World Cafés A process for conversations

Café Etiquette Focus on what matters Focus on what matters Contribute your/our thinking Contribute your/our thinking Speak your mind and heart Speak your mind and heart Listen to understand Listen to understand Link and connect ideas Link and connect ideas Play, write, doodle on the “tablecloths” Play, write, doodle on the “tablecloths” Harvest collective wisdom Harvest collective wisdom Have Fun! Have Fun!

Round One Six café groups –6 to 7 people per table Six café groups –6 to 7 people per table At your café table At your café table Introduce yourselves Introduce yourselves Select—Elect a Table Host Select—Elect a Table Host Discuss the first question: Discuss the first question:

ROUND ONE Explain to your café buddies what you gained from your engagement experience this semester CAFÉ ETIQUETTE Focus on what matters Focus on what matters Contribute your/our thinking Contribute your/our thinking Speak your mind and heart Speak your mind and heart Listen to understand Listen to understand Link and connect ideas Link and connect ideas Play, write, doodle on the “tablecloths” Play, write, doodle on the “tablecloths” Harvest collective wisdom Harvest collective wisdom Have Fun! Have Fun!

ROUND TWO Table hosts stay at table Table hosts stay at table Others…pollinate knowledge… Others…pollinate knowledge… Keep same question: Keep same question: Share what was gained from your engagement experience this semester (community level)

ROUND THREE What makes for a quality community engagement project? CAFÉ ETIQUETTE Focus on what matters Focus on what matters Contribute your/our thinking Contribute your/our thinking Speak your mind and heart Speak your mind and heart Listen to understand Listen to understand Link and connect ideas Link and connect ideas Play, write, doodle on the “tablecloths” Play, write, doodle on the “tablecloths” Harvest collective wisdom Harvest collective wisdom Have Fun! Have Fun!

ROUND FOUR How has your engagement experience helped you to become a better …student,…citizen,…teacher?

Sharing…Questions…Comments GBNP, White Pine County

Why Community Engagement

A Civically Engaged Person… Recognizes him or herself as a member of a larger social fabric Recognizes him or herself as a member of a larger social fabric Considers social problems to be part of his or her own problem Considers social problems to be part of his or her own problem Is skilled, willing and able to take action when needed Is skilled, willing and able to take action when needed Has the confidence to know that their participation will make a difference Has the confidence to know that their participation will make a difference

Why All The Fuss…? Last 30 years… rising DISENGAGEMENT Last 30 years… rising DISENGAGEMENT 25% less likely to vote 25% less likely to vote 35% less likely to attend public meetings 35% less likely to attend public meetings Disparity of engagement wider among disadvantaged youth…and the gap continues to widen… Disparity of engagement wider among disadvantaged youth…and the gap continues to widen… Schools appear to be exacerbating inequality…not providing equal civic preparation to students in most need. Schools appear to be exacerbating inequality…not providing equal civic preparation to students in most need.

Why focus efforts on youth? Disconnecting at larger rate. Disconnecting at larger rate. Less trusting of fellow citizens. Less trusting of fellow citizens. Less likely to feel sense of responsibility with citizenship. Less likely to feel sense of responsibility with citizenship. Less knowledgeable about process of politics. Less knowledgeable about process of politics. Less likely to vote. Less likely to vote. Less likely to be aware of current events. Less likely to be aware of current events. Less likely to participate in community organizations. Less likely to participate in community organizations. Less likely to work collectively with others to address community problems. Less likely to work collectively with others to address community problems. (Galston 2001, DelliCarpini 2000, Levine 2007)

Good News about Youth… They are more tolerant; culturally, racially and politically than previous generations. They are more tolerant; culturally, racially and politically than previous generations. Patriotic Patriotic Idealistic Idealistic Inventing and using novel forms of social/digital media for civic engagement. Inventing and using novel forms of social/digital media for civic engagement.

How Does Nevada Compare? National Rate Nevada Rate US Ranking Teenagers (16-19yrs) 26.4%12.4%51st Millennials (b. 1982) 21.2%11.9%51st College Students26.3% th Young Adults (16-24 yrs) 26.4%11.3%51st Baby Boomers30.0%19.6%51st Older Adults26.4%13.7%51st Volunteering in America Report (2008 & 2007), Corporation for National and Community Service

Developing capable citizens Teachers have a tremendous impact on youth civic skill ability (Torney-Purta and Amadeo 2003). Teachers have a tremendous impact on youth civic skill ability (Torney-Purta and Amadeo 2003). Civic habits are formed from the early teens through early twenties (DelliCarpini 2000). Civic habits are formed from the early teens through early twenties (DelliCarpini 2000). Teacher confidence and attitude has a significant influence on student’s engagement and aptitude Teacher confidence and attitude has a significant influence on student’s engagement and aptitude Work to bridge the civic engagement gap in your school, community and out-of-school program. Work to bridge the civic engagement gap in your school, community and out-of-school program.

Apply Best Practices Discuss Current Events Discuss Current Events Discuss issues in an open classroom environment Discuss issues in an open classroom environment Interact with civic role models Interact with civic role models Learn about the community and options for response Learn about the community and options for response Engage in simulations Engage in simulations Service Learning Service Learning Build student confidence one-step-at-a-time Build student confidence one-step-at-a-time