)fortheaccreditedcourse,TREATY,bythesamenameattheirhighschool.Acontinuingcivicengagementtopicwillbelookingtothepastregardingland,rights,andtheculturalwealthofourpeopletoprotectourfutureasChehalisandSkokomishpeople.Ivaluethewaytribalyouthcanreinventthemselvesandyetretainculturalresponsibilitiestoeachotherandtotheland.We’reatapivotalpointinourtribalhistory;wemusttrustourownthinkingagain,articulateourownvisionforthe

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future,honetheskillsetstoattainthatvision,andcontinuetoparticipateinceremoniesthatarecenturiesold.

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IMPROVINGDEMOCRACYTHROUGHEDUCATIONANDHEALTH:

ANEXAMPLEOFACOMMUNITYCOLLABORATIVE

A.DexterSamuels,MariahCole,andTerricaSampson

AbstractInunderservedcommunities,accesstoqualityeducationandhealthcareisabarrierascitizensseektoachievetheirfullestpotentialandbecomeactiveparticipantsinthedemocraticprocess.ThisreflectiveessayidentifiesissueswitheducationandhealthinNashville,Tennessee.Ithighlightstheindividuals,communities,andinstitutionsthathavejoinedtogethertoseekremediesandimproveunderservedcommunities.Throughtheintegrationofcitizensintothedecision-makingprocessandtheprovisionofresources,peopleinunderservedcommunitiesareempoweredtobeagentsofchange.ImprovementsamongtheunderservedpopulationinNashvilleareimplicationsforothercommunitiesacrossthenationintheireffortstorebuildandprovidecitizenswithresources(suchasbettereducationandhealthcare)inordertoleadbetterlivesandputdemocraticpracticestowork.

ExcerptBuildingaCultureofEducationandHealth:RobertWoodJohnsonCenterforHealthPolicyatMeharryMedicalCollegeDuringthetimewhenNashvillewasreceivinginitialsupportundertheARRA(AmericanRecoveryandInvestmentActof2009),anotherfundingopportunitywastakingplaceinthecity.In2009,MeharryMedicalCollegereceivedan$18milliongrantfromtheRobertWoodJohnsonFoundationtoestablishacenterforhealthpolicy.Thecenter’smissionistoincreasethediversityofhealth-policyleadersinthesocial,behavioral,andhealthsciences—particularlysociology,economics,andpoliticalscience—whowillonedayinfluencehealthpolicyatthenationallevel.Inadditiontopreparingfuturehealth-policyleaders,thecenteralsoproduceshealth-policyrelatedresearchandimplementsprogramstoimprovehealth.TakinganotefromthecityofNashvilleandbestpracticesinsimilarlysituatedhealth-policycenters,theCenteratMeharryhasdevelopedpartnershipswithcommunityorganizationsandgovernmentalentitiestoengagecommunitymembersmoreeffectively,andtoprovideformalandinformaleducationregardinghealthandhealthpolicy.ThecenterhasrecentlybeguntoidentifycommunitypartnersinanefforttoadvancethemissionofboththecenterandMeharryMedicalCollege.Thecenterfindsinnovativewaystoengagecommunitymemberstoimprovetheirunderstandingofhealthpolicyanditsimplicationontheirhealthandwellbeing.Thecenterfurtherrecognizesthatmoreeducatedandhealthycitizens

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willadvocateonbehalfofbetterhealthpoliciesforthemselvesandtheircommunities.TheexamplesetforthbyNashvilleemphasizesthesignificanceofdirectengagementwithcitizensandcommunitycollaborations.OneofthewaysthatthecenterhasbeenabletoinvolvethecommunityisthroughitsHealthySnackTour(HST)Initiative.TheHSTisanutritioneducationprogramthatteacheschildrenandfamiliestocreatehealthysnackingoptionsbetweenmeals.Accordingtoa2013reportbytheCentersforDiseaseControl,althoughthenationalrateforchildhoodobesitywasdecreasing,therateinthreestatesincreased;Tennesseewasoneofthem1.ThereportalsoindicatedthatthechildrenmostaffectedbyincreasedobesityratesareAfricanAmericanandHispanic.TheHSTisanattempttodecreasechildhoodobesityratesinNashville’scommunitiesofcolor.FivecomponentsoftheHSTmakeitsuitableforimplementationwithchildrenandfamilies.Thefirstisanassessmentofparticipants’knowledgeabouthealthyfoods.Childrenareinitiallyaskedtoidentifyhealthyandunhealthyfoodoptions.Thesecondcomponentisanutritionpresentationanddiscussionbyapublic-healthprofessionalandstudentdoctorinthecenter’sScholarsprogram.Thenexttwocomponentsareademonstrationandconsumptionofhealthysnacksthatareprovidedbythecenter.Thelastcomponentisreflectionandfeedbackfromparticipants.Participantsrevisittheinitialhealthyandunhealthyfoodsanddepartwithliteratureaboutpropernutrition.Theinformationandactivitiesaredesignedtobestreachchildrenbetweenkindergartenandfifthgradeincommunitycentersthathaveexistingafter-schoolprograms.ProgramsliketheHSTarenotpossiblewithoutcommunitypartners,suchastheMarthaO’Bryan(MOB)CenterofNashville.MOBisanonprofitfaith-basedorganizationwhosemissionistoempowerchildren,youth,andadultsinpovertytotransformtheirlivesthroughwork,education,employment,andfellowship.ThroughthepartnershipwithMOB,thecenterisabletoaccessadatabaseofcommunityprogramswherefamiliesneedinformationabouthealthylifestyles.Thispartnershiphasalsoallowedthecentertoprovidefundingforaviolence-preventionprogramtargetedatthemiddle-schoolpopulationinNashville-DavidsonCountySchools.Whetherpromotinghealthylifestylesornonviolence,itisexpectedthatthechildrenandfamiliesoftheprogramswilldisseminatetheinformationintheircommunities.This,inturn,increasesthepoolofhealthadvocates,andcanlaterbetranslatedintoadvocatingforothersocietalissues. ThecenteralsorecognizesthegoalsofNashvilleregardingeducationaladvancement.Tothisend,thecenterestablishedapartnershipwiththeMetroPublicHealthDepartmentforNashvilleandDavidsonCountytoexpandhealthdepartmentemployee’saccesstothecenter’seducationprograms.ThecenteroffersaCertificateProgram,whichisatwelve-credit-hourcurriculumfocusedonhealth-policyissuesrangingfromhealtheconomicstohealthdisparitiesandsocialdeterminantsofhealth.Uponcompletingtherequiredcoursework,participantsearnaCertificateinHealthPolicy,theonlycertificateprogramofitskindinmiddle

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Tennessee.Thecenter,inpartnershipwiththeHealthDepartment,offerstheHealthPolicyCertificateProgramtoHealthDepartmentemployeesforareducedprice,atlocationsandtimesmostconvenientformetroemployees,andwiththesameaccesstoprofessionaldevelopmentprogrammingavailabletotraditionalstudentsintheprogram.Equippingpublic-healthprofessionalswithadiverseperspectiveonhealthpolicy,especiallytothoseworkingwithunderservedpopulations,goesrighttotheheartofthemissionofthecenterandMeharryMedicalCollege.Thegoalistoencouragetheworkforcetothinkoutsideofconventionalboxesandapplypoliciesthattakeintoconsiderationthepopulationbeingserved.Thiswillenableastrongerconnectionwiththetargetpopulation,allowingforthefoundationofcivic-capacitybuilding. TheworkoftheRobertWoodJohnsonFoundationCenterforHealthPolicyisongoing,andpartnershipswithcommunityorganizationsaswellasacademicinstitutionsarestillbeingformed.Thecenterissteadfastlycommittedtoimprovingthediversityofhealth-policyleaders,aswellasservingasaresourceforhealth-policyanalysisatlocal,state,andnationallevels.Inturn,theseeffortswillcertainlyincreasethelocalandnationalcommunity’sinvolvementinthedemocraticprocess.Studieshaveshownthatunhealthyindividualscannotbecomefullyfunctioningmembersoftheircommunities.Thecenterrecognizesthisandotherbarriersthatexistinanindividual’squesttobecomehealthierandmoreinvolvedinthedemocraticprocess.Itis,therefore,allthemoreincumbenttofindwaystopresspastoreliminatethesebarriersandhelptocreateahealthier,sociallyactivecommunity.WithexamplesfromthecityofNashvilleandothers,thecenterhopestoaidintheeffort.

v ____________________1CentersforDiseaseControl,VitalSignsReport:ProgressonChildhoodObesity,2013.

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Panel4

WhatAreWeLearningfromExperiments

toAlignCommunityandInstitutionalRoutines?

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DESIGNINGACONTINUUMMODELFORSUCCESSFULP-16PARTNERSHIPSGEAREDTOWARD

STUDENTTRANSITION,RETENTION,ANDACADEMICSUCCESS

SaraE.ColemanandMarilynHouston-Coleman

Abstract

Ourpaperdiscussesthedisconnectfeltbetweentheindividuals(i.e.,teachers,principals,etc.)whoexperiencetheday-to-dayoperationsofschoolsystemsandthoseindividualswhoactuallymakethedecisionsthataffectthoseschoolsystemsonthelocal,state,andfederallevels.Itistheintentofthisprojecttoprovideawell-structuredroadmapthatisstudentcenteredandwillplayasignificantroleinpreparingstudentstobecomeself-sufficient,productivecitizenscapableofoperatingsuccessfullyinaglobalmarketsociety.

ExcerptHighereducationinstitutionsarelosingasignificantnumberofstudentsintheirfreshmanyearduetothelackofafunctioningorexistingtransitioningplan.Oftenthereisnosafetynetinplacetocatchthosestudentswholackacademicandsocialreadiness.Manyinstitutionshavedevelopmentalcoursesand/orbridgeprogramsinplace,buttheyarenotalwayseffective.Therehasnotbeenabuyinbyallstakeholderstodeveloptheseprogramsortoimplementandsustainthem.Withthisinmind,astudywasdonetoevaluateattitudesandperceptionstowardthesetypesofcourses.Thepurposeofthestudywastoinvestigatethequalityandeffectivenessofdevelopmental/remedialcoursesinhighereducationforincomingfreshmanandtheimplicationsforstudentsuccess.Acloseexaminationoftheattitudesoffreshmanstudents,programcompleters,andselectedinstructors,aswellastheirperceptionsofthequalityandeffectivenessofthedevelopmentalprogramatselectedfour-yearinstitutions,wasalsoinvestigated.Datafromthedispositionstudywasusedtoaddressimplicationsforstudentsuccessininstitutionsofhigherlearning.FortyfreshmanstudentsparticipatedinasurveydevelopedbytheresearcherincollaborationwithprofessorsatClarkAtlantaUniversity.Fourprogramcompleterswereaskedtorespondtoatotaloffivequestionsviaafocusgroupconductedbytheresearcher.Threeselectedinstructorswereaskedtorespondtoatotaloffivequestionsonaperson-to-personbasis.Atotalof47individualsparticipatedinthestudy.ThemajorityoftheparticipantssurveyedwereidentifiedasbeingAfricanAmerican/black.Additionally,theywerecategorizedasbeing25yearsofageor

36

below.Thefindingsrevealedthatthemajorityoftheparticipantsagreedwiththefollowingstatements:

• Whetherthedevelopmentalcoursecontentisdifficultoreasy,IamsurethatIcanunderstandit;

• Iamnotconfidentaboutunderstandingdifficultmathematicconcepts;• IdonotthinkthatIneeddevelopmentalcourses;• Finances(i.e.studentsloans,out-of-pocketexpenses)haveanimpactonmy

motivationtocompletemycollegeeducation;• Iamactivelyengagedinmydevelopmentalcourse(s)becausethe

instructor(s)usesavarietyofteachingmethods.

Ontheotherhand,thefindingsalsorevealedthatthemajorityoftheparticipantsdisagreedwiththefollowingstatements:

• IamnotconfidentinunderstandingdifficultEnglishconcepts;• WhenIfinddevelopmentalcoursecontentdifficult,Idonottrytolearnit;• Thedevelopmentalprogramoffersavarietyofalternativeinstructional

deliverysystems,whichmotivatesmetoperformatthebestofmyability;• IthinkthatIperformedatthebestofmyacademicabilityinhighschool;• Ithinkthatdevelopmentalcoursesareimportantbecauseitwillassistme

throughoutmycollege/universitymatriculation.Theparticipantsofthefocusgroupagreedonseveraloftheresearchquestionsasked,specifically:

• Financesmayprolongcollegecompletion;• Developmentalcoursesaregoodforthemajorityofstudentsenrolledin

them;• Studentsmustbeinengagedandmotivatedtocompletethecoursesthat

theyareenrolledin;• Highschoolpreparationplaysasignificantroleinthecollegereadinessof

students.However,someoftheparticipantsvoiceddifferentpointsofviewwhenaskedifcollegeadmissionstandardsbeingloweredplayedasignificantroleintheamountofeffortstudentsexertinpreparationtomakethetransition.TheIHLfacultymembersthatwereinterviewedonanindividualbasisalsoagreedinthesamerealmaboutthethemespertainingtothecontentbeingoffered,studentmotivation,theeffectsofcollegedebt,andalternativedeliverysystems.Theyagreedthatmotivationplaysasignificantroleinthesuccessoffreshmanstudentsindevelopmentalcourses.Theyalsoagreedthatstudentfinancesplayamajorpartinthematriculationthroughaninstitutionofhigherlearning.However,therewasaslightdifferenceinopinionwhenaskedifcollegeadmissionstandardsbeingloweredplayedasignificantroleintheamountofeffortstudentsexertinpreparationtomakethetransition.

v

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NAVAJOPEACEMAKINGANDPUBLICDELIBERATION:TOWALKINBEAUTYALWAYS

LarryEmerson

Abstract

IwanttocompareDiné(Navajo)andpublicdeliberationprocessesthatIlearnedduringmy2009roleasaPublicScholarwiththeKetteringFoundation.IattempttoapplycontemporarypoliticalproblemsencounteredbytheDinépublictoillustratetheneedforDinétoconsideradoptingbothDinéandnon-Dinéformsofpublicdeliberation.Ialsowanttowriteaboutproblemsthathaveemergedoverthepastyear(2014-2015)regardingtheDinéprimarypresidentialelections.

ExcerptMypurposeindescribingtheseveryseriousoppositionsistopointtoadilemmaandconflictthatmightbehelpedbyKettering’spublicdeliberationprocess.Whenapublicfeelsalackofcontroloverproblemsthatconfrontthem,theyfeeldisconnectedfromtheinstitutionstheyclaimhavepowerovertheirlives.Thiscreatesanimbalancebetweenthepeopleandtheinstitutionsprofessingtocarrydemocraticresponsibilities.Indeed,asthebookADifferentKindofPolitics1describes,inorganicpolitics,citizensaretheprimaryactorswhoareabletounderstandproblemstheyconfrontandtakemeaningfulactiontoaddressthem.ThissamekindofsituationcontinuallysurfacesinDinépolitics.Itispresentlyoccurringinthelanguage-fluencyissue.ThecontemporaryDinéNationgovernmentisundergoingacrisisindemocracythatistiedtohowDinécitizensperceivecontrolovertheirlivesandgovernment.RightnowtwosystemsofdeliberationexistontheDinéNation:thetraditionalandthemodern.ThemodernsystemisbasedonanAnglo-stylecourt,whiletheDinétraditionalsystemhasaveryviablepeacemakingsystem.Bothsystemsclaimtobeabletoresolveconflict.Dinépeoplehavealwaysfacedsituationsinwhichtwoormoreworldviews,languages,waysofknowing,values,andthinkingprocesseseithercollideoroverlap.Since1492,DinéhavehadtomakechoicesanddecisionstoadapttotheWesternworld,ofteninthefaceofseveredepressionintheformofcolonization,genocide,forcedassimilation,capitalism,historicintergenerationaltrauma,andsoon.Asonemightexpect,DinéhavehadaverydifficulttimetryingtosurviveinAmericansociety.WhileIcouldspendtimelistingthevarioushistoricaleventsthatdescribeoppressiontowardsNativeAmericanpeople,Iwillnotgointodetailabouttheseeventsrightnow.

38

Instead,Iwantthereadertofocusontheissueregardingtheconflictand/oroverlapbetweentheIndigenousDinéandAngloways.IdothisbecauseoftheneedforDinépeopletofindwaystoresolveconflictthatoftenresultsfromhavingtoliveintwoworlds.Therefore,IwilldiscussandcomparesomeofwhatI'velearnedregardingthedeliberativeprocessandtheDinéwayofpeacemaking.

***PublicDeliberation Hózhóójínaa’tá(asserting

harmonyandbalance)

Processtendstofavormodernityandwesternthinking

Originatesinprimordialtradition

Assumesmodernandwesternepistemologyandpedagogy;tendstofavorEnglishlanguage

Assumesnon-modern,non-westernepistemologyandpedagogy;tendstofavorDinéwithlessemphasisonEnglish

Primarilyinvolvessettlerpeople(immigrants,mostlyfromEurope)

Primarilyinvolvesindigenouspeoples

PrimarilysituatedinEnglishlanguageinamodern,westerncontext

NotsituatedinEnglishlanguagebutinanon-western,non-moderncontext

Canbesongandprayeroriented,buttendencywouldbeChristian,atleastinUnitedStates

Songandprayeroriented;notrestrictedtoaparticularwayofknowingorreligion

Apeople-ownedprocess,notahierarchy,notlinear,canbesomewhatsecularandempirical

apeople-ownedprocess,notahierarchy,notlinear,alwaysspiritual(notnecessarilyreligious)andontological

Whydeliberate?Carefulweighingofactions

Whydeliberate?Torestoresocialresponsibilitytomaintainharmonyandbalancethroughhealing

Anaturalact,tellingstories,conversational,notlinear

Anaturalacttoletpeopleknowofone’smatrilinealdescent,clans,andkinshipandtoactviakinshipprocess

Deliberationvaries Deliberationvaries

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PublicDeliberation Hózhóójínaa’tá(assertingharmonyandbalance)

Considerpeoples’subjectiveexperiences&tangiblestheyholddear

Considerpeoplessubjectiveexperiences,physical,andmetaphysicalidentitytheyholddear

Factualbased,butwithintrinsicworth Factualbased,butwithintrinsicandprimordialspiritualworth

Verydiverseandcomplexbecauseofvaryingneeds,concerns,tensions

Verydiverseandcomplexbecauseofvaryingneeds,concerns,tensions

Minimizespolarizationandfavorscollectiveaction

Acceptsdifferencesbutfavorscollectiveactionachievedthroughk’e,hózhóandk’ei(harmoniousandbalancedkinshiprelations)

Weighingofpossibleactionsagainstthatwhichisdeeplyvaluable

Weighingofpossibleactionsagainstthatwhichisdeeplyvaluabletofamily,extendedfamily,community,andenvironment

Promotesinclusiveness,thereforefostersfairness

Promotesinclusiveness,thereforefostersfairness;earth,sky,plants,animals(alllivingbeings)arepartofwhat’sconsideredtobepartoffairjustice

Canhaveastrongpoliticaldimensioninthatpeopleendowpoliticswithwhattheylike,notsimplywhichactionstheyshouldtake

Canhaveastrongpoliticaldimensioninthatpeopleendowpoliticswithwhattheylike,notsimplywhichactionstheyshouldtake;however,politicsareavoidedwithoutfirstestablishingkinship,descent,clanshipties,andrelationshiptonaturalworld.

Processtendstooriginateinmodernity ProcessoriginatesinDinécreationstories

v ____________________1DerekW.M.BarkerandDavidBrown,ADifferentKindofPolitics:ReadingsontheRoleofHigherEducationinDemocracy(Dayton,OH:KetteringFoundationPress,2009).

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HIGHEREDUCATIONACCESS

CynthiaMcLeodKamasa-Quashie

AbstractResearchershaveevaluatededucationalattainmentfromtheoreticalmodelsandstudents’perspectives.Muchoftheresearchhasshownthatstudentsfromlowsocioeconomicstatusenrolledinhighereducationinstitutionsareatahigherriskofbeingleftbehind.Thedisparitiesindegreeattainmentaffectthestudents’upwardsocialmobilityandtheeconomicpowerofthisgreatnation.Somemajorfactorsthatareattributedtothisproblemarelow-income,low-performingpublicschools,erosionofpublictrust,anddecreaseinneed-basedfinancialassistance,makinghighereducationlessaffordableforthosewiththegreatestneed.Toensureaccessandqualityeducation,policymakers,researchers,educators,andfoundationsmustrecognizethateffectivepublicpoliciesusingpathwaysandstrategiesthataremeasurableshouldbethevisionforclosingtheachievementgap.Institutionsofhighereducationcanplayapositiveroleinprovidingacademicsupportandotherservicesthatstudentswillneedinordertopersist.

ExcerptResearchershaveexaminedavarietyofissuesthataffectthetransitiontocollegeforlow-income,first-generationstudents.Ishitani1claimedthatfirst-generationstudentswhoattendednonselectiveinstitutionswere50percentlesslikelytograduatein4yearsthantheircounterpartsattendingselectiveinstitutions,and32percentlesslikelytograduatein5years.Aneffectivesystemforincreasingpersistencemustnotonlytargetfirst-generationcollegestudents,butmustalsodevelopeffectiveinterventionstrategies.Morecollegesanduniversitiesareemphasizingtheimportanceofintegratingtheorywithpractice—studentswhoparticipateincollaborativelearningandeducationalactivitiesinsideandoutsidetheclassroomtendtobesatisfiedwiththeireducation,andthereforepersistintheiracademicpursuit2.

***

Publicinstitutionsaretheprimaryentrypointtohighereducationforlow-incomestudents.Andwhileselectiveinstitutionsareoftenprovidingmoregenerousfinancial-aidpackagesandtuitiondiscountsthanpublicinstitutions,thereisincreasingevidencethattheseselectiveinstitutions’enrollmentisonthedeclineforlow-income,first-generationstudents.3ThisreinforcesDewey’stheorythateducationisasocialprocessanditsfunctionhasnodefinitemeaninguntilwedecidethekindofsocietywewishtofunctioninascitizens....Whilefinancial-aidsupportintheformoffederalinitiatives,stateinvestment,andotherfundingforsocially-disadvantagedstudentsisonthedecline,collegesanduniversitieshaveasocialobligationtomakecollegeaffordableforstudentswhoseeconomicconditions

41

deprivethemofanopportunityforhighereducation.Financialneed-basedassistanceincreasesdegreeattainmentforlow-income,first-generationstudents,whichinturnenhancesthelikelihoodofstudentsachievingupwardsocialmobility.TheincreaseintuitionandfeesatpublicinstitutionsleavePell-Grantrecipientswithunmetfinancialneeds,makingcollegelessaffordableforthispopulationofstudentswhohavethegreatestneeds.4

***

Bokassertedthatafundamentalmisconceptionofpolicymakersisthatacollegeeducationismostbeneficialinprovidingthegraduatewithamiddle-classjobandeconomicprosperity.5Ofequalimportanceisthefactthathigher-educationgraduatesacclimatemoreeasilythannon-graduatestoactivitieslikevoting,engagingincivicactivitiesmoreresponsibly,educatingtheiroffspring,developinghealthierlifestyles,andcommittinglesscrime.Theevidencesuggeststhatthesebenefitsareworthmorethanalifetimeofincome.Deweyclaimedthatthisenlightenmentpromotesgrowthandshapestheprocessofsocialintelligence,andtheexperiencebecomesastartingpointforfurtherlearning.Educationisasocialprocessandtheonlyfreedomthatisofenduringimportanceisfreedomofintelligence.

v ____________________ 1TerryIshitani,“StudyingAttritionandDegreeCompletionBehaviorAmongFirst-GenerationCollegeStudentsintheUnitedStates,”TheJournalofHigherEducation77,no.5(Sept.-Oct.2006):861-885,http://www.jstor.org/stable/3838790?seq=1#page_scan_tab_contents(accessedJan.17,2016).2PaulaWasley,“UnderrepresentedStudentsBenefitMostfrom‘Engagement,’”TheChronicleofHigherEducation53,no.3(November2006):A39.3JohnA.DouglassandGreggThomson,ThePoorandtheRich:ALookatEconomicStratificationandAcademicPerformanceAmongUndergraduateStudentsintheUnitedStates,Research&OccasionalPaperSeries(Berkeley,CA:CenterforHigherEducationStudies,2008),http://www.cshe.berkeley.edu/sites/default/files/shared/publications/docs/ROPS-JD-GT-PoorRich-10-8-08.pdf(accessedJan.17,2016).4AntoinetteFlores,“HowPublicUniversitiesCanPromoteAccessandSuccessforAllStudents,”CenterforAmericanProgressWebsite(September9,2014),https://www.americanprogress.org/issues/higher-education/report/2014/09/09/96689/how-public-universities-can-promote-access-and-success-for-all-students/(accessedJan.17,2016).5DerekBok,“HigherEducationMisconceived,”ProjectSyndicate:TheWorld’sOpinionPage(November2013),http://www.project-syndicate.org/commentary/derek-bok-on-policymakers--misconceptions-of-the-role-of-higher-learning(accessedJan.15,2016).

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COMMUNITYANDSCHOOLCOLLABORATIONS:TAPPINGINTOPARENT-LEDINITIATIVESANDRESOURCES

EdwardOlivos

AbstractThisstudybuildsonmypreviousworkrelatedtobicultural(minority)communitiesandtheirinteractionsandparticipationinpublicschools.ThisparticularstudyexaminesagroupofbiculturalparentsinOregonwhoareworking(andadvocating)for“new”conceptualizationsofschool/bicultural(minorityandworkingclass)communityrelations.Itexaminesthewaysthatmultiplevoicesandsocialactorsworkinthepublic-schoolcontexttopromotecommunityinterestsaswellasschoolobjectives.Thisstudyfurtherexamineshowcommunitymembersusetheirresourcestoengageindialogueswithschoolofficialswhomaybemoreinclinedtoaddressexternalaccountabilityinterestsandschoolreformmeasures.

Excerpt

“Parentengagement”isconsideredaschool-communityprocessdesignedtobringaboutand/orconstructanopenrelationshipbetweenschoolpersonnelandtheparentcommunitytosupportstudents’socialandacademicdevelopment.Parentsbecome“criticalpartners”inaneducationprocessthatfocusesonbuildingwelcomingandtrustingrelationships,buildingleadershipskills,creatingspacesofbelongingandawarenessofhowtonavigatetheschoolsystem;parentengagementseekstopromotecivicengagementandparticipationinlocalinstitutions.Itacknowledgesthatlocalcommunitiespossessmanyresourcesthat,whenrecognizedandused,positivelyimpactschools,students,parents,andthecommunities.Parentengagementisgeneralizedasanactive,two-wayconnectionthatisaninclusive,ongoing,andengagedprocessbymutualagreement,andthathasdirectbenefitstothestudents,parents,families,andthelocalschoolcommunity.Parentengagementcanhelpboththeparentsandtheschoolmatchthedevelopmentalskillsofthechildtotheircareeraspirationsandincreasetheirsocialdemocraticparticipation.Thisideaofdistinguishingparentalinvolvementandparentalengagementisnotnew.Shirleyarguedforparentalengagementmodelsasawayofmovingparentsawayfrombeing“accommodationist”tobeingmore“transformational”intheirinteractionswithschools.Parentalengagement,asdefinedbyShirley,“designatesparentsascitizensinthefullestsense—changeagentswhocantransformurbanschoolsandneighborhoods.”1Warrenmakesasimilarcaseinhiscallforan“educationaljusticemovement,”amovementthat“canbefoundintheriseofcommunityandyouthorganizingefforts,andinthedevelopmentofteacheractivism,andintherecentcreationofnewalliancesatlocal,state,andnationallevelsthatconnectgrassrootsorganizingtoabroadrangeofstakeholders.”2

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PublicSchoolsasSitesforCivicEngagementDespitehavinglimitedexperienceininteractingwithcivicinstitutionsintheUnitedStates,biculturalandimmigrantparentsareincreasinglybecomingmoreengagedwiththeirchildren’sschools.Thisincreasedpresenceistheresultofseveralconditions.First,thepublic-schoolsystemisbecomingincreasinglyracially,ethnically,andlinguisticallydiverse.Asaresult,“minority”parentsand“minority”childrenarebecomingthemajorityinmanyschooldistrictsintheUnitedStates....Secondly,biculturalstakeholders(parents,communitymembers,communityactivists,etc.)arebecomingincreasinglyfrustratedwiththequalityofeducationbeingofferedtotheirchildren.Astheirfrustrationgrows,sodotheirattemptstoaddresswhattheyperceivetobeunfairandinequitableschoolingconditions.Forexample,biculturalparentsarenowmorefrequentlyseenatschool-boardmeetings,individualschoolmeetings,communityadvocacymeetings,andotherschoolrelatedeventsandinschool-sitedecision-makinggroups.3Andfinally,publicschoolsintheUnitedStatesareplayingaprogressivelymoreimportantroleinthecivicengagementandcivicdevelopmentofbiculturalandimmigrantparents.Sinceschoolingismandatoryforallchildren,thepublic-schoolsystemprovidesthebest(andsometimestheonlyauthentic)prospectforintegratingbiculturalandimmigrantchildrenandtheirparentsintothefabricofmainstreamAmericansociety.Asidefrominvolvementinthepublic-schoolsystem,manyoftheseparentsdonothaveopportunitiestointeractsystematicallyandtolearnabouttheworkingsofdemocracyandcivicvoluntarismintheUnitedStates.Besidestheirchildren’sschools,immigrantandbiculturalparentsmayparticipateinchurchesandsportsorganizations,butfrequentlyparentsandcommunitymembersremainseparatedintheseinstitutionsaswell.Thus,theschoolsystemcanpotentiallyserveeitherasagatewayorasagatekeeperforthecivicintegrationofbiculturalyouthandtheirparentsandcommunity.

v ____________________1DennisShirley,CommunityOrganizingforUrbanSchoolReform(Austin,TX:UniversityofTexasPress,1997).2MarkWarren,“TransformingPublicEducation:TheNeedforanEducationalJusticeMovement,”NewEnglandJournalofPublicPolicy26,no.1(2014):9,http://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1662&context=nejpp(accessedJan.13,2016).3VeronicaTerriquezandJohnS.Rogers,“BecomingCivic:TheActiveEngagementofLatinoImmigrantParentsinPublicSchools,”InBiculturalParentEngagement:AdvocacyandEmpowerment,editedbyEdwardOlivos,OscarJiménez-Castellanos,andAlbertoOchoa(NewYork:TeachersCollegePress,2011):186-205.

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ALIGNINGTHEMISSIONOFINSTITUTIONSWITHTHEWORKOFCITIZENS:DOORSTOCIVICENGAGEMENTANDDEMOCRATICPRACTICE

MarshalitaSimsPeterson

Abstract

Enhancedpartnershipsinvolvinginstitutionsandtheworkofcitizensareessentialforshapingthefuture.Anextensionofthiscommunaleffortincludesalignmentoftheworkofboth(academeandcommunity).Reviewofinstitutionalmissionstatements,alongwithanalysisoftheworkofcitizens,providesafoundationfordoorsofopportunityformappingconnectionsandalignmentsinvolvingcivicengagementanddemocraticpractice.Keyareastosupportalignmentsofthemissionofinstitutionswiththeworkofcitizensinclude:publicscholarship,publicvoice,communityproblemsolving,NationalIssuesForums,deliberativedemocracy,publiclyrelevantstudies,communityissues,civicagency,capacitybuilding,andexperiencesofdeliberativepractice(on-campusandin-community).

ExcerptCitizensareatthecenterofaddressingandshapingthefuture.Theconceptof“proactivecitizens”asopposedto“consumersofservices”placescitizens,andultimatelycommunities,inpositionsofengagementandcollaborativeproblemsolving...Publicvoicegivesrisetoissuenaming,issueframing,socialresponsibility,andcivicengagement.Theworkofcitizensincludesinvestinginorganizationalandcommunitycapacitybuildingtoaddressissuesandcollectiveactionthroughdemocraticprocesses.Citizen-drivenconnectionsandsolutionsarecriticaltochangeanddemocraticpractice.Collectiveactionbycitizensspeakstopublicvoiceregardingamultitudeofissues:theeconomy,educationofchildrenandadults,safetyandsecurityinneighborhoods,availabilityofhealthcare,theenvironment,democracy,andbeyond.Theworkofcitizensistherebyreflectedinsocialresponsibilityandciviceducationascommunitiesrespondtolocalissues.

***

Amostcriticalfocusofinstitutionsandcitizensinvolvespracticalapplicationofcivicengagementandpartnershipofcampusandcommunity.Intentionalopportunitiestopromotecampus-communitypartnershipsandrelationshipbuildingcanserveapurposeofreciprocitywherebyboththeinstitutionandcitizensbenefitfromsharedexperiences.Thesethoughtsaregroundedincivicengagementaswellasthebridgingofcampusandcommunity,whichconnectsdisciplinedscientificinquiryandpublicallyconstructedknowledge.Dedicatedandformalized

45

activitiesinsupportofalignmentoftheworkofinstitutionsandcitizensprovidethefoundationfordeliberatestructuresofalignmentwithinthecampus-communitypartnership.Activecitizenshipinvolvingboth(campusandcitizens/community)encouragesbuildingrelationships,valueofothers,andinteractions.Community–campuspartnershipsareessentialcomponentsofinteractionsinvolvingcivicengagementandagency.Thepartnershipandalignmentoftheworkofinstitutionsandtheworkofcitizenstranslatestoasenseofenhancedcivicagency,globalsensitivity,andaconsciousnessofdemocraticengagement.Thecommunalpostureofcitizensandinstitutionssupportsdoorsofopportunitytocivicengagementanddemocraticpractice.Shouldnotthedoor,therefore,swingopenbothways?Communitiesshouldprovidebothabridgeandadoortowardacommongroundsuchthatfaculty,staff,andstudentssenseacomplementarymissionofdemocraticpractice.Likewise,theinstitutionshouldbeawelcomingplacewhereinthegatesarecontinuallyopenfordialogueregardingcommunityissues,problemsolving,sharingofvalues,anddemocraticpractice.Examinationofenhancedopportunitiesforcommunalworkleadstoexperiencesandconceptswhereinstudentsenrollin“community”andcitizensenrollin“campus.”Alignmentofinitiativesinacademewiththeworkofcitizensenhancespartnershipsthataredistinctiveforpubliclearningandestablishingademocraticculturewheredoorstodemocraticpracticeareprevalent....Thus,thedoorsofcampusandcommunityareopenforongoingexperiencestoshapethefuture.Thedoorswingsopenbothways,andonthatdoorhingesthechallenge,aswellaspromise,ofpublicvoice,civicengagement,anddemocraticpractice—afterall,thestudents,faculty,andstaffoftheinstitutionsare,themselves,citizens.

v

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WHISENTONPUBLICSCHOLARSALUMNICONFERENCEPANELISTSANDORGANIZERS

2015CherylL.AllenistheinterimdeanoftheDivisionofBusinessAdministrationandEconomicsatMorehouseCollege.BrianE.AndersonisanassociateprofessorofsocialworkatJacksonStateUniversity.

SaraE.ColemanisaconsultantwithColemanandAssociates.DorianBrownCrosbyistheformerdirectorofculturalorientationandassistantprofessorofpoliticalscienceatSpelmanCollege.JohnDedrickisvicepresidentanddirectorofprogramsattheCharlesF.KetteringFoundation.

LarryEmersonisanindependentscholar.AnnaL.GreenistheassociatedirectorofadmissionswithYearUpGreaterAtlanta.

MonaA.HalcombisaneducationalprogramspecialistwiththeOregonDepartmentofEducation.MarilynHouston-ColemanispresidentofColemanandAssociates.

MarkHowseisthedirectorofacademicinitiativesatFloridaA&MUniversity.MelviniaTurnerKingistheinterimvicechancellorofworkforcedevelopmentandcontinuingeducationatPeraltaCommunityCollegeDistrict.

EllenM.KnutsonisaresearchassociateattheCharlesF.KetteringFoundationandadjunctassistantprofessoroflibraryandinformationscienceattheUniversityofIllinoisUrbana-Champaign.IleanaMarinisaprogramofficerattheCharlesF.KetteringFoundation.

CynthiaMcLeodKamasa-Quashieisapart-timeassistantprofessoratKennesawStateUniversityandatrainingconsultantforGeorgiaQuickStart.JefferyMenziseisanassociateprofessorattheInstituteforUrbanResearchatMorganStateUniversity.

CharlesMosesisthedeanoftheSchoolofBusinessatAustinPeayStateUniversity.BarbaraNesinisanindependentprofessionalartistandarteducator.

EdwardM.OlivosisanassociateprofessorintheDepartmentofEducationStudiesattheUniversityofOregon.

GaryPaulisanassociateprofessorofpoliticalscienceatFloridaA&MUniversity.

YvonnePetersonamemberofthefacultyatTheEvergreenStateCollege.

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SherrellPriceisanassociateprofessoroffinanceandaccountingatTuskegeeUniversity.WillieRockwardischairandassociateprofessorofphysicsatMorehouseCollege.

TerricaSampsonisaprogramcoordinatorattheRobertWoodJohnsonFoundationCenterforHealthPolicyatMeharryMedicalCollege.

A.DexterSamuelsistheexecutivedirectoroftheRobertWoodJohnsonFoundationCenterforHealthPolicyatMeharryMedicalCollege.MarshalitaSimsPetersonisaseniorconsultantatM.S.PetersonConsulting.

DonaldVestisanassociateprofessorofinternationalbusinessandmarketingatClarkAtlantaUniversity.ConradWhisentonisvicepresidentatJoffreT.WhisentonandAssociates.

JoffreWhisentonispresidentofJoffreT.WhisentonandAssociates.