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Foreign correspondent Nick Schifrin, who has reported from more than 30 countries and who was most recently on assignment in Jerusalem with National Public Radio (NPR), will be a visiting fellow at the University of Arkansas Clinton School of Public Service during the 2-16-2017 academic year.
Schifrin will visit the Clinton School every six to eight weeks conducting a year-long student seminar, working with faculty and staff, meeting with and mentoring students, and speaking at the Clinton School and other places on the intersection of United States foreign policy, public diplomacy, and journalism.
His first campus visit is scheduled this week from September 13-16. While serving as a Clinton School fellow, he will be writing and continuing his journalism. In addition to his work for NPR, he is a special correspondent for PBS NewsHour.
Schifrin has been a foreign correspondent for nearly a decade. He became ABC News’ Afghanistan-Pakistan correspondent and bureau chief at age 28, covering every major story in South Asia for nearly four years. In 2011, he delivered one of the year’s biggest exclusives: the first video from inside Osama bin Laden’s compound in Abbottabad, Pakistan. In 2012-2013 he served as ABC News’ London correspondent. From 2013-2015, he was Al Jazeera America’s Middle East correspondent, based in Jerusalem. He has won Edward R. Murrow, Emmy, National Headliner, and Overseas Press Club awards.
“During this election year and with a new presidential administration and Congress in 2017, we’re especially excited to have someone with Nick’s foreign policy and international experience at the Clinton School to work with our students, faculty and staff and to also serve as an academic and professional resource for others throughout Arkansas and the region,” said Clinton School Dean Skip Rutherford.
“I am thrilled to have the opportunity to teach and help mentor the Clinton School’s brilliant students,” Schifrin said. “I am looking forward to bringing my foreign affairs and journalism experience to the classroom, Little Rock, and the region.”
Schifrin has previously been a guest of the Clinton School Speaker Series. His previous lecture can be viewed here: http://bit.ly/2c4lqJK
In honor of the 15th anniversary of the September 11th attacks, our Clinton School of Public Service/Sturgis Hall volunteers look back at where they were on September 11th, 2001 when they heard the news.
“When the first plane hit, I was outside in my backyard raking leaves on a beautiful Arkansas fall day. My husband called, he was in Birmingham, AL on business, and he told me to immediately go inside and turn on the television. I was watching live as the second plane hit. I must have watched CNN for hours that day. He wasn’t able to get home on a flight until Friday, September 14th.” – Jo Paulus“I was having coffee in the kitchen that morning in my home in Little Rock and casually watching television when the first alert and scenes of the first plane hit the screen. At first, it was hard to make sense of what I was seeing, and I soon concluded it was an accident. (Being older, I remembered when a plane accidentally hit the Empire State Building years ago). Soon, the second plane hit and it immediately was clear that it was a purposeful act. I was stunned, and glued to the tv for rest of the day (and many days after). That, for me, was the beginning of realization that terrorism had found our shores, and America would never be the same.” – Don Castleberry
“I was at my home in Little Rock, having just returned from a trip to the West Coast the night before. A friend called to tell me about what was happening and told me to turn my television on. I turned the tv on about 5 minutes later… just in time to see the second plane fly into the tower. I was hooked to the tv for the rest of the day and into the night. For a prior commitment, I was on one of the first planes to leave Little Rock after 9/11. I remember there was no increase in security at the airport or along the way. My first flight to Dallas was a Delta 737 with only about 9 people on board. My next flight was a 757 to Portland with less than 20 people on board. There were more people on the return trip a few days later, but I remember the planes were less than a third full.” – Bob Gee
Continuing a tradition that began in 2007, new students at the University of Arkansas Clinton School of Public Service have compiled a list of books they recommend others read.
The list contains 31 books not previously selected by students from 10 earlier classes and seven books that had been recommended at least once before. For the fifth time in 11 years, The Alchemist by Paulo Coelho was chosen – the most for any book.
The list also includes two works by noted Nigerian author Chimamanda Negozi Adichie. Several of the books deal with issues of social change or injustice and a large majority are non-fiction.
The books will be on display at the Clinton School’s Sturgis Hall throughout the 2016-2017 year and will also 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. The list is also distributed to over 900 independent book stores throughout the country.
2016 Clinton School Recommended Reading List:
Darlynton Adegor: Holy Bible
Rebecca Agyei: Night by Elie Wiesel
Amie Alexander: Love Does: Discover a Secretly Incredible Life in an
Ordinary World by Bob Goff
Hannah Bahn: Waking Up White: And Finding Myself in the Story of Race
by Debby Irving
Reggie Ballard: Letters to a Young Brother: MANifest your Destiny by Hill Harper
Caitlin Campbell: Mere Christianity by C.S. Lewis
Catherine Campos: All the Light We Cannot See by Anthony Doerr
Madeleine Chaisson: Borderlands/La Frontera: The New Mestiza by Gloria
Susanna Creed: Ordinary People by Judith Guest
Brittney Dennis: Good to Great: Why Some Companies Make the
Leap….and Others Don’t by Jim Collins
Caroline Dunlap: We Should All Be Feminists by Chimamanda Ngozi Adichie
Mollie Henager: Harry Potter and the Sorcerer’s Stone by J.K. Rowling
Zack Huffman: Empire of Cotton: A Global History by Sven Beckert
Lucy Kagan: Capital, Volume I by Karl Marx
Megan Kurten: Maphead: Charting the Wide, Weird World of Geography
Wonks by Ken Jennings
Steven Kwizera: Confessions of a Tax Collector: One Man’s Tour of Duty
Inside the IRS by Richard Yancey
Domenick Lasora: The Alchemist by Paulo Coelho
Jason Lochmann: On Bullshit by Harry G. Frankfurt
Emily Loker: Americanah by Chimamanda Ngozi Adichie
Crystal Mercer: The Coming by Daniel Black
Chelsea Miller: World Changing 101: Challenging the Myth of
Powerlessness by David LaMotte
Tony Nickerson: Generous Justice: How God’s Grace Makes Us Just by
Ross Owyoung: Lord of the Flies by William Golding
Colby Qualls: The Righteous Mind: Why Good People Are Divided by
Politics and Religion by Jonathan Haidt
Vinay Raj: The World is Flat by Thomas Friedman
Natalie Ramm: The Circle by Dave Eggers
Liz Reich: Bridges Out of Poverty: Strategies for Professionals and
Communities by Ruby K. Payne
Paxton Richardson: A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
Fiona Sloan: The Nightingale by Kristin Hannah
Emily Smith: To The Lighthouse by Virginia Woolf
Thad Smith: Fathered by God: Learning What Your Dad Could Never Teach
You by John Eldredge
Josh Snyder: Democracy in America by Alexis de Tocqueville
Nick Stevens: Walking with the Poor: Principles and Practices of
Transformational Development by Bryant L. Myers
Emilie Street: Worse Than Slavery: Parchman Farm and the Ordeal of Jim
Crow Justice by David M. Oshinsky
Ravyn Towns: #GirlBoss by Sophia Amoruso
Andrew Treviño: Racism Without Racists: Color-Blind Racism and the
Persistence of Racial Inequality in America by Eduardo Bonilla-Silva
Brandon Treviño: The New Jim Crow: Mass Incarceration in the Age of
Colorblindness by Michelle Alexander
The University of Arkansas Clinton School of Public Service Center on Community Philanthropy has selected two Scholars in Residence for the 2016-2017 academic year. The Scholar in Residence program, established in 2009, is extended to researchers, practitioners and senior executives who have demonstrated exemplary contributions in the field of community philanthropy.
Dr. Earl Lewis
President, The Andrew W. Mellon Foundation
October 12-14, 2016
Dr. Earl Lewis became the sixth President of The Andrew W. Mellon Foundation in March 2013. A noted social historian, Dr. Lewis has held faculty appointments at the University of California at Berkeley, the University of Michigan, and Emory University, where he served as provost, and has authored or co-authored eight books. A native of Norfolk, Virginia, Dr. Lewis earned an undergraduate degree in history and psychology from Concordia College in Moorhead, Minnesota and a PhD in history from the University of Minnesota. As the leader of The Andrew W. Mellon Foundation, Dr. Lewis has reaffirmed the Foundation’s commitment to the humanities, the arts, and higher education by emphasizing the importance of continuity and change.
Robin D. Ferriby
Vice President of Philanthropic Services
Community Foundation for Southeast Michigan
February 27-March 3, 2017
Robin D. Ferriby is Vice President of Philanthropic Services for the Community Foundation for Southeast Michigan and a vice president of the Foundation for Detroit’s Future, an organization that administers and oversees the “Grand Bargain” that resulted in Detroit’s exit from bankruptcy. Robin graduated from the University of Detroit School of Law and holds an undergraduate degree from Michigan State University. Today, his philanthropic leadership at the Community Foundation for Southeast Michigan includes responsibility over new gifts, donor stewardship, professional advisor relationships, new market and product development, philanthropic planning for individuals, families and businesses, and foundation relationships.
During their residencies each scholar will write an essay on community philanthropy, interact with students, faculty, and wider community, and present their work at 12:00 noon on the last day of their visit as a part of the Clinton School Speaker Series at the Clinton School of Public Service.
Nine teams of students from the University of Arkansas Clinton School of Public Service will complete public service projects in partnership with public agencies, community initiatives, academic ventures, and nonprofit organizations across Arkansas during the 2016-2017 academic year.
As part of the school’s Master of Public Service degree program, the students will earn academic credit for their work on the projects, which include efforts to end senior hunger in Arkansas, enhance services provided to children and families, eliminate housing barriers for previously incarcerated individuals, and develop economic opportunities through the arts, among others.
Organizations partnering with the Clinton School on the projects are located throughout Arkansas including Conway, Hope, and Roland. Some projects are statewide in scope.
“What distinguishes the Clinton School’s academic curriculum from more traditional graduate programs is the project work our students complete all over Arkansas, the country and the world,” said Clinton School Dean Skip Rutherford. “These nine new team-based initiatives not only will provide students with important professional experiences, but will result in long-term positive impact for people, communities, and organizations.”
The projects are part of the Clinton School’s Practicum program, the first of three public service projects completed during the two-year master’s degree program.
Forty Clinton School students will participate in the projects during their first year while also completing in-class coursework on topics such as program planning and development, field research, and communication.
The 2016-2017 Clinton School Student Team-Based Projects:
Develop case studies on communities’ efforts to stop summer reading loss
Partner Organization: Arkansas Campaign for Grade Level Reading
Team: Reggie Ballard (Little Rock, Ark.), Thaddeus Smith (Little Rock, Ark.), Colby Qualls (Monette, Ark.), and Brittney Dennis (Little Rock, Ark.)
Children who do not have access to quality summer learning programs can be 2.5 to 3 years behind their peers by the time they reach fifth grade, even if they are learning at the same rate during the school year. Through the Arkansas Community Foundation’s Summer Learning Initiative (SLI), five communities have developed and are implementing efforts to stop this summer learning loss. The practicum team will work with the Arkansas Campaign for Grade Level Reading to complete a series of case studies, one for each of the five communities. Students will use mixed methods, primarily qualitative data collection and secondary data analysis, to create narratives for each site. The case studies will be used to make improvements to the grant-making process and support provided to grantees, assess the efficacy of each project, and support a case to policymakers for funding summer and after school programs.
Develop comprehensive report of effectiveness of Arkansas GardenCorps: A nutrition education and gardening program focused on obesity reduction
Partner Organization: Arkansas Children’s Research Institute
Team: Catherine Campos (Miami, Fla.), Madeline Chaisson (Slidell, La.), and Nick Stevens (Jacksonville, Ark.)
The Childhood Obesity Prevention Research Program at the Arkansas Children’s Hospital Research Institute is a statewide program designed to promote the use of school and community gardens to provide nutrition education, access to fresh fruits and vegetables, and opportunities for physical activity with the purpose of reducing childhood obesity and increasing environmental awareness and sustainable agriculture practices in Arkansas communities. The student team will assist in reviewing and aggregating all existing data from this program, as well as collect additional qualitative data from various identified stakeholders, to document program effectiveness The team will produce a comprehensive Five Year Summary Report and brief Executive Summary that will be used to 1) develop funding and additional program support 2) attract potential service members and 3) draw interest from potential service host sites (i.e. schools, community organizations).
Case study on the relationship between rural electrification and community development
Partner Organization: Arkansas Electric Cooperative Corporation
Team: Josh Snyder (Glendale, Ariz.), Paxton Richardson (Fall City, Wash.), Amie Alexander (Waldron, Ark.), Fiona O’Leary Sloan (Seattle, Wash.), and Emily Smith (Little Rock, Ark.)
Students will work with Arkansas Electric Cooperative Corporation to create a comprehensive multi-media, oral history project capturing stories of rural electrification and rural community development. The team will collect information directly from residents served by Arkansas’ 17 electric distribution cooperatives, in order to document and preserve those historical experiences, and provide case study evidence for rural development best practices. The final product will include video productions, including narration, in both feature-length (2 hours or less) and vignette format. The video(s) will be used for education and promotional purposes statewide. The case study report will comprehensively document the relationship between rural electrification and community development as a means for ensuring rural communities continue to thrive.
Create statewide foodbank member agency succession plans
Partner Organization: Arkansas Foodbank
Team: Rebecca Agyei (Kumasi, Ghana), Darlynton Adegor (Delta, Nigeria), Susanna Creed (Monrovia, Calif.), Starre Haas (Little Rock, Ark.)
Through its efforts to fight hunger in Arkansas, the Arkansas Foodbank is attempting to build the capacity of its member agencies in their 33 county device area. While many agencies thrive with the right leadership and administration, AR Foodbank has seen agencies fail and close when that leader leaves his or her position. Most agencies do not have a plan for succession when this key person or persons are no longer there to run their program. The organization’s goal is to increase the sustainability of the agencies by facilitating the creation of succession plans. This will include organizing operational information and training additional staff and/or volunteers in agency operations. The student team will conduct research using mixed methods to develop agency succession plans. The resulting deliverables will be included in a resource manual for agencies both locally and nationally, and will also be included as an organizational workshop topic.
Gap analysis to determine the best way to disseminate parent resources
Partner Organization: Centers for Youth and Families
Team: Mollie Henager (Conway, Ark.), Ravyn Towns (Memphis, Tenn.), Domenick Lasorsa (Cape Cod, Mass.), and Vinay Raj (Chennai, India)
For the last 30 years, Centers for Youth and Families has been a leading educational resource for parents needing assistance in guiding their children through childhood. The organization provides access to books, videos, and handouts as well as ongoing evidenced based parenting classes that focus on child development, discipline, building healthy relationships, teaching responsibility, and other areas specific to ADHD, strong willed children, and families who have experienced divorce and trauma. Despite a decline in the use of these resources over the last 5-7 years, therapists, social workers, judges, physicians, schools, and the general community have voiced continued support and need for them. Students will conduct a gap analysis in order to determine the best way to get information to parents to equip them where they are, ensuring relevancy and accessibility for today’s families.
Partner development and framework for nonprofit that aims to better relations between police and community members
Partner Organization: City of Conway
Team: Chelsea Miller (Hickory, N.C.), Hannah Bahn (Mercer Island, Wash.), Megan Kurten (Little Rock, Ark.), Steven Kwizera (Los Angeles, Calif.) and Brandon Treviño (Greeley, Colo.)
The City of Conway is developing a program that will be a public/private partnership to improve the relations and perception of the police force’s role in the community. The initial program will be set up to assist those who have low-level criminal violations, and warrants for their arrest for unpaid fines. In all cases, when a warrant is served, the individual goes to jail, and this creates an economic burden due to loss of job or other issues. The student team will work with local leaders to develop the framework and buy-in for a non-profit that will allow those with warrants a place to go to have a warrant served, without going to jail. Beyond creating this intervention program that will assist individuals in navigating the legal system, this non-profit will serve as an advocate for developing better relations between the police and residents of the city and, hopefully, can be used as a state and national model.
Develop evidence-based web content for statewide decarceration campaign
Partner Organization: decARcerate Campaign
Team: Emily Loker (Madison, Wis.), Caitlin Campbell (Batesville, Ark.), Jason Lochmann (Pine Bluff, Ark.), and Lucy Kagan (Fort Collins, Colo.)
Arkansas is on track to becoming the incarceration capital of the world. As crime rates decrease, the prison population continues to increase because of reactive policy and sentencing discrepancies. Crime and punishment are contentious issues, especially in the South, and it is important that stakeholders against hyper-incarceration address these issues with sensitivity. Students will gather fully developed, evidenced-based content for a website that outlines a campaign to reduce mass incarceration in Arkansas. The team will work with the decARcerate campaign to review literature about organizing de-carceration campaigns in the South, conduct message-testing focus groups with stakeholders across the state, and make recommendations to a coalition about prison reform messages that appeal to Arkansans.
Public Service curriculum development for early college prep middle school
Partner Organization: Hope Academy of Public Service (Hope Public Schools)
Team: Andrew Treviño (Greeley, Colo.), Caroline Dunlap (Brookline, Mass.), Zack Huffman (Houston, Miss.) and Crystal Mercer (Little Rock, Ark.)
This practicum team will work with the Hope Academy of Public Service, a middle school that has developed a unique program focusing on early college preparation and career opportunities in public service. The student team will assist in establishing a public service curriculum based on best practice research and primary data collection that demonstrates students of poverty are capable of meeting academic and career goals if appropriate opportunities are provided. This work with help develop a diverse group of community –minded, student leaders, with the aid of local community resources through the provision of rigorous instruction and relevant experiences in both the classroom and the larger community.
Capacity study and best practices on services available to AR homeless population
Partner Organization: Jericho Way Day Resource Center
Team: Natalie Ramm (Little Rock, Ark.), Liz Reich (Forest Park, Ill.), Ross Owyoung (McGehee, Ark.), Emilie Street (Jackson, Miss.), Tony Nickerson (Richland Hills, Texas)
There are many gaps in services provided to the homeless population due to lack of capacity. Jericho Way Day Resource Center was established to identify and provide resources and services for those in need with the ultimate goal of transitioning clients out of homelessness. The student team will develop a non-biased needs/capacity study and best practices report on social and behavioral health focused services that could expose gaps in services. The assessment and report will allow case managers and advocacy groups to pinpoint focus for finding solutions to homelessness in Arkansas.
Dr. Warigia Bowman represented the University of Arkansas Clinton School of Public Service as she participated in a global summit on the Grand Challenges in Tech Policy for the next decade. She was invited to join a small group of highly respected, interdisciplinary international individuals August 2-4, 2016 in Seattle, Washington. The Global Tech Summit was sponsored in part by the Hewlett Foundation, Microsoft, and the University of Washington Tech Policy Lab (http://techpolicylab.org/). The Summit brought together experts in law, information, policy, computer Science, engineering, the social sciences, diplomatic missions, and the private sector.
At the summit, thirty individuals representing countries such as Japan, Rwanda, Egypt, Scotland, Canada, Holland, the United States, Sri Lanka, and India, worked together to develop global strategies for making progress on grand challenges for tech policy. In the view of directors Yoshi Kohno, Batya Friedman, and Ryan Calo, well-selected grand challenges convey a sense of vision and push a field forward. At the same time, they must be tractable—that is, consist of actual projects of reasonable scale and ambition—for meaningful progress to be made. In this vein, the Global Tech Policy Summit aimed to (1) to frame an initial set of grand challenges for tech policy for the coming decade; (2) to identify actionable research and policy work to be conducted during the 18-months following the Summit to make progress on those grand challenges; and (3) to form collaborations and a conduit for continued discussion toward addressing and continually re-evaluating those grand challenges.
Fifty community leaders have successfully completed the year-long Delta Leadership Institute Executive Academy, a program of the Delta Regional Authority. The Executive Academy is a training program that brings together business and community leaders from each of the eight states of the Mississippi River Delta and Alabama Black Belt regions for a collaborative leadership development experience, emphasizing regional approaches to growing local economies and creating opportunities for the people of the Delta region.
Each graduate completed leadership development coursework and field studies in the year-long program that included five sessions in Delta communities and one session in Washington, DC.
Nine DLI fellows, nominated by Governor Asa Hutchinson and DRA Federal Co-Chairman Chris Masingill, represented the State of Arkansas this year:
Andrea Allen of Jonesboro
Bevin Hunter of Little Rock
Spencer Lucker of Little Rock, Clinton School of Public Service alum
Robert Moery of Little Rock
Abby Olivier of Little Rock, Clinton School of Public Service alum and staff member at the Center on Community Philanthropy at the Clinton School
Trudy Redus of Pine Bluff
Jessica DeLoach Sabin of Little Rock, current Clinton School of Public Service student
Wesley Ward of Little Rock
Peggy Wright of Jonesboro
“For our communities to grow and support strong economies that create opportunities for Delta residents, we need local leaders that understand the local and regional challenges that we face as well as the networks and resources that can help identify solutions and address these challenges,” Chairman Masingill said. “The Delta Leadership Institute’s dynamic programming and ever-growing alumni network are helping to meet this need and empower our region’s leaders to make the Delta a better place to live and work.”
In addition to the program certificate, participants graduate with an industry-recognized certification in Crucial Conversations. Present for the ceremony were Arkansas Governor Asa Hutchinson, DRA Federal Co-Chairman Chris Masingill, Alternate Federal Co-Chairman Mike Marshall, and Amy Fecher, executive vice president for the Arkansas Economic Development Commission and Governor Hutchinson’s designee to the DRA Board.
“Congratulations to the nine Arkansans graduating from the Delta Regional Authority’s Delta Leadership Institute. The Delta is lucky to have passionate public servants, like the graduates here today, who are dedicated, hardworking, and ready to take on new challenges to continue to improve the quality of life and expand opportunity in their communities. I am excited to see the positive impact these graduates will have on the region,” Governor Asa Hutchinson said.
About Delta Regional Authority
The DRA is a federal-state partnership created by Congress in 2000 to help create jobs, build communities, and improve lives through strategic investments in economic development in 252 counties and parishes across eight states. Through the Rural Communities Advancement Program, the DRA has provided leadership development to more than 400 community leaders over ten years and strengthened regional collaboration with its Delta Leadership Institute.
Picture Caption (left to right): Wesley Ward of Little Rock, Jessica DeLoach Sabin of Little Rock, Andrea Allen of Jonesboro, Abby Olivier of Little Rock, Amy Fecher of the Arkansas Economic Development Commission, Peggy Wright of Jonesboro, Bevin Hunter of Little Rock, Robert Moery of Little Rock, Trudy Redus of Pine Bluff, Spencer Lucker of Little Rock, and Chris Masingill and Mike Marshall of teh Delta Regional Authority.
Josh Visnaw was recently awarded the Fulbright-Clinton Public Policy Fellowship and will be working in Timor-Leste on education policy.
The Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State inaugurated the J. William Fulbright – Hillary Rodham Clinton Fellowship in academic year 2012-13. Initially titled the Fulbright Public Policy Fellowship, the award was renamed to honor former Secretary of State Hillary Rodham Clinton for her dedication to public service and role in the program’s creation.
The Fulbright-Clinton Public Policy Fellowship provides opportunities for U.S. citizens to serve in professional placements in a foreign government ministry or institution in partner governments. Fulbright-Clinton Fellows build mutual understanding and contribute to strengthening the public sector while gaining hands-on public sector experience. The Fulbright-Clinton Fellowship also includes an independent academic study/research component.
Fulbright-Clinton Fellows function in a “special assistant” role for a senior level official. The goal of the professional placements is to build the Fellows’ knowledge and skills, provide support to partner country institutions, and promote long-term ties between the U.S. and the partner country. The U.S. Embassy, with the Fulbright Commission (where applicable), will identify host ministries and provide administrative support and oversight during the Fellow’s program.