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Last week, the Clinton School was pleased to welcome Dr. Koomin Kim from Florida State University. Dr. Kim was in town to escape Hurricane Irma, which affected his current hometown of Tallahassee, Fla.
“First, I am so grateful for all the members of the school,” Dr. Kim Said. “They are very accommodating and very friendly. I have never experienced this kind of accommodation and friendliness.”
Dr. Kim is a close friend of Dr. Chul Hyun Park, an assistant professor and developer of the Clinton School’s new Executive Master of Public Service degree. Dr. Kim and Dr. Park were students together at Arizona State University.
Hurricane Irma forced Florida State University’s campus to close last week, while much of the city of Tallahassee was without power. While he was in Little Rock, Dr. Kim said he enjoyed visiting the Clinton Presidential Library and, along with Dr. Park’s family, attending a Sunday service at a local Korean Church.
“People are so kind here,“ Kim said. “This has been an unbelievable experience for me.”
Alum Hunter Riley came to the Clinton School as a graduate of the University of Arkansas, Fayetteville in 2007. Since graduating in 2009, he spent more than four years in various roles at the Pat Tillman Foundation. In 2013, he co-founded Schlep, a tech-enabled local logistics and delivery company in Chicago – with operations also in Milwaukee and soon to launch in New York City.
Riley acts as the CEO and COO at Schlep, which specializes in supporting businesses with their local logistical and heavy lifting needs. Through a partnership with ToolBank USA, Schlep has taken its services to Houston to assist with Hurricane Harvey relief. He and his team have been in Houston for more than two weeks and took some time shortly after arriving to answer a few questions about Schlep’s role in the relief.
What are you doing through Schlep to help with Hurricane Harvey?
Schlep is a local logistics company based in Chicago. We partner closely with the Chicago Community ToolBank due to the fact that we share space with them. Proximity is an important aspect when it comes to collaborating. In that partnership, we manage the warehouse and the delivery of tools in Chicago and have gained a good reputation within the ToolBank USA network. Because of this, we were asked to come down to help manage the ToolBank here in Houston. So, specifically speaking, our team is coming down one at a time over the next several weeks to manage the ToolBank lending program here in Houston.
What have been your biggest challenges while working in Houston?
Traffic may be the biggest challenge (laughs). I’ve been down here since Monday; we flew in a week after the hurricane hit. The ToolBank itself, which is the nonprofit partner we’re helping lift up in this time, has had challenges that we’ve witnessed – just being able to staff during a time of such a high demand. After this massive flooding there have been communities, churches, and nonprofits that traditionally borrow tools from the ToolBank that can’t because there are not enough to go around. The ToolBank itself is doing an all call to send down the most needed of what they call muck and gut tools – wide mouth shovels, scrapers, squeegees, wheel barrows, and anything that can help clear a house of water-logged drywall and mud. So, that’s the biggest challenge we’ve seen – an insufficient supply of tools to lend.
For our specific purpose, the need for staffing to be able to manage the tools that are going in and out and the receiving of new tools that are being donated has been difficult. That’s where my company, Schlep, has been able to plug in and help Erika and her team down here at the Houston Community ToolBank stay on top of inventory and be able to continue to be that backstop of support that they are to the Houston community at large, and specifically in this post-Harvey cleanup and recovery time.
It’s been an interesting path since Little Rock. Particularly, going straight into the nonprofit management world at the Pat Tillman Foundation is what kept me firmly rooted in the public service community I built at the Clinton School. The connectivity that I personally have, and now that Schlep has, is definitely also impacted by my time at the Clinton School. Specifically, the fact that we see the nonprofit space as a partner for Schlep – a network we can support through our logistical offerings.
My team is taking our time here as a professional development opportunity – to come down to Houston and not only help out and volunteer our time, but to see how our skill set as problem-solving, logistics operators can plug in and support the ToolBank. Particularly during a disaster response and disaster recovery period, we are able to wrap our heads around the on-the-ground challenges and be a part of the organizing force. Personally, my time at the Clinton School and the nimbleness and adaptability that we learned while there – getting thrown into projects starting day one – has played a role in how I’ve lead Schlep to approach each new hurdle with an attitude of teamwork and a desire to create. Further, learning to come in with confidence and follow through with organization and hard work is something that, for me particularly, was honed at the Clinton School.
How did you and your co-founder, John Godwin, come up with the idea for Schlep?
That’s a good story. John and I grew up together in Arkansas. He was acting as a creative director for an ad agency in Chicago, and I was in a transitional year or two where I was contracting with a lot of different NGOs and startups and really trying to find what was next after the Pat Tillman Foundation. One of those contracts was with Good Weather, the contemporary art gallery in North Little Rock that my brother founded. I was transporting art around the United States, and happened to be in Chicago with my pickup truck, which led to the conversation with a former colleague that they needed support schlepping stuff. Schlep means to carry something large and awkward, and that’s where it all started.
We realized people needed help with transportation – specifically with heavy and large products – and after building on this idea for a few months, we started to realize there was a larger void in the local logistics niche. There was a need for two-man teams, pickup trucks, and sprinter vans to be able to provide furniture deliveries or event support on a customer-controlled timeframe, with less turn around time. Over the past 2-3 years, it’s really snowballed from there.
Is there anything else that you all are doing in Houston that you think that you want to talk about or that you think is important for this interview?
Just one final thing: I’d like to again shout out the Houston Community ToolBank – as they are the headwaters of the stream of support that is trickling into Houston. All of the volunteers coming into Houston and being coordinated on the ground ties back to the ToolBank – these volunteers are being engaged and activated with the tools that come from this shared resource ToolBank.
When you think of it, as we do at Schlep, in a logistical sense, they are the start of the supply chain – we just hope that people are aware of what they’re doing, not only now, but throughout the year in the cities that they’re located. So, a shout out to the ToolBank network (and our close friends at the Chicago Community ToolBank) and really a thank you to them for trusting our Schlep team to help manage their operations while they’re in this time of need.
This article appears courtesy of Tina Medlock from the UA Little Rock William H. Bowen School of Law
Colby Qualls, a concurrent student at UA Little Rock William H. Bowen School of Law, recently completed his International Public Service Project in Albania. Qualls interned at the Albanian Institute of Public Affairs where he helped with research and advocacy related to democratization, good governance, and development.
What was your International Public Service Project, and what did it entail?
My International Public Service Project was a 10.5 week internship with the Albanian Institute of Public Affairs in Tirana, Albania. The organization itself focuses on research and advocacy related to democratization, good governance, and development. My project was a little more amorphous because I was generally assisting the organization with various projects and conferences that came up rather than spearheading my own. I was involved with a project proposal and early stages of development of regional development hubs for Albania. I prepared a presentation for and assisted in hosting the Youth Festival of Ideas, a conference related to primary school education. I helped advocate for additional resources to expand an online hub for cyclists in the Balkan area, which is part of an effort to reduce traffic congestion and improve better outcomes in environment and health.
Describe an average work day.
I generally worked Monday through Friday from 9 a.m. to 5 p.m. I would start each morning with a 40-minute walk to work, and I would end it with the same walk back through a public park. Most days I would spend in the office; however, there were some occasions to travel to a school for an event in a city an hour or two away from Tirana.
I was one of a staff of five. My day revolved around researching or proofreading articles or proposals, and preparing presentations. Occasionally, my colleagues would ask me to explain unfamiliar English words they came across in research. “Stigma” was one of the words I remember describing. Regardless of the actual project or assignment, there would almost always be a coffee break or two throughout the day at some cafe near where we worked. Albanians love coffee, and they use coffee breaks as a way of both reinforcing relationships and discussing developments at work. In my experience, coffee breaks were as productive, if not more productive, than typical office meetings.
What were the best professional lessons learned from this experience?
One of the most important professional lessons I learned from this experience was the value of relationship building. To be an effective organization, there needs to be a certain level of trust and camaraderie among colleagues. I noticed that Albanians really put a premium on those relationships, and I think that it serves them well. I learned that it is important to be flexible and open to being outside of your comfort zone. Plans and projects would often change on the fly, so it was necessary to be ready to switch gears at any moment. Finally, I learned how essential communication can be. As someone who encountered a slight language barrier, I became more keenly aware of not only the importance of finding a common language for communication, but being intentional in how you communicate.
How did you spend your free time away from work?
One of my favorite parts of Albania was the cuisine, so I spent a lot of my free time exploring in an attempt to find new places and new dishes that I had not experienced. I also would travel with my roommate, another Clinton School student, and some of our colleagues. Our mini-adventures would range from taking the longest cableway in the Balkans to spend some time up on Mount Dajt to traveling to other Albanian cities, like Kruje, to explore their markets and castles.
What effect, if any, did this experience have on your career pursuits?
I think this trip has encouraged me to consider ways that I could use my legal background in the nonprofit sector and maybe even abroad. While I had already been leaning toward either the public sector or nonprofit sector, I think this experience titled me even more that way.
This article appears courtesy of Tina Medlock from the UA Little Rock William H. Bowen School of Law
Natalie Ramm, a concurrent student at the UA Little Rock William H. Bowen School of Law, recently completed her International Public Service Project in India. Ramm helped research and update curriculum to teach girls about gender equality, reproductive health, and other important topics.
What was your International Public Service Project, and what did it entail?
I spent eight weeks on a research project for the Comprehensive Rural Health Project in Jamkhed, Maharashtra, India. The organization wanted to update the curriculum for its Adolescent Girls Program. This program teaches girls about gender equality, reproductive health, karate/self-defense, environment and sanitation, and other important topics. I surveyed 25 girls who have been part of the course in recent years and two instructors to find out how they thought the program could be changed and improved. I used the results from the survey to guide my secondary data research and updated the curriculum for the program.
Describe an average work day.
In the first couple of weeks, I visited villages to survey girls and instructors. In the week following, I analyzed data from the surveys and created graphs and charts. Afterward, I spent a few hours every day researching new topics to add to the program and new activities and information to add to the existing topics. I also spent time with the current instructor going over all of the material I added to the curriculum to make sure it would translate into the cultural context.
What were the best professional lessons learned from this experience?
I perfected the ability to manage my time without much oversight from a supervisor. I also learned how important it is to have others review your work, especially when working in a different country. Many things just do not translate and working with someone from India to make sure the curriculum made sense to her meant that it would make sense to the girls and that the updates would actually make a difference.
How did you spend your free time away from work?
I spent my free time reading for fun and watching Bollywood movies.
What effect, if any, did this experience have on your career pursuits?
I choose this project because it was focused on education and, specifically, teaching young women about reproductive health and gender equality. This experience has taught me the importance of communication and cultural awareness when advocating for or discussing sensitive issues like reproductive health. These are skills that will help me in my future work in reproductive justice in the United States.
American foreign correspondent Nick Schifrin, currently a special correspondent at PBS NewsHour, recently began a visiting fellowship for the second consecutive year at the University of Arkansas Clinton School of Public Service.
Schifrin made his first visit to campus on Monday, September 11, delivering a public program – “Unwrapping the Russian Riddle” – and teaching an off-the-record class with students on Russia.
Recently, Schifrin offered an inside look at Russia and President Vladimir Putin’s influence with the week-long PBS NewsHour series “Inside Putin’s Russia.” Schifrin and producer Zach Fannin traveled to more than a dozen cities and conducted 40 interviews while reporting on Russian identity, propaganda, and opposition, among a range of other topics.
Before his public program and session with students on September 11, Schifrin answered questions about his experiences with the Clinton School and how best to follow today’s busy news cycle.
What were your first thoughts when Dean Rutherford approached you about a fellowship?
I had never done a fellowship, per se. I had taught a little bit and spoken a little bit, but never combined the two at an academic institution. I think that is what Dean Rutherford approached me about – the idea of having a place where I could go and speak to students and the local community, and have the chance to mentor students. That’s what I focused on last year. We did four events on four different topics – four different foreign policy challenges – and held a class on each. I hope my presence here gives students the ability to think about foreign policy through someone who has experienced what was going on out there. Not from an academic perspective, but more from a practitioner’s perspective.
We combined that with as much mentorship that I could do. I would meet with many students and talk with them about what they were hoping to do, how I could help them, and I hope that I helped them individually. It was my desire to be in an academic setting, give students something new, and give them a little personal guidance from someone they had not necessarily had a lot of exposure to.
How would you describe your average seminar?
I had prepared a combination of power point slides making points I wanted to make, inviting guests to speak to the students, and then my own pontifications, I suppose. They were all off the record, which meant they were designed to be free flowing, and they were designed to be honest. Whether it was from the ambassador to Pakistan at the time, from myself, or other journalists I invited, I wanted to be able to give the students an unvarnished notion of what life was like in the countries I had worked, and where perhaps they might be considering for their international projects.
It was relatively structured, actually. I think today’s lecture on Russia will be less structured, because Russia is something that everybody wants to ask so many questions about. I will play some of the videos we created in Russia and we will talk about them. But the general idea was to not only expose the students to me, but to someone like other journalists and/or diplomats, who could inform their thinking about a certain subject.
Was it an easy decision to come back for a second year?
Of course. Dean Rutherford has been very supportive and very encouraging, and the students have been rewarding for me. I hope I’ve been able to give them some insight. As long as I am able, I will certainly continue to come back.
Have your seminars or lecture style changed since you started last year?
I don’t think they have, actually. I suppose I come in today knowing what students will want or won’t want a little more than I did a year ago. For example, I think the Russia conversation needs less structure because I think a lot of people are going to ask a lot of questions. But no, that hasn’t changed. I expected a student body that was interesting and interested, and that’s what I found. I expect a lot of questions about why I do what I do and what it is I saw, and I try to answer those. Hopefully I will continue to do that for this next class.
How do you follow the news?
It is almost impossible to stay on top of it, I would say. There is a school of thought that I still adhere to, that you read – whether on your phone, tablet, computer, or on paper – the newspapers cover to cover, or at least as much as you can. I believe that you see more if you do it that way. The experience of reading a newspaper is still quite nice, I think. There is nothing that will replace that.
But the reality of course is that few people subscribe to the newspaper who are my age or younger. Everyone is on apps, or tablets, or computers, and the algorithms have already kicked in. So, the apps already know what stories you like or don’t like and they point you toward those. There is a disadvantage in reading newspapers electronically that you just can’t get around.
That said, there is nothing wrong with opening up your phone and reading The Washington Post, The New York Times, The Wall Street Journal, or whatever. I still believe that there are brands out there that are required reading, and then beyond those, there is the wealth of Twitter and aggregators and whatnot that you can create for yourself. In general, I try and consume some audio in the morning and then as much text as I can.
Do you subscribe to multiple newspapers?
Yes. The New York Times, The Washington Post, and The Wall Street Journal, I think, are the big three that most people read, and are going to be invaluable every day. Things like the FT (Financial Times) and The Economist are also pretty important. The New Yorker, The Atlantic, and websites like War on the Rocks are great for anyone interested in war and conflict. When it comes to broadcast, PBS NewsHour obviously, but beyond that, it is much more about what I have time for.
For busy college and graduate students, what other advice do you have on how best to follow the news?
Have some brand loyalty. Don’t only rely on your Facebook and Twitter feeds. I understand people who have no brand loyalty because they don’t think it is necessary, but I do believe that, like reading a series of books, reading a newspaper every day or going back to the same site every day provides more perspective than just finding random stories. I think you will probably have a better sense of the ebbs and flows of our current affairs if you tend to read the same outlets on a regular basis. I am not saying you must subscribe to The New York Times or whichever newspaper you prefer, but trying to read an outlet regularly will give you a little more perspective than if you read nothing regularly.
Is there anything else about this experience with the Clinton School that stands out thus far?
What Dean Rutherford and I talked about originally, and what I hope is still the case, is that as especially first-year students think about their assignments that will bring them overseas, I hope to expose them to different parts of the world and give them a realistic sense of how journalism works, how foreign policy gets created, and the interaction between the two in different parts of the world. I hope that even my small seminars will give them some perspective as they go about deciding where they are going to work overseas, or what their capstone is going to be. I think that would provide a different voice and a different lens through which to learn about the world and decide where they are going to go.
University of Arkansas Clinton School of Public Service student Caitlin Campbell of Batesville, Ark., has been selected as one of 50 Foreign Affairs Campus Coordinators by the U.S. Department of State. Campbell spent her summer interning at the State Department’s Bureau of Democracy, Human Rights and Labor in Washington, D.C.
“I’m most looking forward to meeting other young people in Arkansas who are interested in foreign affairs and being able to share my experiences and encourage them to pursue opportunities to serve with the Department of State,” Campbell said.
The Foreign Affairs Campus Coordinator Program is designed to create a network of State Department student contacts on college campuses across the nation. Campbell will share her experiences as a former intern and inform college and graduate students about foreign affairs opportunities available through the Department, including unpaid student internships, Pathways internships, the Foreign Service or Civil Service, the Consular Fellows Program, and the Foreign Service Specialist Program.
On Friday, September 15 at 2:30 p.m., Campbell will host a Foreign Affairs Student Session at Sturgis Hall. All undergraduate and graduate students in Arkansas who are interested in foreign affairs and the State Department are invited to attend and can RSVP online.
The Bureau of Public Affairs is responsible for fulfilling the Secretary’s mandate to help Americans understand the importance of foreign affairs. College students are a large and important segment of that audience. The program is designed to help accomplish this aspect of the Secretary’s mandate by establishing liaison relationships with students at colleges and universities across the country.
More information on the program can be found online.
Campbell earned her undergraduate degree in political science at Lyon College, where she was president of the student body. In addition to her master of public service, she is currently pursuing a concurrent law degree with the University of Arkansas at Little Rock William H. Bowen School of Law.
Forsman came to the Clinton School as a graduate of the University of Alabama with a degree in psychology. His public service experience, at that time, was limited to working as a mental health case manager in southern Mississippi.
Through his work with the Clinton School faculty and staff, Forsman was able to switch paths. His field work at UACS included time with the Arkansas Behavioral Health Planning Advisory Council, Arkansas Children’s Hospital, and Belize Ministry of Education. While he came to Little Rock with a strong research background, his time with the Clinton School showed him how to use that research as a tool in public service.
Can you tell me about your background in public service before coming to the
Clinton School? How did you hear about the Clinton School?
One of the things that set me apart from most of the people at the Clinton School is that I really didn’t have much public service experience before I applied. The main piece of public service experience I had was working as a traveling community mental health case manager. Other than that, I mostly had a research background.
I was on a track to apply for traditional social psychology Ph.D. programs, but I wasn’t finding many programs that fit with my values and what I was looking for. I wanted something that was very hands-on and applied, and was looking for universities that weren’t necessarily afraid to take a stance or pick a side so to speak—to say these are our values and here’s how we practice them. More than anything, I wanted to go somewhere where the work was fueled by a strong sense of purpose.
I found out about the Clinton School from my research mentor. She told me that this wasn’t a Ph.D. program, and wasn’t necessarily what I had been looking at, but the way I talked about what I wanted sounded like what the Clinton School was doing. She told me to check it out.
Once I looked into it, I thought it looked great, and I had to visit. I had never been to Arkansas before. My sister and I made the trip, I did an interview with Alex Thomas, and I knew I wanted to go there.
The Clinton School is where I really found work that was hands-on, applied, service-minded, multi-disciplinary, and that fit what I wanted to do. I may not have had the same type of direct service experience as a lot of my classmates and a lot of the other alums, but I was interested in using research to help people, and this was a way that I found to do that.
How much of your work with the Arkansas Behavioral Health Planning Advisory Council (ABHPAC) and the Arkansas Children’s Hospital was done through the Clinton School? How much of that helped you with your program evaluation piece?
Everything I did from working with ABHPAC up until I came to UAMS was done during my time at the Clinton School. We did asset mapping for ABHPAC and some basic program evaluation to help the staff at Arkansas Children’s Hospital create their own evaluation plan.
Then with Ministry of Education in Belize, I was doing evaluations of programs they have with financial literacy and evaluation capacity building work so they could bring themselves to a level where they could do more in the future. Similarly, with AmeriCorps and DHS I led a collaborative organizational change effort focused on building their evaluation capacity, trying to shore up some of their measures and making sure there are different evaluation processes for the different things that they do.
At the same time, I was there to do a case study of that whole process to inform the national AmeriCorps office. There are AmeriCorps offices across the country at the state level that are trying to upgrade their evaluation capacity, and some of them are having an easier time doing it than others. National was interested in using Arkansas as a test state, and while I am in there doing the capacity building, also do a case study of that change process to help other commissions in other states possibly learn from our experience.
All of this was done through the Clinton School. These were amazing opportunities, especially the work I did with AmeriCorps and the Ministry of Education in Belize, that I had never dreamed were possible for someone to do before I came to the Clinton School. I turned in that case study to the National Director of AmeriCorps, who I met at a speaker event—that’s kind of crazy to think about.
That was one of the things that I think is really unique about the program in comparison to others – you’re in this environment where if you work really hard and you’re dedicated, opportunities that don’t typically exist are found in abundance in the Clinton School environment. It feels like you’re standing next to a rocket ship and all you have to do is grab hold of the rocket ship and you’re gone. I’m glad I went. Those were hands down the greatest two years of my life.
Did your career path change after being in the Clinton School or were your interests upon leaving fairly consistent with those you had coming in?
Finding program evaluation as a branch of applied research, I didn’t really know that existed before I came to the Clinton School. Having such a hands-on, multi-disciplinary approach to research that was all about helping people learn and do good, better, was a perfect match for me.
Also, while at the Clinton School I really wanted to transition paths. I talked to the faculty and staff about how to do this successfully. Up until that point, I had a background and a degree in psychology. I had some experience working as a case manager, and my resume didn’t have much service experience. We would do resume workshops, and the staff told me my resume read like someone who wanted to do mental health research. I knew it read like that, but I wanted to switch. I wanted to do other things, so I asked how, and they helped me figure out how to make the switch, to start building a new “story” on my resume though actively shaping my fieldwork.
The way I look at my career now, rather than being an expert in any one content area or sector, I’m trying to perfect the same core set of evaluation skills while working with different organizations in different sectors. So I’m doing evaluation capacity-building and different types of evaluations, but I’m doing them with hospitals, nonprofits, nutrition education outreach programs, in national service settings, etc., and also doing them with government organizations in other countries. Now that I’ve graduated, I’m doing evaluation in early childhood education at UAMS.
Just being able to make that switch between feeling like I was not that far from becoming pigeon-holed as just a mental health researcher, to now where I feel like I can make the case in any job interview that I know how to do evaluation, and I can learn the content necessary around whatever sector I’m working in. Essentially, just being able to make that pivot and being able to make a unique sell for myself as a professional is very nice. Instead of “mental health researcher” my experience now reads “multi-sector evaluator” and that’s exactly the kind of career I want to have.
Can you explain what you’re doing at UAMS now?
I have a group of early childhood education programs that I am the Internal Evaluator for. I don’t do as many evaluations as I did in the past, because I also do a lot of research support for our faculty, but I’ve been working on finishing up creating a long-term evaluation framework for the main program I work with.
They are toward the end of their first grant cycle. They’ve tried a lot of different things, as programs do when getting off the ground and trying to get your service delivery perfected. Now they’re in a phase where they’re more stable, and they understand their market and how they need to approach what they’re doing. They really need help creating a stable evaluation framework for the future. So, it’s working with the trainers, and trying to create something that reflects the work that they do, and how to measure that, and tell that story.
One of the great things about where I’m at now is the faculty really encourage our people to develop their interests, even if it doesn’t fall strictly under what their job description is. I also do a lot of work with data visualization and making sure we are presenting our important work in ways that are visually and verbally compelling. I’ve also started going out and talking to people in my network and going to different events to sell some of my time as an evaluation contractor.
Is there anything you want to include from your time at the Clinton School?
The only thing I would add is I want to make sure I say that even though I put in a lot of work at the Clinton School, I had really great mentors too. Any time that I reached out to them, whether it be a problem I was having, or not knowing how to approach a certain situation, or even getting ready to go into a new situation that I think might be a problem, they would encourage me and help me think through how to deal with it. Having all of that support and having other people look out for you like that is great. It was one of the things that helped me be so successful at the Clinton School.
For the 11th consecutive year, students at the University of Arkansas Clinton School of Public Service have compiled a list of books they recommend others read.
The books will be on display at a drop-in reception tonight at Wordsworth Bookstore (5920 R Street) in The Heights from 5-6:30 p.m. All are welcome to visit with 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 Clinton School Dean Skip Rutherford. “We have requests for it from individuals, teachers, book clubs, libraries, and bookstores from all over the country.”
More than half of the book recommendations from the Class of 2019 are nonfiction, while nearly a third were written by women. The books range in date from Meno, written by Plato in the third century B.C., to Born a Crime by Trevor Noah, released in November 2016.
Of the 43 recommendations, 33 are first-time selections since students began recommending books in 2007. Nathan Davis chose A Pryor Commitment: The Autobiography of David Pryor, written by founding dean of the Clinton School David Pryor. Tiffany Phillips-Peters chose Warriors Don’t Cry by Melba Pattillo Beals, a member of the Little Rock Nine.
The books will be on display at Sturgis Hall throughout the 2017-18 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 2019
Why Are All the Black Kids Sitting Together in the Cafeteria?
by Beverly Daniel Tatum
Flowers for Algernon
by Daniel Keyes
When and Where I Enter
by Paula Giddings
Narcissus and Goldmund
by Hermann Hesse
Into the Wild
by Jon Krakauer
Blue Highways: A Journey Into America
By William Least Heat Moon
A Pryor Commitment: The Autobiography of David Pryor
by David Pryor with Don Harrell
Masters of Mankind: Essays and Lectures, 1969-2013
by Noam Chomsky
by George Orwell
by Marcus Arelius
Thank You For Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations
by Thomas L. Friedman
Tattoos on the Heart: The Power of Boundless Compassion
by Gregory Boyle
How Remarkable Women Lead: The Breakthrough Model for Work and Life
by Geoffrey Lewis, Joanna Barsh and Susie Cranston
Born A Crime: Stories From a South African Childhood
by Trevor Noah
The Sixth Extinction: An Unnatural History
by Elizabeth Kolbert
A Message to Garcia
by Elbert Hubbard
Alexander and Terrible, Horrible, No Good, Very Bad Day
by Judith Viorst
The Skin I’m In
by Sharon G. Flake
Model Man: From Integrity to Legacy
by Larry Stockstill
Zen and the Art of Motorcycle Maintenance, An Inquiry Into Values
by Robert Pirsig
Fried Green Tomatoes at Whistle Stop Cafe
by Fanny Flag
Awareness: The Perils and Opportunities of Reality
by Anthony de Mello
New International Version
Tuesdays with Morrie
by Mitch Albom
Harvest of Empire: A History of Latinos in America
by Juan Gonzalez
by David Baldacci
Warriors Don’t Cry
by Melba Pattillo Beals
Hillbilly Elegy: A Memoir of a Family and Culture in Crisis
by J.D. Vance
Walk Across America
by Peter Jenkins
A Fine Balance
by Rohinton Mistry
Witnessing Whiteness: The Need to Talk About Race and How to Do It
by Shelly Tochluk
The Last Lecture
by Randy Pausch
The Chosen Place, The Timeless People
by Paule Marshall
Illusions: The Adventures of a Reluctant Messiah
by Richard Bach
Portrait of the Artist as a Young Man
by James Joyce
Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland
by Christopher R. Browning
To Kill a Mockingbird
by Harper Lee
No Future Without Forgiveness
by Desmond Tutu
Dispatches From Pluto: Lost and Found in the Mississippi Delta
by Richard Grant
The Worst Journey in the World
by Apsley Cherry-Garrard
Freedom is a Constant Struggle: Ferguson, Palestine and the Foundations of a Movement
by Angela Y. Davis
One Hundred Years of Solitude
by Gabriel Garcia Marquez
Clinton School alum Jenna Rhodes currently works as a program manager for the Childhood Obesity Prevention Research Program and the program operations manager for Arkansas GardenCorps at the Arkansas Children’s Research Institute. As a UACS student, Rhodes was a member of the Practicum team assigned to Delta Garden Study which has since evolved into Arkansas Farm to School, a Practicum project she now helps supervise.
Rhodes and fellow Clinton School alum Emily English will lead a group of students looking to map existing assets that could potentially support farm-to-institution programs across Arkansas. Students will research and review other local food system statewide asset maps from across the nation, aggregate existing databases of assets from various organizations and agencies, and create new databases for currently missing information, all of which will inform the development of a searchable map to be housed online.
In addition to her time with the Clinton School, Rhodes earned a bachelor’s degree in biology at Northwest Missouri State University before completing a master’s degree in curriculum and instruction at the University of Missouri-Kansas City. She taught high school science for six years and served as the state coordinator of the Missouri Environmental Literacy Plan. In addition to her master’s degree in public service from the Clinton School, she earned a concurrent master’s degree in public health from the University of Arkansas for Medical Science.
What do you remember most about your Practicum project?
It was with the Delta Garden Study, which provided schools with a 1 acre garden, a greenhouse, and a full-time garden manager who also offered nutrition education through a curriculum aligned to the state standards, in order to determine changes to fruit and vegetable intake, physical activity, achievement, school bonding, and social risk behaviors. That was the first sort of foray into school gardens, and developing some of the background research that was missing in order to show the link between gardening and health and academic outcomes.
Did you enjoy the project overall?
I did. It was really interesting. I think that it was a great example of what the Clinton School offers in terms of real-world projects for students. My background was teaching high school science, and I knew I wanted a career change and to get into the nonprofit world. Originally, I thought I would end up doing something more technical in the environmental arena, but I fell in love with this work through the Clinton School. I think that working on a real-world project with a meaningful mission and learning the skills of qualitative and quantitative data collection, key informant interviews, and coding have become important to me. I have no idea where I would’ve learned those skills if it weren’t for the Clinton School. I use those skills all the time in my work, and they’re really important to what we do here with developing evidence and research.
Has the project changed at all since you were a student?
The Delta Garden Study was a time-bound grant. However, the Delta Garden Study is what led to the development and creation of Arkansas GardenCorps, which is now a program in its sixth year with the Childhood Obesity Prevention Research Program. I think it’s really become a key asset in Arkansas for meeting the need and placing service members in community and school gardens all over the state, as well as offering nutrition education and access to healthy food for communities. I think it absolutely played a big role in the realization that there was a real need to provide assistance to school and community gardens all across the state.
What are your goals for the Clinton School students to take away from this Practicum project?
I think that we have been growing and building Farm to School and Farm to Institution with a ton of great partners all across the state. These include different agencies and organizations and different departments and stakeholders. Being able to bring together existing data from multiple partners and networks and get them all in one place and be able to look at an actual map to see what exists in the state, is going to be so important in us moving forward in terms of local and regional food system development. Also, being able to share that with our partners who are working on different pieces of the puzzle will help us focus and be really efficient in the way we work with one another. It’s going to be an incredible resource, and there’s no way we could do it without the Clinton School. We just don’t have the capacity to take on that project. It’s been something that we’ve wanted to do for a couple years, and until we were able to work with the Clinton School on it, we haven’t had the capacity to do it, so we are so thrilled.