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Supervisors: Dr. Malcolm Glover and Kathleen Pate
The Arkansas Historic Decisions Learning Exchange (ARHDLE) is a coalition of museums and learning centers in the state who seek to use public deliberation as a tool to enhance educational programs at their facilities and engage communities in substantive discussions about important issues. As part of the public deliberation process, people are encouraged to listen to one another, explore the unbiased facts of an issue, test ideas, weigh options and balance tradeoffs to find where their diverse interests overlap so that they can better understand each other and act together to confront problems.
Currently, representatives from the Crystal Bridges Museum of American Art in Bentonville; Delta Cultural Center in Helena-West Helena; MacArthur Museum of Arkansas Military History in Little Rock; and U.S. Marshals Museum in Fort Smith form the core of ARHDLE. As part of the ARHDLE initiative, Clinton School students are conducting useful research and working with officials from the aforementioned partner institutions to develop new programs based on historic issues. The historical frameworks developed by the students will be used at each facility in a way that encourages participants to think about a difficult public issue from the past and try to find common ground through a facilitated discussion about possible solutions.
Mission Statement: The ARHDLE initiative is made possible by a research grant from the Kettering Foundation. A nonprofit operating foundation rooted in the American tradition of cooperative research, Kettering’s primary research question is, what does it take to make democracy work as it should? Kettering’s research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation.
“The Clinton School students working on this project are conducting research that inspires collective problem solving. The concept of deliberative democracy, or consensus decision-making, is a foundational element of this practicum project. Each day, students are taking the necessary steps to develop educational frameworks that enlighten people, strengthen civil discourse, and make a difference in the communities where our partner institutions are based.” – Dr. Malcolm Glover, ARHDLE Project Coordinator
Supervisor: Carol Ann Duke
The team will assess the impact of a middle school public service curriculum. The students will work to gather data to show the impact of the curriculum on community partners as well as students and the “whole child” aspects of middle school and career and college preparation.
Mission: To provide all students a quality education through the collaborative efforts of the school, families and all stakeholders to create productive citizens in our ever changing society.
“Our partnership with the Clinton School has afforded our students the opportunity to engage with students from all over the country and hear about their experiences with public service. Our staff is working seamlessly with this year’s Field Placement Team to launch the grade-level curriculum that last year’s team developed. That work is invaluable as we experiment with elements of the curriculum to expose our students to the many facets of public service available to them and determined the efficacy of the curriculum, make revisions, and move forward in preparing our students for robust academic, vocational, and avocational lives as they become members of a global society.” – Carol Ann Duke, Principal
Dr. Carlos E. Rodríguez-Díaz has been announced as Researcher in Residence and Visiting Philanthropy Faculty Scholar for the Center on Community Philanthropy at the University of Arkansas Clinton School of Public Service. His first day on campus will be Monday, Jan. 29.
The Researcher in Residence will work with the Center on Community Philanthropy to do groundbreaking and innovative research that furthers the work of the Center and the Clinton School to build more evidence-based practice across the nonprofit and philanthropic sectors.
“Research that explores the impact of race on social, political, and economic outcomes is vital for building better practice across the sector,“ said Dr. Charlotte Williams, Associate Professor and Director of the Center on Community Philanthropy. “This is an area of expertise for Dr. Rodríguez-Díaz and we look forward to sharing our findings.”
Rodríguez-Díaz is a public health scientist and an associate professor at the School of Public Health at the Medical Sciences Campus of the University of Puerto Rico in San Juan. He works with the Graduate School of Public Health and the Center for Sociomedical Research and Evaluation with a specialty in social determinants of health.
“Having Dr. Rodríguez-Díaz here will provide educational opportunities for our students at the Clinton School,” Dean Skip Rutherford said. “He is also going to be part of the Clinton School Speaker Series, discussing ‘What Happened in Puerto Rico,’ which will be free and open to the public.”
Rodríguez-Díaz earned a master’s degree in Public Health Education and a Ph.D. in Public Health with a major in Community Health Promotion. His post-doctoral training was in HIV and global health research. Additionally, he has completed other academic experiences in health policy, human rights, and health diplomacy.
Rodríguez-Díaz’s work has focused primarily on intervention development to reduce health inequities among disenfranchised populations. He has received support from governmental, non-governmental, and community-based organizations to support research initiatives to address social determinants of health inequities in the United States, Puerto Rico, and the Caribbean region.
The University of Arkansas Clinton School of Public Service Center on Community Philanthropy has announced the recipients of its inaugural Advancing Equity Award. The recipients, listed below, were announced at Tuesday’s reception to celebrate the second annual National Day of Healing.
Each group is awarded a $5,000 stipend to assist with their organization’s efforts.
The first recipient is the UA Little Rock Racial Disparities in the Arkansas Criminal Justice System Research Project, an organization that seeks to reduce racial disparities in the criminal justice system through outreach and education.
The second recipient is Immigration Arkansas, Inc., an organization with the goal to end racial division due to cultural and language barriers and misinformation in the community, and continue advocacy in promoting racial equity.
The third and final recipient is Give Us the Ballot, an educational platform designed around the civic theme of voting, particularly focused on youth.
This award is given to organizations that are using innovative solutions to address racial inequalities in their communities and advance progress toward inclusion. Award recipients will be presented with support to enhance their efforts.
The recipients were announced as part of the Center on Community Philanthropy’s celebration for the second annual National Day of Racial Healing.
The National Day of Racial Healing is an opportunity for people, organizations and communities across the United States to call for racial healing, bring people together in their common humanity and take collective action to create a more just and equitable world.
The National Day of Racial Healing is a part of the W.K. Kellogg Foundation’s Truth, Racial Healing & Transformation effort — a national and community-based process to plan for and bring about transformational and sustainable change, and to address the historic and contemporary effects of racism.
Due to inclement weather, the reception for the National Day of Racial Healing has been rescheduled for Tuesday, January 23 at noon in Sturgis Hall.
The recipients of the inaugural Clinton School Center on Community Philanthropy Advancing Equity Award will be announced at the reception. This award is given to organizations that are using innovative solutions to address racial inequalities in their communities and advance progress toward inclusion. Award recipients will be presented with support to enhance their efforts.
Refreshments will be served during this event. Please RSVP at firstname.lastname@example.org by January 19.
Three Clinton School students scheduled to graduate in May 2018 have already secured full-time jobs. Susanna Creed (Monrovia, Calif.), Mollie Henager (Conway, Ark.), and Domenick Lasorsa (Cape Cod, Mass.) were each able to find full-time positions through Clinton School connections.
Creed was recently hired as the new College and Career Program Specialist at Children International at UA Little Rock. Creed learned about the job through Dr. Al Bavon, Professor of Public Administration, who knew of the opening through his previous work with Children International.
A McLarty Vital Voices Scholar, Henager accepted a position with Awamaki, a business development and women’s empowerment nonprofit NGO in Olllantaytambo, Peru. Henager learned of the opening after completing her International Public Service project with Awamaki in the summer of 2017.
In her new fulltime role, Henager will be the International Partnerships Manager and will serve as the representative between Awamaki and visiting students, groups, volunteers, and interns. She will work closely with Tiffany Jacob and the Clinton School Office of Community Engagement staff. Her new position begins March 19.
Lasorsa has accepted a full-time position as a Housing Associate for Veterans and Special Needs with the National League of Cities (NLC) in Washington D.C. Lasorsa, who is currently completing his Capstone project with the NLC, will handle policy areas that include homelessness, home modifications, and housing for seniors and the disabled.
The University of Arkansas Clinton School of Public Service will celebrate the second annual National Day of Racial Healing on Tuesday, January 16 at noon in Sturgis Hall. The celebration will include a reception to announce the recipients of the inaugural Clinton School Center on Community Philanthropy Advancing Equity Award. This award is given to organizations that are using innovative solutions to address racial inequalities in their communities and advance progress toward inclusion. Award recipients will be presented with support to enhance their efforts.
The National Day of Racial Healing (NDORH) is an opportunity for people, organizations and communities across the United States to call for racial healing, bring people together in their common humanity and take collective action to create a more just and equitable world. NDORH is a part of the W.K. Kellogg Foundation’s Truth, Racial Healing & Transformation (TRHT) effort – a national and community-based process to plan for and bring about transformational and sustainable change, and to address the historic and contemporary effects of racism.
Refreshments will be served during this event. Please RSVP at email@example.com by January 11, 2018.
About the W.K. Kellogg Foundation
The W.K. Kellogg Foundation (WKKF), founded in 1930 as an independent, private foundation by breakfast cereal pioneer Will Keith Kellogg is among the largest philanthropic foundations in the United States. Guided by the belief that all children should have an equal opportunity to thrive, WKKF works with communities to create conditions for vulnerable children so they can realize their full potential in school, work and life.
The Kellogg Foundation is based in Battle Creek, Michigan, and works throughout the United States and internationally, as well as with sovereign tribes. Special emphasis is paid to priority places where there are high concentrations of poverty and where children face significant barriers to success. WKKF priority places in the U.S. are in Michigan, Mississippi, New Mexico and New Orleans; and internationally, are in Mexico and Haiti. For more information, visit wkkf.org.
About the Center on Community Philanthropy
Launched in 2007, the Clinton School of Public Service Center on Community Philanthropy was created to focus its teaching, research and policy-making exclusively on the emerging field of community philanthropy, the idea of giving and sharing time, talent, and treasure from within one’s own community. For further information, please visit the Center’s website.
Clinton School alum Patrick Banks currently works as a Talent Acquisition Diversity Recruiter for Caleres, Inc., an American footwear company that counts Famous Footwear and Dr. Scholl’s among its 17 brands.
Banks entered the Clinton School with an education background, having worked as a science teacher in St. Louis with Teach For America after earning his undergraduate degree at Wabash College.
“I absolutely loved teaching. It was an amazing experience,” Banks said. “I think the biggest challenge, and one of the reasons why I ended up going to the Clinton School, was because of the administrative turnover in public schools. I was motivated to go to the Clinton School to try to change that process in some way.”
Banks was introduced to the Clinton School on a summer trip with Cultural Leadership, a youth education and leadership nonprofit organization based in St. Louis. The trip across the country included stops in New York, Washington D.C., Alabama, and ended with a visit to the Clinton Presidential Library in Little Rock. It was there that he met Clinton School Dean Skip Rutherford.
“He’s telling me about the Clinton School and this idea of merging a public policy degree with a public administration degree,” Banks said. “And I think, ‘Wow, what a novel idea and what a novel approach to serve people and the greater good.’”
Banks’ time at the Clinton School included work on a Practicum project in Newport, Ark., conceptualizing an arts center for the region that eventually became the Blue Bridge Center for the Delta Arts. His International Public Service Project took him to Kenya to help a series of Kenyan schools redesign and revive their science curriculum.
“That was incredible,” Banks said of his IPSP experience in Kenya. “Let me think of every best practice I have from being an American science teacher. Let me slam it against your curriculum in Kenya and let’s see how we can better communicate these ideas and concepts to rural schools who have very limited resources.”
Banks transitioned into his current role after starting with Caleres – then Brown Shoe Company – as an Organizational Learning Specialist in November 2012. He was the Director of Alumni Affairs at Teach For America St. Louis from 2011-12. Additionally, Banks is a board member for St. Louis College Prep, a tuition-free, public charter school, which he calls his “continued connection to education.”
We have a small recruiting team that fills all corporate jobs for the company. There are tons of opportunities in areas like finance, accounting, IT, marketing, design, etc. Essentially, all of the jobs that contribute to the life cycle of a shoe – sourcing materials, building the shoe, selling it to consumers and businesses, etc.
Within that scale of filling any open jobs for our 17 brands, there is an enhanced need for diversity. Dr. Scholl’s sells shoes to the military, making Caleres an affirmative action company. This has generated a specific need for diversity recruiting. I work to ensure that we have diverse candidates in the pipeline for any open position. I also build community partnerships with CBOs – Community Based Organizations – consisting of affinity groups and organizations that represent many forms of diversity.
What was the path to your current position?
It’s been a really cool progression. Before I went to the Clinton School I had an education background. I was a classroom teacher through the Teach For America program. I went to the Clinton School intent on growing in education in some way. When I graduated I worked for Teach For America’s national office in St. Louis.
I was the Director of Alumni Affairs. My work revolved around keeping alumni of the program connected to the greater mission, helping them remain as education advocates in the political, private, and social arenas. I loved the job, but there was a huge focus on fundraising, and that wasn’t a passion of mine.
I reached out to a mentor and said, “Hey, I’m really struggling with this, can you help me be a better fundraiser?” And he asked, “Why would you want to be better at something you’re passionate about?” He connected me with a corporate trainer here at Caleres, which at the time was called Brown Shoe Company.
During out initial conversation she said, “You have an education background, you know how to develop curricula, and you obviously don’t have a problem connecting with strangers. I think you should come and work on our corporate training team.”
On a whim, I decided to give it a shot. It turned out to be one of the best decisions I’ve ever made.
That initial trip to Little Rock with the Cultural Leadership program introduced me to the school. Cultural Leadership was founded by Karen Kalish. She’s this powerful, driven activist, and sort of a nonprofit startup guru, in St. Louis.
Karen is Jewish, and she believes that Jewish people and African-American people experience many similar hardships in life, and often times we don’t realize it. The premise of Cultural Leadership is identifying African-American students and Jewish students and allowing them to get to know one another and learn from each other’s lifestyles.
The program would draw students from the two communities and encourage them to explore each other’s’ lives. They would go to each other’s schools. They would go to class together. They would eat meals at each other’s homes. They would go to each other’s religious services. For an entire year, they would do these programmatic meetings on a regular basis.
The program culminated with this trip across the country. We started in St. Louis, jumped on a plane and flew to Washington D.C. While we were there, we studied civil rights movements for African-Americans and Jewish people. Then we went from D.C. to New York and we learned even more about the two cultures. From New York we travelled to Alabama and, starting in Alabama, we got on this bus that mimicked the Freedom Riders. We would go from location to location just talking about civil rights, the impact different activists have had, and about the unique contributions of the Jewish and African-American communities.
The last stop on the trip was the Clinton School. We came from the Civil Rights Museum in Memphis, and Karen felt like that stop was very important because of all of President Clinton’s contributions. We’re coming off this really emotional journey, and we’re exhausted, but we’re determined to tour this library. And that’s when I meet Dean Rutherford. He’s telling me about the Clinton School and this idea of merging a public policy degree with a public administration degree. And I think, “Wow, what a novel idea and what a novel approach to serve people and to serve the greater good.”
From there, I did a ton of research. I always have to talk to people; I always have to hear it from their perspective. I probably talked to a total of about a dozen Clinton School Alumni, and I did a ton of reading about the curriculum.
What else is going on in your life?
I recently got accepted into an executive leadership program in St. Louis that I feel is an extension of some of the things we learned at the Clinton School. It’s called the St. Louis Business Diversity Initiative. The idea is to empower potential and current minority leaders in the St. Louis Metropolitan Area by taking us through monthly workshops that challenge our ideas about leadership, management, and problem-solving. The program provides us with a variety of strategies and tools to help us be more effective in our current jobs, and more aggressive about pursuing our passions.
I sit through these sessions and I bond with my cohort mates and it reminds me so much of the Clinton School. The program lasts one year, and its’ goal is to provide us with knowledge and skills that we can take back to our respective companies to then empower other potential minority leaders. It’s this idea that, you’re going to learn this ‘stuff,’ but you’re also required to pass the knowledge along.
We started the program in September, but the sessions already feel transformative. In addition to being fulfilled personally it’s been amazing to witness the impact of sharing this knowledge with my coworkers. I believe my cohort mates are saying that, too.
Clinton School alum Kim Caldwell works to train the next generation of female political leaders at Annie’s List, an organization that recruits, trains, supports, and elects progressive women who are dedicated to advancing the self-determination, health, safety, and financial security of Texas women and their families.
As Program Director at Annie’s List, Caldwell helps progressive women all along their leadership journey become stronger political candidates and elected leaders in Texas. She oversees the organization’s workshops that help women learn the skills and access the resources they need to be successful in politics and government. In addition to leading workshops, Caldwell supports the committees of volunteer leaders around the state and heads the organization’s internship program.
“I’m very proud of our internship program,” Caldwell said. “We hire five interns every semester. These are fantastic young people, mostly women, who have a real impact on our capacity, and go on to do great things. It’s a great privilege to be a part of their leadership journeys.”
Caldwell’s time at the Clinton School included three semesters as a graduate assistant in the Center on Community Philanthropy. Her Practicum team worked with Goodwill Industries of Arkansas to help ex-offenders achieve a positive reentry into their communities through training, education, and employment services. For her International Public Service Project, she traveled to South Africa to identify potential collaboration between West Coast Community Foundation and Community Development Foundation Western Cape.
Caldwell became involved with the No Kid Hungry campaign through her Capstone Project in Governor Mike Beebe’s office. That experience turned into a full-time position with Share Our Strength, No Kid Hungry’s parent organization, in Washington D.C., where she worked as a program manager for five years. She transitioned to Annie’s List in March 2016.
She and her husband Justin Dove live with their two daughters, Allison and Edie Dove, in her hometown of Austin, Texas.
How did you decide to attend the Clinton School?
I was at a friend’s New Year’s Eve party in 2008. She and I were part of the Nonprofit Professionals Network together and we were thinking about grad school. We were in that same place – four years out of undergrad where you start to hit those same ceilings – and she mentioned the Clinton School. It stuck with me. I Googled it in January, read about it, and loved it.
What I had learned in my time since undergrad – having worked a campaign, worked briefly for a leadership organization, and for a management support organization – was that I learned so much more by working than I ever did in classrooms. And there were things that I learned in classrooms that never made sense until I needed them in the field.
When I read about the Clinton School, the projects the students were doing sounded like the projects I was doing in my current work. But instead of being the second chair consultant or the junior consultant, I was going to get to figure out how to lead. That’s why I was so interested.
I just want to say first and foremost, the members of my class at the Clinton School changed who I am as a person. There are so many who showed me what thinking and living differently looked like and taught me so much, taught me to talk less and listen more, and to see the world from a perspective that was global and empathetic. It got me out of the “I need to be right and succeed” approach, the perfectionist approach to the world that only serves you well for so long, into really, truly being open and different, being less afraid of failure and more interested in what can be created.
Not that the professors weren’t amazing, but I think often your cohort really determines what is available to you, as far as challenging and interesting thinking, and getting beyond what’s written on the page in your coursework. It’s what makes each class unique. That’s why I loved my class, even though we challenged each other and were hard on each other sometimes, ultimately, it is what made the difference in the program for me.
How did you become involved with the No Kid Hungry campaign?
When I came back from my IPSP, No Kid Hungry had just started with the Governor’s office and they were looking for someone to do some work. They asked, “How do we collect information and look at it so that this partnership that’s forming can make smart decisions about using resources, about investing resources?” It was great.
I got to sit in the capitol during a session, because I was technically working for the Governor’s office. I got to present to the Governor, and I got to present to Share Our Strength, and I ended up speaking at a national hunger conference, and the panel that I sat on was moderated by the woman who would become my boss at Share Our Strength. They were funding the work in Arkansas that I was part of as the coalition was starting, and I was meeting all these people in Washington D.C.
I’d always wanted to spend some time in D.C. It happened to work out that after I graduated they were expanding their center for best practices and I was hired. It was really exciting. Even thought I was new, I was coming with a pretty deep understanding of all the federal nutrition programs and what these partnerships looked like on the ground. In my role with the center, I was able to continue working with the folks in Arkansas, and continue that work and help other groups complete assessments like what I did in Arkansas.
One of the very first things I did within this job was develop a resource to help others replicate my Capstone project. I think that’s such an exciting example of this work that I did in grad school not just being a thought experiment. It was an approach to understanding the context of a state that we replicated in other states.
What were some other ways the Clinton School prepare you for this position?
My work really evolved in my time there. I became an expert in federal nutrition programs. I worked more with the federal government than I anticipated, working directly with the USDA. I would travel around the country to different state agencies and nonprofit partners and develop a protocol for community planning meetings that was promoted by USDA. I worked with different regional offices to go to these states to train these colleagues to lead these meetings with the protocol that I developed. That was very Clinton School-y. It was pulled almost directly from Christy’s class, Peter Block’s Community. For example, we provided a template invitation because one of the things I took from her class was how important the invitation is. People can’t fully participate if they don’t know what they’re participating in.
A lot of the skills from the Clinton School – the design thinking, strategic analysis, all of that – was very present in the work that I did. I am a firm believer that the Clinton School made me better at what I do.
How did you transition to Annie’s List?
When I finished undergrad in 2004, I did one state rep race. I wanted to work in politics; that’s what I thought I was going to be. But it turned out that was not what I was going to be. I didn’t want to do campaigns. It wasn’t for me. You have to love it. And I liked it, but I didn’t love it.
Annie’s List had been at the table for that campaign I worked on in 2004; they had just started the year before. I knew what Annie’s List was, and the candidate that I’d worked for had been an executive director here for a while. And then the current executive director was someone that I’d known from my time in Austin.
The position was training director and it really seemed to be a great combination of the things I’d become good at – building capacity within an organization, investing in individuals as leaders, and strengthening groups of volunteers. It was taking this interest and experience I had in politics and really having the right role within a more stable environment to get to have an impact on what we were doing.
I get to be involved in helping elect women, but through a role that fits with what I’m great at. This year my title changed to Program Director because I took on all of our volunteer leader work around the state. I was on the national board for the Young Nonprofit Professionals Network where we helped start new chapters. In fact, I helped start the Little Rock chapter, because I was on the board while I was at the Clinton School.
It’s an exciting role, even if I don’t know how long I can be in politics because it really takes a lot from you and out of you. But there is nothing I’d rather be doing right now than electing progressive women.
I started “Preparing to Run” (name changing to Candidate 101) because I realized that we didn’t engage women until it came time to show up for seven hours on a Saturday and learn how to run your campaign. We’re really working on meeting women where they are. I spout a lot of research about women and running for office, but women win at the same rate as men. Women just run at a much lower rate. And there are higher expectations for women candidates.
What we know is that women take into account more external factors, which is why being asked is so important. The decision is made very much in the context of their lives, as opposed to very often when men run for office, it is this sort of individual, “I’ve always wanted to do this so I’m going to do it” decision process. This is about meeting women where they are and working toward representational democracy – leadership that truly reflects the community.
What has the interest level been like since last year’s election?
In 2016, when we did have a woman at the top of the ticket for the first time, we trained 204 women. This year, we trained 776. Secretary Clinton spoke at one of our luncheons and Senator Kamala Harris spoke at another. We’re in a different universe.
We just did a strategic plan to double the number of progressive women in the Texas House over the next seven years. We want to ride this wave. Right now, the idea of electing women is sticky. There’s a space in people’s brains for it and we want to stick Annie’s List to it. They know if they want to run for office, Annie’s List is the organization that will help them do it.