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1
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
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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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