SCD Presentation TriC

8/6/2019 SCD Presentation TriC

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Sustained Dialogue

Campus Network

Amy Lazarus

Executive Director, SDCN

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1. Have a working knowledge of thehistory, process, need, and impact

of Sustained Dialogue

2. Hear from SD participants

3. Envision the next steps forSustained Dialogue at your

institutions

Welcome and Introductions

Introduction to Sustained Dialogue

at Tri-C and the SDCN network

Student Panel

Large group debrief: Working

together to spread the program

Closing and next steps

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Objectives and Agenda

By the end of today, you will Agenda


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Turn to the person next to you. Share your:

Name

Role

Organization/campus

One thing youre very excited about right now in

your life

What interested you about this session?

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Upon graduation, did students agree with thestatement more or less often than whenbeginning college?

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I tried to better understand someone else's views by imagining how an

issue looks from his or her perspective.

My college encourages contact among student from differenteconomic, social, and racial or ethnic backgrounds.

I had serious conversations with students who are very different

from me in terms of their religious beliefs, political opinions, orpersonal values.

Im comfortable encouraging contact among students from different

economic, social, and racial or ethnic backgrounds.

I am skilled at understanding people of other racial and ethnic

backgrounds.

Source: sample Items from National Survey on Student Engagement (NSSE) 2010 (750 Institutions,500,000 students) and Community College Survey on Student Engagement


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Students identified race/ethnicity,

socioeconomic divisions, and sexual

orientation as pressing needs to address

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Students: In relation to each listed aspect of identity, please indicate the extent towhich you feel there is a NEED on your campus to improve awareness, relations, and

tension.

Source:Sustained Dialogue Campus NetworkStudent Survey, Spring 2009, n=153


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Employers rank the following abilities asmost desiredand most deficientinentry-level workers:

Solve problems and make decisions

Resolve conflict and negotiate

Cooperate with others

Listen actively

These sought-after skills outcomes from SD prepareemployees to work across lines of difference to address

pressing needs.

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SDCN is the college-focused arm of apowerful international movement fortransforming conflictual relationshipsand building peace

Sustained Dialogue (SD) is a public peace process,

conceptualized by US diplomat Hal Saunders, from his

experience in the Arab-Israeli peace process, including the

Camp David Peace Accords and the Cold War dialogues of the

1980s.

In 1999, Princeton students adapted SD to address identity-

based tension, transform relationships across lines of

difference, and improve campus culture.

SDCNs mission is to develop everyday leaders who engage

differences as strengths to improve their campuses,workplaces, and communities.

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In their words: Students talk aboutSD

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SDCN has a track record of success bringingSustained Dialogue to college campusesnationwide, and demand for our programmingremains high

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Current member institutions include: Colorado College, Cornell College,Cuyahoga Community College, Denison University, Dickinson College, Harvard

College, Montana State University, Princeton University, Roger Williams

University, Saint John Fisher College, Susquehanna University, Stevenson High

School in Chicago, University of Alabama- Tuscaloosa, University of Georgia,

University of Richmond Law School, and University of Virginia

Global reach: The National University of Science and Technology in Zimbabwe,

Addis Ababa University in Ethiopia

Workplaces and Communities: The Bridgespan Group, YearUp, Atlas Service

Corps, Turning the Page, Four Collaborating Organizations in Oakland, California


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10SDCN APPROACH

Definition of Dialogue Dialogue is a process of genuine interaction through

which human beings listen to each other deeply

enough to be changed by what they learn. No

participant gives up her or his identity, but each

recognizes enough of the others valid human claims so

that he or she will act differently toward the other.

Dr. Harold Saunders, Founder and

President of the International Institute for Sustained Dialogue

(IISD)

5 Stage Process

SDCN t d t d th t b


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TRANSFORM RELATIONSHIPS

IDENTITY

Race, ethnicity, sexual

orientation, gender, sex, age,

ability, faith, politics

Traumas and glories

INTERESTS

self-interests, community

interests

POWER

PERCEPTIONS/MISPERCEPTIONS/ST

EREOTYPES

PATTERNS OF INTERACTION

DESIGN COMMUNITY CHANGE

INFORMED DECISION MAKING

COMMUNICATING ACROSS

DIFFERENCES

ACTIVE LISTENING

IDENTIFY ROOT CAUSES

BUILDING EMPATHY

DEVELOPING COURAGE TO ACT

FAIRLY

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SDCN prepares students and others to beengaged citizens and for serious discussionsof social identity:


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12SD Leads to Community-Building Actions

PRINCETON UNIVERSITY, Princeton, NJ:Students invited the first African AmericanSupreme Court Justice of New York to be anhonorary class member, after he wasturned away from Princeton in 1936 for his

skin color. He graciously accepted in front ofthousands in pre-graduation ceremonies.

CUYAHOGA COMMUNITY COLLEGE,

Cleveland, OH: Students and faculty across3 campuses came together to brainstormstudent-supported ways to raise levels of

student success (see right).

UNIVERSITY OF VIRGINIA, Charlottesville, VA:As a result of the campus-wide Day ofDialogue, SD students launched jointdialogues among students, faculty, staff,and community members.


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13Tri-C students identified issues to address,linked directly to the Colleges Strategic Plan:

Issues

Improving the experience/integration of working students/parentsImproving the LGBT student experienceCultural insensitivity

Tension around policeLack of support for learning disabilitiesAgeismIntegration and support for veteran and military studentsSexual harassment

Class awareness/povertyReligious intoleranceFinancial anxietyDomestic ViolenceSafetyIncreasing student participation and involvementBuilding more means to student success


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14Students identify issues and solutions tofocuses of the colleges strategic plan


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15SD is part of a larger institutionalcommitment to diversity, inclusion, civic,and life skills

Adapted from AAC&U Assessing Campus Diversity Initiatives

Faculty recruitment,retention

Curriculum

Service learning

Leadership developmentopportunities

Diversity AdvisoryCouncils

Chief Diversity Officer

Sustainability efforts

Image/branding

One-time campusspeakers and events

Multicultural efforts

Veterans UpwardBound

ACCESS

Women in Transition

Student recruitment

Student retention

Admissions

Access and

Success

Climate and

IntergroupRelations

Education and

Scholarship

Institutional

Viability and

Vitality


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What type of students do youwant your institutions to

produce?


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Conflict management skill set is importantand marketable for future employment

Community Responses

88% rated skills important or very

important for professions

81% said important or very

important in hiring decisions foremployment

Professionals strongly endorsed a

conflict management skill set for

potential employees

25.4% reported their current

employees would benefit from

courses for credit

Source: Tri-C Market Research

Students

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Report high levels of personal

conflict, experiencing conflict

fairly often or very often in

their:

daily life (44.6%)

family relationships (36.4%)

intimate relationships (21.7%)

work environment (25.6%)

school environment (12%)


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SD contributes to the growing demandfor higher order skills

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Source: New Visions, New Designs, New Measures for Success. Presentation by Alma Clay-Pedersen, Lee Knefelkamp, & Carol Geary Sneider.

AAC&U Greater Expectations, June 17, 2009.


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Skills for effective workers are the sameas skills for civic agency

Embrace complexity

Deliberate on issues

Forge bonds in common pursuit of public action

Discover shared identity despite profound differences

Make prudent judgments and make collective decisions

Communicate effectively

Organize resources for work

Think critically

Source: Martha Nussbaum Not for Profit Why Democracy Needs the Humanities,

Princeton and Oxford Press, 2010.

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Civic work builds crucial

employability skills, and

a flourishing economy

requires many of the

same skills that support

citizenship.-Martha Nussbaum


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20Civic Competencies: Key skillsparticipants develop in SD

1. Learning to learn from the experience of interaction with others.

2. Learning the art and practice of dialogue as the medium for developing and

conducting productive relationships.

3. Learning the tools (e.g., listening, questioning with a purpose, dialogue,

deliberation) and concepts (relationship) for probing and analyzing experience in

ways that produce defensible conclusions.

4. Developing and internalizing a sense of respect for others, fairness, decency,

justice, right and wrong; honing the ability to judge; cultivating the courage to act

fairly.

5. Learning how to create space for dialogue on difference and for the peaceful

resolution of differences.

6. Learning to develop information about how members of a community define

community problems, talk about them, frame options for dealing with them, and

decide on courses of action.


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21Students cite several impacts on theirinterests after participating in SD

Agree or Strongly

Agree (n=167)

Discussing personal experiences with others is a valuablelearning method.

95.2%

Skills I have gained through SD are relevant to other

aspects of my life, such as volunteering in the community,

work environments, etc.

93%

I value the diversity on the campus and feel I am learning

from it.89%

I am thinking critically about the experiences of others 88%

I am comfortable working to resolve conflicts in my

community across racial or ethnic lines.88%


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SDCN alumni infuse their leadership skillsin every sector of society

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SD Alumni enter the workforce aware of how their identities and backgrounds impact

their interactions with others, be it with colleagues, clients, or supervisors. SD Alumni are

sought after by some of the most competitive hiring organizations in the private, public,and nonprofit sectors, including McKinsey Consulting, Bain Consulting, Teach for America,

the White House, community organizations, and Fortune 500 corporations.

SD was a very transformative process for me. It gave me a sense of identity and space

at my school. It really taught me leadership skills, and moderating and facilitating.

Carrying things on past graduation, I bring this with me wherever I go. SD alum,

former White House Office of Social Innovation intern, current student at HarvardKennedy School/MIT Sloan

The experiences I had *in SD+ shaped the way I interact in general, including sitting

around the client room and trying to diffuse tension. SD alum, former consultant at

Bain, current MBA candidate at UVA Darden School of Business

Im impressed with the way SD helped me interview clients, understand power

dynamics, and value various perspectives. SD can help people to be effective in theirown professions. SD alum, student at Yale Law

SD alumni are more confident in themselves - their ability to work in their

communities and interact with people of different backgrounds. Volunteering or

tutoring is one thing, but until youve really looked at yourself hard and done so in

relation to others experiences, youre not as effective as a leader as you can be. - SD

alum, TFA 2004-2007, currently third year at Washington University School of Law


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SD affects long term impact andoutcomes

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Outcome Sample Indicators Testimony

Personal impact

of SD

- Allies for other groups

- Increased awareness of how individualbiases affect interactions

- Greater empathy

My GPA boosted dramatically my

junior year, and I owe it to SD.Engaging in SD made me engage in

other arenas, like the classroom and

community.

Leadership

Capacity and

Civic Engagement

- Positive shifts in values, knowledge, and

skills

- Positive civic engagement outcomes in

participants of diverse backgrounds

- Post-college civic behaviors (advocacy,

volunteerism, philanthropy, Initiating adialogue or diversity initiative)

Moderating a SD gave me the

opportunity to grow from a

tentative and passive student to a

campus leader, introducing me to a

civically focused life.


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STUDENT

VOICES:Panel with SustainedDialogue participants

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25How can we work together to enhancethe spread of the program?

1.What might this look like at your institution? Whatstructures or strategies will enable more people to

participate in SD?

2.How can executives/administrators/faculty support thisinitiative? What does support look like?

3.How will you invite others (people, institutions) intoSustained Dialogue (into the process, into the organization,

into the community)?

4.How do you want to be involved?


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Questions? Comments?

Contact SDCN:

Amy Lazarus, Executive Director

[email protected], 202.393.7643

Contact at Tri-C: Jen Batton, Director, Global Issues Resource Center and

Library, [email protected], 216.987.2231

Andre Burton, Director, Diversity & Inclusion

[email protected] 216.987.4773
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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A Snapshot of Tri-C Student Leaders

Moderator Ethnicity

37%

25%

25%

13%

8 Moderators

Asian

Black/African-American

Caucasian

Unknown

Participant Ethnicity

4%

37%

37%

18%

4%

27 Participants

African

Black/African-American

Caucasian

unknown

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28A Snapshot of Tri-C Student Leaders(continued)

0

24

6

8

10

12

14

16

18

20

Female Male

Gender

Moderators

Participants


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2

4

2

10

12

5

East West Metro

Campus Representation

Moderators Participants

29A Snapshot of Tri-C Student Leaders(continued)


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TheRelationship

Model

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Partnered Prompt:

Which topics do you feel mostprepared to

lead conversations about regarding

diversity or social identity?

What are some aspects of social identity

that you feel less comfortable leading

discussion around or teaching othersabout?

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What norms can we agree on

now to create an intentional

space where we can learn fromand with each other?


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Community Norms

Use I statements: Participants representthemselves, and are not representatives of social

or professional groups

Honor confidentialityListen harder when you disagree

Share air time

Assume that we are all here with the best

intentions

Practice empathy put yourself in the other

persons shoes


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SD has perceived lasting effects on alumni

Dr. Andrea Diazs doctoral dissertation (2009) focused on the influences of SD on

post-graduate civic engagement.

Dr. Diazs study provides evidence that participation in Sustained Dialogue has

long-term perceived effects on civic behaviors and community engagement, such

as:

Engaging in volunteerism, philanthropy, service, or advocacy;

Becoming involved in ones local community, such as joining a civic

association; or

Initiating a dialogue or diversity initiative in the workplace or in local

elementary schools.

Research resulted in an Inventory of Civic Impacts. Twenty-nine themes were

categorized into the five domains of cognitions, behaviors, attitudes, skills, and

hopes and plans for the future.

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Students identify issues and solutions to


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Students identify issues and solutions tofocuses of the colleges strategic plan

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SCD Presentation TriC

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