It’s rare that we get to witness such a powerful convergence of energy, ideas, and purpose as we did at this year’s SNF Ithaca National Student Dialogue. Over the course of two days starting on October 18th, 120 students from across the country came together to engage in conversations that matter, tackling some of today’s most pressing issues. Throughout the dialogue I was in awe of how well our student representatives, Charlotte Juge ’27 and Casey Scheiner ’28, rose to the occasion, engaging in critical discussions with poise and insight. Casey and Charlotte are current DCI Fellows and truly exemplified the caliber of leadership we hope to foster through our Fellows program.

The SNF Ithaca National Student Dialogue is designed to bring students together to discuss and address the challenges they encounter on their campuses, from campus protests to DEI initiatives to university policies. By sharing experiences and perspectives with peers from other colleges, students identify common struggles or obstacles and then collaborate to develop practical solutions. The ultimate goal is for participants to return to their respective campuses with a clear action plan to tackle the issues they’ve pinpointed—whether it’s creating more inclusive spaces, improving campus policies, or finding ways to foster productive dialogue around contentious topics. This collaborative approach not only strengthens connections between students across institutions but also empowers them to drive meaningful change on their own campuses.

We are proud to share Charlotte Juge ’27 represented Davidson College on a panel during the first day of the event titled, “My Story to Our Story: The Impact on Students’ Lives.” In this session, students shared their personal political backgrounds and discussed the experiences that have shaped their political identities. Charlotte’s thoughtful contribution highlighted the importance of understanding how individual stories influence broader campus dynamics, especially in today’s politically charged environment. Her perspective not only enriched the panel discussion but also showcased the kind of student leadership that the DCI strives to cultivate. By reflecting on how political beliefs are formed and shaped by personal and collective experiences, Charlotte and her peers sparked a deeper conversation about how universities and colleges can create spaces where students feel heard, respected, and empowered to express their views in constructive ways.

On the second day of the event, students took a hands-on approach to addressing the challenges they had identified on their campuses by workshopping solutions and engaging in stakeholder analysis. In small groups, they brainstormed actionable plans to tackle challenging campus issues. They also identified key stakeholders—such as administrators, faculty members, student organizations, and local community leaders—who could support their efforts. By mapping out these critical contacts, students were able to develop clear strategies for reaching out once they returned to campus, ensuring that they had the necessary resources and support to make meaningful progress in implementing their solutions. This collaborative, strategic approach not only helped students refine their ideas but also gave them the tools to turn their discussions into real-world action.

As staff, it was truly rewarding to be there in support of the DCI Fellows and students from across the country as they worked together to workshop solutions and engage in stakeholder analysis. Watching these students collaborate with peers from diverse institutions was a powerful reminder of the strength that comes from student dialogue. This event provided a unique opportunity for students to exchange ideas, perspectives, and strategies with others facing similar challenges on their campuses, while also learning from different approaches to addressing complex issues. Being part of this process allowed us to witness the students’ growth as leaders, as they not only developed concrete plans for change but also built connections that will support their efforts back on campus. It was inspiring to see them take ownership of the solutions they were creating and to see firsthand how they engaged with the stakeholder process to ensure their efforts could be effective and sustainable.

The SNF Ithaca National Student Dialogue was a truly inspiring event, bringing together passionate students from across the country to engage in critical discussions and develop real solutions to challenges on their campuses. It was incredible to see our Charlotte and Casey step up, engaging in difficult conversations with insight and maturity. Their contributions, along with those of their peers, are a powerful reminder of the potential for young leaders to drive change. As these students return to their campuses, we’re excited to see how they turn their collaborative ideas into action. To learn more about the event, check out this article from the University of Delaware that recaps the highlights and impact of the Dialogue.

The day after the 2024 Presidential election, the Deliberative Citizenship Initiative (DCI), in collaboration with the Dean of Students Office, the Communication Studies Department, the Political Science Department, and the Center for Political Engagement, hosted an event aimed at helping students process the election results in a constructive and thoughtful way. The goal was simple: to create a welcoming, open space for students to voice their reactions, questions, and hopes and concerns for the future, no matter the outcome of the election.

The event took place in the Union, where around 25 students from across the political spectrum gathered in Room 900 to engage in a conversation about the election results and what the next four years might hold. At one table, the Presidents of the College Republicans and College Democrats — who had worked together to organize the Eu-Phi Debate — engaged in a respectful discussion of the results with each other and other students. At other tables, both American and international students also shared their different perspectives on the election together. As the results were still fresh, emotions were running high, and there was an understandable need to come together to reflect, discuss, and strategize for the future. What made this event wasn’t just the opportunity to talk about politics—it was the semi-structured, deliberative approach to the conversation that allowed students to engage in meaningful dialogue, no matter where they stood politically.

The Process: Creating a Productive Space for Dialogue

To ensure that the event was both inviting and productive, the organizers used a structured approach to facilitate conversation. Each table in the room was dedicated to a specific theme or topic, such as election results, hopes and concerns for the next four years, next steps – what can I do?, and an open discussion table. Facilitators, trained by the DCI, were present at each table with guiding questions and ground rules to keep conversations on track and ensure that everyone’s voice was heard. 

The event was designed to allow participants the freedom to either stay in their current group and continue discussing the topic at their table, or to move to another table and explore a new theme with fresh faces. Some chose to stay, diving deeper into their original conversations, while others embraced the opportunity to engage with different perspectives, expanding their understanding of the broader issues at play.

The idea for the event came out of conversations between Graham Bullock, Associate Professor of Political Science and Faculty Director of the DCI, and Ike Bailey, Professor of the Practice in Communication Studies. Professor Bullock and Professor Bailey both agreed that it would be helpful to provide a space the day after the election for members of the Davidson community to reflect on the results and status of the election, whatever they might be.

At the event, Professor Bailey participated in conversations with the students while Professor Bullock provided guidance and time checks for the participants, ensuring that they were able to engage in ways that were most meaningful to them. More specifically, participants had the option to stay at their current table for each round or explore other topics with new people. This flexibility in format—where participants could both continue conversations or seek new ones—allowed for diverse and dynamic exchanges, reflecting the range of emotions and thoughts people experienced following the election.

Creating Space for Reflection and Action

In the days following any election, particularly a contentious one, it’s common for individuals or groups to feel anxious, fearful, or even hopeless about the state of American democracy. These emotions can be amplified by the divisiveness of modern political discourse, leaving many feeling uncertain about the future. Our event aimed to provide a space for students to both express those feelings as well as explore how they might act on them. The goal wasn’t just to reflect on the election results, but to help participants channel their emotions into constructive conversations about next steps, once they felt ready to do so.

Research on deliberation has shown that such deliberative discussions can strengthen political efficacy, meaning that people feel more empowered to act within the political system (Fishkin, 2009). With this in mind, the event provided participants not only with the opportunity to express their hopes and concerns, but also a space to consider concrete ways to get involved and make a difference in their communities in the aftermath of the election. Whether it was through volunteering, participating in local governance, or engaging in grassroots activism, the conversation enabled participants to turn toward practical steps for fostering the change they want to see in the world. This allowed participants to focus on ways they could contribute to shaping a future they could feel proud of, regardless of their political beliefs.

In many ways, the event echoed the core values of deliberative democracy: a belief in the power of informed, respectful dialogue to create a more engaged, empowered citizenry. Our hope was to help participants leave with a renewed sense of agency—no matter their political leanings or the outcome of the election. 

Building a Stronger Democracy, One Conversation at a Time

The day after the 2024 election, the DCI event succeeded in its goal to create a space for students to engage in thoughtful, reflective, and productive conversation. By offering both a space for thoughtful discussion and clear paths forward for those eager to take action, the event highlighted the importance of staying engaged in civic life—beyond just voting—especially during times of political uncertainty. It reminded us that democracy thrives when we actively participate, discuss, and contribute to shaping the future.

In the days following an election, it is easy to feel disheartened or disconnected from the democratic process. While it is important to give everyone space and time to either celebrate or grieve the results of hard-fought elections, events like this one can also remind us that democracy is not just about casting a vote—it requires us to stay engaged, have difficult conversations, and take steps, however small, to contribute to the well-being of our communities and society. Whether students left the event feeling heard, understood, motivated, or more informed, the most important takeaway was that they had a chance to participate in a meaningful dialogue that reaffirmed their role in shaping the future.

Thank you to all who attended, and we look forward to continuing important conversations about the challenges and opportunities we all face in the months ahead.

Resources

Fishkin, J. (2009). When people speak: Deliberative democracy and public consultation.Oxford University Press. 

On Friday, September 27, an engaged group of 20 faculty members, professional staff, and community members from various universities and colleges gathered for the Fall 2024 DeeP Collaborative Panel to explore the integration of deliberation into higher education classrooms. Professors Jason Blum (Davidson), Yingling Liu (North Central College), and Mindy Adnot (UNC Charlotte) shared their insights and experiences as part of the Deliberative Pedagogy (DeeP) Collaborative. 

These educators are not only experts in their fields—Writing, Sociology, and Honors Program Leadership—but they also bring a wealth of experience in fostering discussions around complex topics in their classrooms. Each panelist discussed their unique approaches in courses such as Religion in the Public Square, Introduction to Sociology, and Labor, Leisure, Learning, and a Good Life.

To start off the event, Graham Bullock, Faculty Director of the Deliberative Citizenship Initiative, provided a brief overview of what constitutes a “deliberative classroom.” Attendees also engaged in discussions on how to implement these strategies in their own teaching practices.

Here is what our panelists had to say about their involvement in the DeeP Collaborative: 

“[The] DeeP Collaborative is really great for bringing new stuff into the classroom.  No matter where you are, in disciplinary terms, I think it can be super useful.” – Jason Blum

“The training, the reading, the materials were great, the cohort, and the exposure to other people’s pedagogical ideas and innovations. It was all wonderful.”  – Mindy Adnot

“I will say my experience was very rewarding and given that I wasn’t sure  how it was going to play out with my school situation. I think it all worked out well. I would definitely recommend to others.”  – Yingling Liu

Are you a faculty or professional staff member eager to enhance deliberative practices within your courses? We invite you to explore our DeeP Collaborative program, designed to empower educators like you to cultivate meaningful discussions and engagement among students. This is a fantastic opportunity to deepen your skills and transform your teaching methods. Be sure to keep an eye out for next year’s application process; we would love to have you join us in this initiative. Your involvement can play a crucial role in fostering a more interactive and thoughtful learning environment that benefits both you and your students.

Due to inclement weather associated with Hurricane Helene, the panel was held online over Zoom. You are welcome to check out the recording of the event below.

The highly anticipated debate between the College Democrats and Republicans is just around the corner, and it’s an event you won’t want to miss! Happening only once every four years, this debate promises to be an exhilarating clash of ideas, perspectives, and enthusiasm that will leave a lasting impression. 

Join us for an engaging evening as representatives from both the College Democrats and Republicans dive into a spirited exchange on some of the most pressing issues in American politics today. Covering a wide range of topics—from economic policies to social justice concerns —the debate will enable each side to present their viewpoints and engage in discussion. In keeping with the tradition of past Phi-Eu debates, this year’s event will take place from the balconies of Phi and Eu Halls, building on the legacy of the college’s first debate societies that date back to the 1800s.

What makes this year’s debate particularly special is the inclusion of audience participation. After each round of the debate, attendees will have the chance to engage in respectful discussions with one another guided by the DCI’s trained facilitators. In an atmosphere of respectful dialogue, insightful debate, and constructive deliberation, you’ll be able to ask questions about the topics being debated, share your own perspective on them, and listen to the ideas of others also attending.

Whether you’re a political advocate or just interested in hearing different viewpoints, this debate offers a unique opportunity to witness democracy in action and gain valuable insights from across the political spectrum.

Mark your calendars for Friday, October 18th, when we’ll gather in front of Eumenean and Philanthropic Halls from 5:00 PM to 7:00 PM EST. Bring your friends and get ready for an evening filled with thought-provoking discussions and engagement. This is more than just a debate; it’s a chance to be part of an important moment in American history, where your voice can be heard alongside those of your peers and fellow citizens.

Don’t let this opportunity pass you by! Be there to witness the exchange of ideas, share your thoughts, and become an active participant in the vibrant political discourse on campus. Click here to RSVP. We look forward to seeing you there!

Income and wealth disparities are a prominent topic in American politics that raise important philosophical and policy questions. Should we address these inequalities? If so, why and how? Should a just society allow or encourage the accumulation of individual wealth? What are the potential benefits and risks associated with policies such as increased taxation on the wealthy, universal basic income, or a higher minimum wage that are designed to reduce income and wealth disparities? 

To explore these questions, Davidson College’s Deliberative Citizenship Initiative, Center for Political Engagement, College Democrats, College Republicans, Philosophy Department, Political Science Department, and Economics Departments, invite you to join us for a Deliberative Forum on Income and Wealth Disparities on Tuesday, October 29, from 7 PM to 9 PM ET at the Lilly Gallery or online. 

This Deliberative Forum will enable participants to actively engage with this important issue, first by hearing from a panel of experts and advocates with diverse perspectives on the topic. Then participants will actively deliberating with one another in facilitated small group discussions (either in person or virtually) about these questions. This is a fantastic opportunity to learn from experts, listen to the viewpoints of others, and share your own ideas about this challenging and complex topic.

The event is free but registration is required. Click here to register. We request that all registrants plan to attend both the panel and the small group discussions, which are designed to complement each other. Participants may join both in-person and online. Spaces are limited due to the number of trained DCI facilitators we have available to moderate the small group discussions. The Zoom link will be sent to online participants after they register.

Our panel features the following experts who hold a range of perspectives on the topic of the forum. They include: 

Robyn Lake Hamilton is the CEO and President of the Urban League of Central Carolinas, which is on advocating for and equipping African Americans and all underserved communities with the tools to achieve social and economic equality. Hamilton was recognized in 2024 with the Urban League Movement Champion Award for her leadership in housing and community development. 

Jessica Flanigan is Professor of Leadership Studies and Philosophy, Politics, Economics and Law, Richard L. Morrill Chair in Ethics & Democratic Values at the University of Richmond’s Jepson School of Leadership Studies. Co-author of “Wealth without Limits: In Defense of Billionaires,”  Flanigan has published in a wide range of academic journals and is a proponent of effective altruism. 

Brian Balfour is Senior Vice President of Research at the John Locke Foundation. Balfour previously worked for the Civitas Institute for 13 years and specializes in fiscal policy issues. He is the author of the book “Economics in Action” and articles including “Higher Taxes Doesn’t Guarantee Better Services” and “Markets, Not Politics, Are the Real Problem Solver.”

Sean McKeever is Professor of Philosophy at Davidson College, where he has been a faculty member since 2005. He holds a PhD in philosophy from the University of North Carolina at Chapel Hill. Co-author of the book, Principled Ethics: Generalism as a Regulative Ideal, McKeever’s academic focus is primarily in ethics, including topics such as metaethics and normative ethics.

The panel will be moderated by Doug Hicks, President of Davidson College and Professor of Religious Studies. President Hicks has a longstanding interest in income inequality, one of his nine books, published by Cambridge University Press, is Inequality and Christian Ethics. Hicks received an AB degree magna cum laude with honors in economics from Davidson, a Master of Divinity summa cum laude from Duke University, and MA and PhD degrees in religion from Harvard University.

This event is a chance to dive deep into pressing questions about economic inequality, hear from diverse panelists, and engage in lively discussions with fellow participants. Don’t miss this opportunity to contribute your voice and insights on such an important topic. Click here to register, and we look forward to an engaging evening together!

On September 7th and September 14th, the Deliberative Citizenship Initiative launched its annual Deliberation Facilitator Training at the Jay Hurt Hub for Innovation and Entrepreneurship at Davidson College. These trainings empower students, staff, faculty, and community members to become skilled facilitators of both formal and informal deliberations. Participants who complete the training become DCI certified facilitators, opening the door for participants to facilitate the DCI’s Deliberative Forums. This 8-hour training, spread over two days, enhances participants’ ability to facilitate meaningful discussions on political and social issues among deliberators with diverse perspectives.

This year, we welcomed a wide-ranging group of participants, with 21 joining us online and 33 attending in person. Our attendees included DCI Fellows, Davidson students, faculty, staff, and engaged community members, each bringing unique perspectives and experiences to the table. This rich mix fostered an inclusive environment that encouraged meaningful dialogue and collaboration throughout the training.

During the first session, Dr. Graham Bullock guided participants through the essentials of setting up and preparing for deliberation. We were thrilled to invite Senior Fellows to facilitate a mock deliberation using our Deliberation Guide on Free Speech and Inclusion. This hands-on experience allowed trainees to observe how seasoned facilitators navigate challenging conversations on contentious topics. Participants took on the role of deliberators in the mock deliberation, sharing their thoughts and experiences on free speech and inclusion while also engaging in some role-playing activities. The collaborative atmosphere fostered a deeper understanding of the importance of empathy and respect in facilitating difficult discussions.

The following weekend, Dr. Bullock equipped our trainees with vital skills for facilitating tough discussions on contentious issues. Participants engaged in a gamified training experience that highlighted methods and tools outlined in the Deliberation Facilitator’s Handbook, making the learning process both interactive and enjoyable. They then practiced their newly acquired skills in a mock deliberation utilizing the DCI’s deliberation guide on Immigration, where they stepped into a facilitator role to explore diverse perspectives and motivate conversation. This immersive practice allowed trainees to build confidence and refine their facilitation techniques in a supportive environment.

The training concluded with a spirited reception, both virtual and in person, where participants had the chance to connect and build community over food and refreshments. We are immensely grateful for the time spent with all our trainees over these two weekends and are excited to see how they will apply their new skills to foster meaningful conversations within their communities. We warmly welcome them into our community of deliberation advocates, who are deeply committed to strengthening our democracy.

We invite all those interested in building a better democracy, one conversation at a time, to keep an eye out for future Deliberation Facilitator Trainings. We would love to welcome you to our community!

An Associate Professor in the Practice in Writing, Assistant Professor of Sociology, and Honors Program Team Lead are all serving on an upcoming panel. What do they have in common? Experience embedding deliberation about difficult and contentious topics into their classrooms!

On Friday, September 27 from 11:30 am to 12:30 pm, Professors Jason Blum (Practice in Writing, Davidson), Yingling Liu (Sociology, North Central College), and Mindy Adnot (Team Lead, Instruction and Selection, UNC Charlotte) will be sharing their work as members of the Deliberative Pedagogy (DeeP) Collaborative. Through their participation in the Collaborative, these faculty members embedded more deliberation into their courses on Religion in the Public Square, Introduction to Sociology, and Labor, Leisure, Learning, and a Good Life, respectively. Graham Bullock, Faculty Director of the DCI, will also provide a brief overview of what contributes to a “deliberative classroom,” and participants will have an opportunity to think about how they might make one of their own courses more deliberative.

Over 60 faculty members from 25 different institutions have participated in the Collaborative, which enables professors from across the humanities, natural sciences, and social sciences to work together on developing and implementing innovative ways to stimulate deeper discussions in their courses. 

Are you a faculty member who is curious about how you might do something similar in your classroom? Or perhaps you already do, and are interested in picking up some new ideas? Then come join our Fall 2024 Deliberative Pedagogy (DeeP) Faculty Panel and Lunch, hosted by the Deliberative Citizenship Initiative. You can join either in-person in Studio D at the Davidson College Library or virtually. Lunch will be provided for all in-person participants, but seats are limited so sign up here today!

To learn more about the Deliberative Pedagogy Collaborative, the DCI’s Deliberation Across the Curriculum Program, and the upcoming panel, check out the attached flyer, this webpage, and these blog posts by faculty members who have participated in the Collaborative over the past two years.

We hope you can join us!

On Friday, August 30th, the DCI kicked off the school year with a burst of energy and enthusiasm! Around 40 people gathered to dive into lively discussions over pizza, connecting with fellow Davidson students, faculty, and staff. The event was a vibrant mix of newcomers to the DCI and seasoned veterans, all eager to mingle and engage.

The celebration took place in the College Union’s 900 Room, where tables engaged in conversation on a diverse array of topics. Our new cohort of DCI Fellows did an exceptional job inviting students, staff, and faculty from the College Union, creating a welcoming atmosphere that encouraged dialogue. Each table was thoughtfully equipped with Conversation Agreements and Deliberative Dispositions to help guide discussions.

Every 15 minutes or so, the DCI Faculty Director, Dr. Graham Bullock took the floor to briefly highlight upcoming DCI events and offer useful deliberation tips. To keep the energy high, we also held a fun raffle— each attendee had a chance to win a coveted DCI T-shirt. The excitement was palpable as names were drawn, and every winner received their prize with a smile, adding a festive touch.

The event proved to be a fantastic start to the school year, providing participants with a meaningful opportunity to connect in new and engaging ways. It highlighted the DCI’s dedication to fostering respectful and thoughtful dialogue in today’s polarized climate. By embodying the DCI spirit of building democracy, one conversation at a time, the event set a wonderful tone for what promises to be an enriching year of DCI programs and events.

The Deliberative Pedagogy (DeeP) Faculty Collaborative consists of faculty from Davidson College and other higher education institutions who are committed to learning and implementing new ways to improve and deepen the quality of their class discussions. These faculty come from a wide array of disciplines and backgrounds to study and discuss deliberative pedagogy methods, share their ideas and questions with one another, and work to embed deliberation in their classrooms. In this special blog series, members of the Collaborative describe and reflect on their experiences developing and teaching their deliberation-involved courses.

As an anthropologist, I feel most comfortable in discussion seminars, working through texts and data with students as a group. The issue, of course, is that undergraduate students may feel more accustomed to lectures and thus may hesitate to contribute to discussion, even when they have worthwhile observations or arguments to make. This holds true particularly at institutions not typically regarded as “elite.” The students are, in my opinion, just as intelligent as at elite institutions in a general sense. However, they often lack the confidence in their own opinions and perspectives that an elite institution instills. I often feel as though I must coax their perspectives out of them. Facilitating discussion has proven difficult at times, and the Deliberative Pedagogy (DeeP) Collaborative offered me the chance to experiment with deliberation in the classroom. 

Anthropology requires nuance and encourages political stances, and I initially resisted the framing of many mainstream issues with which DeeP engages. Indeed, I feel that one of the primary goals of anthropology as a discipline is to interrogate the way that we commonly frame political or social questions. My breakthrough came when I asked students to watch “How to Blow Up a Pipeline” and debate the ethical and political merits of the argument espoused by the film (a fictionalized narrative drawing from Andreas Malm’s essay “How to Blow Up a Pipeline”). In other words, I asked my students whether it was ok to blow up a pipeline, given the risks posed by climate change and government inaction. 

The ensuing debate surprised me, both in terms of the range of opinions within a relatively small class, and in the way that students drew on the texts that we had already read in the first three weeks of the semester. Offering them a yes/no question with strong ethical and political implications and then asking them to justify their opinions led to a far more animated discussion requiring far less guidance from me. They also, eventually, reached a consensus where they agreed that blowing up a pipeline might be ethically permissible but was likely politically counterproductive. 

I realized that simplifying complex issues into a single question on which students could take sides allowed them to mobilize complex readings in new ways and explore their nuances. I think that this stands as the key insight offered by the deliberative literature, though it is not an insight that is frequently made explicit. Operationalizing these insights required some thought, of course. Not every weekly topic can or should be reduced to this format, particularly as I cannot always develop relevant questions. How, for instance, would I develop a deliberation on a unit engaging Indigenous worldviews? Is a deliberation even necessary? Probably not! In some cases, I can and perhaps should continue to guide the students through the literature and highlight any relevant debates. However, I began to formulate questions that would allow students to engage in deliberation while drawing from 3-4 weeks of more complex readings. In turn, I think that the periodic deliberations further encouraged students to talk during the weekly units. 

On August 8th, we kicked off our fourth installment of the Deliberative Pedagogy (DeeP) Faculty Collaborative with our annual DeeP Collaborative Orientation Workshop. This year’s cohort brings together 18 new faculty collaborators who specialize in over 13 different academic disciplines, including anthropology, biology, communication studies, economics and business, health sciences, Hispanic studies, history, mathematics, natural sciences, political science, psychology, sociology, and writing.

They also come from 14 different institutions, including Colorado College, Davidson College, Denison University, Drexel University, Furman University, Hendrix College, Johnson C. Smith University, North Carolina A&T State University, Rhodes College, Rollins College, Sewanee: The University of the South, The University of Texas at San Antonio, Western Carolina University, and Wingate University.

The goals of this workshop were to introduce our new Collaborative members to the key principles and practices of deliberative pedagogy, to build community among the cohort members—who will be working together over the coming academic year—and to begin mapping out their goals for the fall semester, during which they will explore how they will apply deliberative pedagogy to their future courses.

DCI Faculty Director Dr. Graham Bullock led the workshop, using both active learning and deliberative strategies to introduce the motivations for using deliberative pedagogy practices, the most relevant concepts and frameworks, specific deliberative teaching methods and tools, and case studies of deliberation-involved courses.

What is deliberative pedagogy? In short, deliberative pedagogy is a teaching practice that involves the use of structured deliberative activities to teach learners how to express different viewpoints about an issue or approaches to a problem, how to evaluate these viewpoints or approaches critically, and how to identify both areas of agreement and disagreement through the course of their deliberative discussions.

The key to practicing deliberative pedagogy well is to setup deliberations in the classroom so that they include multiple viewpoints on the issue at hand, allow all voices to be heard, and promote the assessment of arguments for and against the variety of viewpoints on the table. One way to do so is by introducing conversation agreements, or ground rules for good discursive practices. Another way is to have a facilitator present who can ensure the deliberation represents multiple viewpoints and voices. (Want to learn how to become a trained facilitator for deliberative events in OR out of the classroom? Learn more about our upcoming Deliberation Facilitator Training Program here!)

Deliberative pedagogy is also connected to the concept of deliberative democracy, a type of democratic engagement in which reason-giving – broadly-defined – is used as a means for citizens to make progress on practical issues facing their community.

Some of the lively discussions among our faculty cohort members focused on how deliberative pedagogy can be employed beyond courses that focus explicitly on public policy, including courses in the arts and the sciences. Groups also discussed how deliberative pedagogy can be a form of inclusive pedagogy and how faculty can navigate the apparent tension between affirming our lived experiences as individuals while assessing reasons for and against policy decisions that impact those experiences.

Others discussed whether or in what circumstances instructors should remain neutral during debates about normative issues that do not have straightforward answers and about which there can be reasonable disagreement among deliberators. None of these questions have easy answers, but we look forward to diving deeper with our ’24-’25 DeeP Collaborative cohort on these and other important topics in the coming year. Look out for blog posts from this year’s participants next year, once they have begun applying what they have taken from our interactive learning sessions in the fall to their various teaching contexts.