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Dr. Charlotte Williams, associate professor and Director of the Center on Community Philanthropy at the University of Arkansas Clinton School of Public Service, has been announced as the keynote speaker at the Indiana Blacks in Philanthropy Conference (IBIP), set for Nov. 4-5 in Gary, Indiana.
Hosted by Indiana University Northwest, the conference was created to engage and inspire minority populations in the philanthropic sector.
“Embracing racial equity as a value and committing to diversity and inclusion are important steps to improving performance across the philanthropic sector,” Williams said. “My goal is to share insights from our journey and promising practices from the field.”
IBIP aims to educate and empower black communities in philanthropic endeavors, such as providing peer support and professional development for grant makers and trustees; expanding philanthropy within black communities; and mentoring students and young professionals to ensure future generations of philanthropic leaders.
With the theme of “Advancing Equity Across the Sector,” the conference will provide opportunities to explore efforts to make an impact within one’s region and state. It aims to expose students of color, who might not be aware of the opportunities that exist in philanthropy, to the resources of the Lilly School of Philanthropy at Indiana University-Purdue University Indianapolis and provide them with valuable networking opportunities with working professionals.
Under Williams’ leadership, the Center on Community Philanthropy was recently selected as one of 14 inaugural grantees of the Racial Equity in Philanthropy Fund (REP). REP is a collaborative of the W.K. Kellogg Foundation and the Ford Foundation and is based at Borealis Philanthropy. This work inspired the theme of Williams’ talk for the IBIP conference, which focuses on how community philanthropy can build capacity within the sector to advance racial equity.
A business administration graduate from Howard University, Williams earned her master’s and doctoral degrees in public health from the University of Arkansas for Medical Sciences. Williams develops and manages key projects of The Center that focus on building community-based solutions and programs dedicated to eliminating disparities, promoting social justice, and advancing racial equity.
The IBIP Conference is free and open to the public. Space is limited and registration is required. Interested parties can register for both the conference and reception at iun.edu/ibipevent.
Christine Sumner (Class 7) recently completed her Ph.D. in animal welfare from the University of British Columbia and has accepted a position in New Zealand as a Scientific Officer for the NZ Society for the Prevention of Cruelty to Animals (NZSPCA).
Burt Hicks (Class 7) and Hilary Trudell (Class 6) are among the more than 60 individuals from across Arkansas selected for Leadership Arkansas Class XIII.
Kelly Fleming (Class 7), director of development for the Arkansas Arts Center, has been announced as a National Philanthropy Day honoree by the Arkansas Chapter of the Association of Fundraising Professionals.
Brandon Mathews (Class 9), who works as the associate director of campus resources for the Colleges and Universities Food Bank Alliance, contributed to the first-ever national survey of campus food pantries.
Andrew Treviño (Class 12) was part of the team that applied for a $10.3M grant to focus on improving prevention and treatment services throughout Arkansas that was recently awarded to the Division of Adult, Aging and Behavioral Health Services at the Arkansas Department of Human Services. Treviño has worked as an opioid treatment policy coordinator with ADHS since April 2018.
Anna Strong (Class 5) discussed the work at Arkansas Children’s Hospital to combat food insecurity in a recent US News story.
Jason Lochmann, a student at the University of Arkansas Clinton School of Public Service, will attend a Science Communication Masterclass at the University of the West of England, Bristol in November.
UWE Bristol’s Science Communication Masterclass is an intensive, one-week course created to provide professional development in science communication. The masterclass draws on the existing expertise of the team that delivers the University’s popular and practical master’s degree in Science Communication.
Lochmann, who grew up in Pine Bluff and was the student body president at Lyon College, hopes to apply his communication expertise to the field of global health practice.
“I applied on behalf of our research team, hoping to explore new perspectives on science communication as it relates to health, the subject of our statewide study,” Lochmann said.
For the past year, along with associate professor Christina Standerfer and graduate Emily Loker, Lochmann has studied health communication in rural areas, exploring the relationships among literacy, autonomy, and disease management. The research has been supported through a Joint Research Agreement with the Kettering Foundation and a Memorandum of Agreement with the Arkansas Department of Health.
“In our health communications work, we’ve run into myriad instances of low health literacy and found it particularly challenging to tailor persuasive communication for these audiences,” Lochmann said. “We’ve seen, as other researchers have noted, that science communication often follows a deficit model, where industry experts disseminate information to a less informed public. I’d like to learn more about this strategy and search for new, empowering science communication paradigms.”
In May 2019, Lochmann will earn two degrees, his Master of Public Service from the Clinton School and his concurrent Master of Public Health from the University of Arkansas for Medical Sciences.
Mensah helped to design a research methodology, combining quantitative and qualitative methods, to furnish Canopy NWA with a well-rounded, holistic understanding of the community’s perceptions.
“They wanted me to implement a survey to gauge people’s perceptions about refugees in Fayetteville,” Mensah said. “You know there is already a perception out there that people see refugees to be threats. What I found in Fayetteville was very, very positive. People were very positive about refugees.”
Working primarily with executive director Emily Crane-Linn, Mensah collected more than 160 responses between online and paper surveys and interviews. His findings were analyzed and put into a report, which he submitted to Canopy NWA.
Mensah, who comes to the Clinton School from Accra, Ghana, is a graduate of the University of Cape Coast with a degree in social sciences.
While he did similar research work in Ghana, he credits his experiences at the Clinton School – specifically Research Methods, Social ExChange, and his Practicum project with The Wallace Center at Winrock International – with building on his foundation.
He previously worked as an assistant field officer with Ghana’s Ministry of Gender, Children, and Social Protection. As a volunteer, he was as a liaison with the District Social Development Officers (DSDOs), working to get low-income people enrolled onto social intervention plans in rural communities.
Mensah’s public service interests include international politics, poverty reduction, and economic and community development. Upon graduation from the Clinton School, he would like to return to Ghana and get involved in the country’s politics.
“I’ve always wanted to work in politics,” Mensah said. “I’m most grateful that I’ve come to the Clinton School. It’s not pure politics, but the school has opened up opportunities to grow myself in America. I’m hopeful that the day will come when I go back to Ghana and use some of the things that I’ve learned here.”
University of Arkansas Clinton School of Public Service second-year students Rachel Cole and Beth Quarles have been awarded a grant from the B.A. Rudolph Foundation for their study on teacher leadership in Arkansas.
The B.A. Rudolph Foundation awards sponsorship and grand funds annually to support people, organizations, groups, events, projects, and programs that embody the mission and values of the foundation. Foundation namesake B.A. Rudolph graduated from the University of Arkansas, Fayetteville, in 1978 and was a member of Bill Clinton’s gubernatorial and presidential staffs.
The grant will support Cole and Quarles in developing a landscape analysis and conduct a needs assessment for teacher leadership and pipeline programs in Arkansas.
“Thank you to the B.A. Rudolph Foundation for this generous support,” Cole and Quarles said. “As former teachers we were surprised to discover there are many different teacher leadership programs around the state of Arkansas. This study will offer a valuable resource to women who are underrepresented in K-12 school leadership.”
The study will explore the gender disparity in K-12 school leadership and why the public school teaching force in the United State is 72 percent female but just 14 percent of district superintendents are women. The grant will result in resources for others to use in their search for leadership programs, particularly women and women of color who would like to gain the skills, knowledge, and capacity to serve in leadership roles.
“Like B.A., Beth and Rachel are committed to equity and this project is in service to strengthening and diversifying the leadership pipeline of women in Arkansas schools,” said Mary Bruce, executive director of the B.A. Rudolph Foundation. “We are proud to support Beth and Rachel as rising female leaders in the public sector.”
B.A. was a friend of mine and her legacy of leadership and public service continues through the great work of the foundation,” said Clinton School dean James L. “Skip” Rutherford III. “I believe B.A. would be thrilled knowing Beth and Rachel have received support for this important study.”
The first article, “Making policy information relevant to citizens: a model of deliberative mini-publics, applied to the Citizens’ Initiative Review” was published in the July 2018 edition of Policy & Politics.
“This article is part of a larger research project that explores how ordinary citizens use information to make sense of political issues in the context of deliberating with family members, friends, and neighbors,” Richards said.
Richards’ article looks at how research on deliberative mini-publics has neglected two topics: the information on which deliberation is based, and communication techniques by which mini-publics convey their findings to the public. The article sheds light on those two topics, by showing that a criterion for evaluating information – intersubjective relevance – structures information within mini-publics and information that mini-publics share with the wider public.
The article explains how information satisfying that criterion can foster intersubjectivity, deliberation and desirable outcomes of deliberation and proposes a theoretical model to explain those associations, presenting evidence from the Citizens’ Initiative Review to lend support for the model.
Policy & Politics publishes articles on public policy, political science, political history, political sociology, public administration, and international relations.
His second article, “Deliberative Mini-publics as a Partial Antidote to Authoritarian Information Strategies,” will be published in the forthcoming fall edition of Journal of Public Deliberation.
The article looks at how authoritarian and proto-authoritarian regimes control a growing number of states throughout the world. Among the information strategies that these regimes use to gain and maintain support are the dissemination of false or misleading policy information and the use of manipulative policy frames. The article shows how deliberative mini-publics can partially counter those strategies by distributing accurate policy information and employing non-exploitative policy frames that affirm the dignity of members of the polity as free and equal citizens.
Journal of Public Deliberation is a peer-reviewed, open-access journal with the principal objective of synthesizing the research, opinion, projects, experiments, and experiences of academics and practitioners in the multi-disciplinary field of deliberative democracy.
Richards, who joined the Clinton School in July 2018, teaches Communication Processes and Social (Ex)Change. He earned his Ph.D. from Pennsylvania State University in 2016 and his juris doctor from the University of Virginia School of Law in 2006.
In commemoration of the 61st anniversary of the desegregation of Little Rock Central High School, Karen Zuccardi, a second-year student from Bogotá, Colombia, has been announced as the recipient of the Little Rock Nine Foundation scholarship at the University of Arkansas Clinton School of Public Service.
The Clinton School scholarship was established in 2013 by the Little Rock Nine in appreciation of President Bill Clinton and in recognition of the public service work performed by Clinton School students. Zuccardi recently spent the summer in Bali, Indonesia, working with Avani, a social enterprise pioneering eco-friendly packaging and sustainable alternatives.
Nine African-American students – Melba Patillo Beals, Elizabeth Eckford, Ernest Green, Gloria Ray Kalmark, Carlotta Walls LaNier, Terrence Roberts, Minnijean Brown Trickey, Thelma Mothershed Wair, and the late Jefferson Thomas – became known as the Little Rock Nine when they integrated Little Rock Central High School on September 25, 1957.
“We are honored and are most grateful to the Little Rock Nine for the establishment of this scholarship fund,” said Clinton School Dean James L. “Skip” Rutherford III. “Over the years the Little Rock Nine, as a group and individually, have participated in Clinton School programs and met with our students. Spirit Trickey, daughter of Minnijean Brown Trickey, is one of our graduates and Elizabeth Eckford spoke at our 2018 commencement.”
The University of Arkansas Clinton School of Public Service invites applications for a tenure-track assistant professor position to begin July 1, 2019 in its Master of Public Service degree program. Located on the campus of the William J. Clinton Presidential Center in Little Rock, Arkansas, the school offers the first Master of Public Service (MPS) degree in the nation.
The Clinton School is a multidisciplinary program that promotes a vision of world leaders who work with others to build healthy, engaged and vibrant communities. The mission of the School is to educate and prepare professionals in public service who understand, engage, and transform complex social, cultural, economic, and political systems to ensure equity, challenge oppression, and effect positive social change. For more information see our website at clintonschool.uasys.edu.
The Clinton School seeks candidates who have completed all requirements for the Ph.D. or equivalent degree in relevant academic disciplines or cross-disciplinary program areas including but not limited to public policy, public administration, public health, political science, international studies, communication studies, social work, and economics. Preference will be given to candidates who are equipped to teach at least two of the following core courses: Communication and Social Ex(Change), The Theory and Practice of Global Development, Field Research Methods, and Program Evaluation (a description of the courses can be found online) and who have a record or promise in conducting and communicating research that is relevant to public-service practitioners and scholars. Candidates must also have a commitment to advising and mentoring MPS students.
To apply, please submit a curriculum vitae and a letter describing teaching experience, public service research agenda and public service experience to the contact person listed below. The letter should also include your philosophy for teaching and evidence of effective teaching (i.e., summary of teaching evaluations and sample syllabi). In addition to the application letter applicants must submit the names of three references including a current or recent work supervisor.
Application materials should be sent electronically to:
Dr. Susan Hoffpauir, Academic Dean
University of Arkansas Clinton School of Public Service
Application deadline is mid-December. Target date for on-campus interviews is early February.
The University of Arkansas Clinton School of Public Service is an equal opportunity employer and welcomes applications from women and minority candidates.
The Center on Community Philanthropy at the University of Arkansas Clinton School of Public Service has welcomed more than 30 scholars with a vast array of experience, education, and expertise to take part in the Scholars in Residence program since its inception in 2009.
The Center on Community Philanthropy was created to focus its teaching, research, and leadership development exclusively on the emerging field of community philanthropy, the idea of giving time, talent, and treasure to build stronger communities from within.
Presidents, CEOs, executive directors, and university chancellors are among the leaders the Scholars in Residence program has brought to Little Rock. Their experiences include areas of expertise in economic development, community wealth building, racial equity, disaster recovery, public health, and social justice, among others. Each scholar writes an essay on community philanthropy, and each is highlighted in the Center’s series of compendiums. Many have delivered programs as part of the Clinton School Speaker Series.
“The residency gives these scholars the chance to further their own thinking about community philanthropy and public service,” said Dr. Charlotte Williams, Associate Professor and Director Center on Community Philanthropy. “It is at this intersection of theory and practice where the best opportunity for new innovation exists.”
Collectively, the scholars bring experience from various local, national, and international philanthropic organizations including the Ford Foundation, W.K. Kellogg Foundation, Walton Family Foundation, Winthrop Rockefeller Foundation, Haas Institute, Arkansas Community Foundation, Cleveland Community Foundation, and The Andrew Mellon Foundation. Major nonprofit organizations such as Independent Sector and National Institution of Early Education Research have also welcomed their executive leaders into the program.
“Charlotte Williams has done an outstanding job bringing some of the country’s most influential names in philanthropy to the Clinton School,” said James L. “Skip” Rutherford III, Dean of the Clinton School. “Her book, ‘Passing the Torch,’ is an excellent resource for both nonprofit leaders and young people looking toward a career in public service.”
In addition to the Scholars in Residence program, the Center also hosts Researchers in Residence and Visiting Philanthropy Faculty. These scholars spend an entire semester at the Clinton School conducting targeted research or working with a local nonprofit to collect, organize, and analyze data to advance practice and performance of its mission. Scholars in this category have come from major universities such as the University of Florida, University of Puerto Rico in San Juan, University of Illinois at Urbana-Champaign, and Indiana University Northwest.
In 2019, the Center will host Tonya Allen, President and CEO of the Skillman Foundation in Detroit, Mich., as its spring Scholar in Residence. Allen is considered the architect of the “Good Neighborhoods Initiative,” a multimillion dollar philanthropic, nonprofit, for-profit, and government collaborative focused on revitalizing inner-city communities in Detroit. This work is the topic of the recent book, “A twenty-first century approach to community change: Partnering to improve life outcomes for youth and families in under-served neighborhoods.”