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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 firstname.lastname@example.org 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 email@example.com 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.
For the 12th consecutive year, first-year students enrolled in the University of Arkansas Clinton School of Public Service’s Master of Public Service degree program have compiled a list of books they recommend others to read.
The books will be on display at a drop-in reception on Thursday, September 20 at WordsWorth Books (5920 R Street) in The Heights from 5:15-6:30 p.m. All are welcome to visit to meet the students and hear about their wide range of reading selections.
“This always interesting and diverse book list has become a much-anticipated tradition here at the Clinton School,” said Dean James L. “Skip” Rutherford III. “We have requests for it from individuals, teachers, book clubs, libraries, and bookstores from all over the country.”
The Class of 2020 is charting its own course with its book selections. Ninety percent are new titles; only 10 percent have been recommended by previous classes. More than three quarters of the books are nonfiction, and nearly half of those are memoirs or biographies of women and men who are change-makers – from well-known politicians, such as Hillary Clinton’s “What Happened,” to Toms Shoes founder Blake Mycoskie’s “Start Something That Matters,” to a soldier’s memoir, “It Happened on the Way to War: A Marine’s Path to Peace.”
Several books question common cultural practices, including “Too Fat, Too Slutty, Too Loud: The Rise of the Unruly Woman,” “Brainwashed: Challenging the Myth of Black Inferiority,” and “Antifragile: Things that Gain from Disorder.”
“Overall, the theme of the books selected by the Class of 2020, both fiction and nonfiction, is one of questioning shared beliefs and making change at all levels – individual, community, national, and international,” said Lia Lent, WordsWorth Books co-owner.
The books will be on display at Sturgis Hall throughout the 2018-19 school year and will be added to the school’s permanent collection. Printed lists will also be available at WordsWorth Books in Little Rock and at the Central Arkansas Library System’s main library.
Recommended Reading from the Class of 2020
Borderlands/La Frontera: The New Mestiza
by Gloria E. Anzaldúa
A Long Way Gone: Memoirs of a Boy Solder
by Ishmael Beah
Seven Women: And the Secret of Their Greatness
by Eric Metaxas
by Hillary Rodham Clinton
The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are
by Brené Brown
When Helping Hurts: How to Alleviate Poverty Without Hurting the Poor … and Yourself
by Brian Fikkert and Steve Corbett
Creating Capabilities: The Human Development Approach
by Martha C. Nussbaum
Start Something That Matters
by Blake Mycoskie
Finding George Orwell in Burma
by Emma Larkin
Chasing Chaos: My Decade in and Out of Humanitarian Aid
by Jessica Alexander
by Paulo Coelho
If You Feel Too Much: Thoughts on Things Found and Lost and Hoped For
by Jamie Tworkowski
Just Mercy: A Story of Justice and Redemption
by Bryan Stevenson
A Colony in a Nation
by Chris Hayes
The Moral Imagination: The Art and Soul of Building Peace
by John Paul Lederach
by Kahlil Gibran
by Keith Richards
Women, Food and God: An Unexpected Path to Almost Everything
by Geneen Roth
Failing Up: How to Take Risks, Aim Higher, and Never Stop Learning
by Leslie Odom, Jr.
by Richard Powers
Do What You Love! 6 Steps to Transforming Your Gifts into Wealth
by Ken Honda
The Handmaid’s Tale
by Margaret Atwood
Brainwashed: Challenging the Myth of Black Inferiority
by Tom Burrell
by Boniface Mwangi
Things Fall Apart
by Chinua Achebe
What to Expect the First Year
by Heidi Murkoff
Alice’s Adventures in Wonderland
by Lewis Carroll
It Happened on the Way to War: A Marine’s Path to Peace
by Rye Barcott
So You Want to Talk About Race
by Ijeoma Oluo
by Judah Smith
Seriously … I’m Kidding
by Ellen DeGeneres
Too Fat, Too Slutty, Too Loud: The Rise and Reign of the Unruly Woman
by Anne Helen Petersen
The International Bank of Bob: Connecting Our Worlds One $25 Kiva Loan at a Time
by Bob Harris
Antifragile: Things That Gain from Disorder
by Nassim Nicholas Taleb
Changes: A Love Story
by Ama Ata Aidoo
by Kurt Vonnegut
Tiny Beautiful Things: Advice on Love and Life from Dear Sugar
by Cheryl Strayed
Black Against Empire: The History and Politics of the Black Panther Party
by Joshua Bloom and Waldo Martin
The Hitchhiker’s Guide to the Galaxy
by Douglas Adams
Jerome Wilson, Jr.
The Death and Life of Great American Cities
by Jane Jacobs
University of Arkansas Clinton School of Public Service graduate Trish Flanagan (Class 7) is beginning her third year with the Future School of Fort Smith, a tuition-free public charter high school in Fort Smith, Ark.
“This year we’re really wrapped around focusing on academic performance,” Flanagan said. “We spent the first couple of years just getting the lights turned on and the internship program organized.”
Flanagan founded the Future School in 2016 and served as superintendent for the first two years. Its curriculum features personalized learning through student-designed internships, learning plans, and a dedicated advising team for each student. Enrollment has grown each year, rising to more than 250 students at the start of the 2018-19 academic year.
The intersection of education and entrepreneurship has played a consistent role in Flanagan’s career. Following several years abroad as a teacher in developing countries, she enrolled in the Clinton School’s concurrent MPS-MBA program in partnership with the Sam M. Walton College of Business at the University of Arkansas, Fayetteville.
She completed her UACS Capstone project in the UAF Office of Entrepreneurship, developing an education tool that facilitates a deeper understanding of social entrepreneurship. Flanagan’s graduate business plan competition team at UAF, Picasolar, won more than $300,000 in competitions for its plan built around a patent-pending process developed to improve the efficiency of solar cells. Upon graduation, she led UAF’s Social Entrepreneurship Pilot Initiative.
In 2013, she and fellow Clinton School alum Chad Williamson co-founded Noble Impact, a K-12 education initiative integrating public service with an entrepreneurial mindset.
“Just going through that program at the Clinton School and being a part of it has been helpful in so many ways,” Flanagan said. “One, it’s just the network of people. Before I graduated, it was the network of speakers, and now it has extended into the network of graduates, of alums, who I can call for anything and they’re all around the world doing these crazy, awesome, cool projects. To have that network globally is huge.”
What drew you to education?
Through social work. In college, I worked a lot in children’s shelters and halfway houses, and after I graduated from college I lived in San Francisco and did social work. I worked with homeless families, so I was looking at how to be more solutions-oriented rather than just putting out fires, and that was working with kids and school.
Is that what pushed you into entrepreneurship?
Same thing. I was always looking to see where there is system change that can take place rather than the individual.
What were your biggest takeaways from the Clinton School’s concurrent MPS-MBA program?
I think doing the concurrent program was a game-changer. You have completely different disciplines coming together. I think that having them in tandem is really important. After doing a lot of public service and social work and teaching, going through the business program my goal was to see what that thought process was like in terms of for-profit and growth and scale and all those business concepts.
I didn’t know what the entrepreneurship program was about but it ended up being the perfect fit because you apply that thought process of a startup, solving a problem via business. That was a big game-changer, just to have a few things, like tangible skills that I developed in the business program, developing a business plan and presenting or pitching to investors, just building every aspect of a business around a solution.
I think that’s a really strong piece to be able to have around any kind of social or public service work that you’d be doing as well.
This is your second time founding a school. How important was it to have gone through this process once before?
I think one of the few underlying components that I’ve seen, even in the solar company that we started, is dealing with uncertainty. You’re building something from scratch, so there really isn’t a road map. You can project certain things, but you’re just out on the open sea trying to figure it out as you go.
What that allows you, though, is the feeling that anything is possible. You look at every possible solution as a possibility instead of having assumptions about it. Because there is no road map and there is no precedent, it gives you the opportunity to look at things in ways you might not have thought of before.
One skill that I picked up at the Clinton School was from Dr. Singhal, who taught Liberating Structures. One of the practices he taught, the Troika Method, which we use all the time. I’ve used it with my students, with my team, to test our own assumptions. I love getting feedback from people on ideas in a different way.