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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.”
The University of Arkansas Clinton School of Public Service is now accepting applications for enrollment in its Master of Public Service (MPS) degree program for the fall of 2019.
Those interested in applying for fall 2019 enrollment can apply online now. The MPS application deadline is January 20, 2019. Visit the Clinton School’s MPS FAQ page for more information.
Competitive applicants will have a strong academic background, along with a demonstrated passion for helping others through public service.
The Clinton School MPS application is test-optional and there is no application fee required.
The first school in the nation to offer a master’s degree in public service, the Clinton School welcomes students who are interested in pursuing or enhancing their careers in a variety of industries, including nonprofit, for-profit, and governmental work.
The Clinton School MPS program also offers concurrent degree programs in law, public health, and business. Partnerships with those degree programs include the Sam M. Walton College of Business (Master in Business Administration) at the University of Arkansas, Fayetteville; The Fay W. Boozman School of Public Health (Master of Public Health) at the University of Arkansas for Medical Sciences (UAMS); and the William H. Bowen School of Law (Juris Doctor) at UA Little Rock.
Clinton School alums enjoy positions in government, education, and nonprofits, as well as sectors like business development, entrepreneurship, and fundraising. The unique partnerships afforded by the Clinton School enable matching opportunities with organizations and businesses around the world.
“Students at the Clinton School combine skills learned in the classroom with experience gained in the field to provide positive outcomes for the national and international organizations they serve,” said Clinton School Dean James L. “Skip” Rutherford III. “I’m very proud of our high graduation rates, high career placement rates, and the many personal and professional opportunities our students receive during and following their two years of study.”
Modeled on President Bill Clinton’s vision of building leadership through civic engagement, the Clinton School offers a practical approach to learning through the combination of coursework and for-credit field service projects.
During the two-year, 40-credit hour program, Clinton School MPS students complete three field service projects: a team-based project in Arkansas during their first year; an international project during the summer after their first year; and a final individual project in an area of their own interest.
The program also offers the opportunity to learn and network with the Clinton School’s renowned speaker series. In its history, the series has hosted nearly 1,300 programs that have totaled over 200,000 attendees and more than 500,000 online views.
The series hosts more than 100 speakers per academic year, including senators, cabinet officials, ambassadors, academics, CEOs, philanthropists, authors, and journalists. The series has hosted 47 ambassadors, 23 Pulitzer Prize winners, and 12 heads of state.
For more information on applying to the Clinton School, visit ClintonSchool.uasys.edu or contact the admissions office at email@example.com or (501) 683-5228.
The Clinton School of Public Service Center on Community Philanthropy is committed to promoting racial equity across the Delta region. As a part of this continuous effort, the Center is excited to announce the 2019 Community Philanthropy Advancing Equity Award. This exciting opportunity is offered to nonprofits, individuals, or faith-based groups who demonstrate innovative ways to promote equity and inclusion in their communities. This award seeks to encourage those who, through committing time and resources to expand diverse leadership within their communities, recognize the struggles specific to marginalized populations – particularly children and youth.
The Center is looking for applicants who utilize resources in their community to foster racial healing and promote racial equity. This award aims to serve those who are using innovative solutions to address inequalities in their communities and advance progress towards inclusion. These solutions should encourage the development of a pro-equity culture within their communities, while also making incremental, measurable, and visible progress towards racial equity.
The Advancing Equity Award will range from $5,000 to $10,000.
Learn more about the recipients of the 2018 Community Philanthropy Advancing Equity Award here.
How to Apply:
Submit a one-page letter of interest highlighting:
Applicants must submit the one-page letter of interest via email to firstname.lastname@example.org by 11:59 p.m. CT on November 20, 2018 with the email subject title “2019 AEA Application.” All applicants will receive an email acknowledging receipt of their proposal.
About the Center on Community Philanthropy
Launched in 2007, the Clinton School 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.