As we’re constantly told, this is The Age of Big Data, and tapping into that monstrous yet murky term indeed has the potential to revolutionize the way organizations function, particularly when it comes to finances. Local government and other public entities are no exception.
Indeed, many are increasingly publishing reams of financial data, like procurement contracts, salaries, and details of their various budgets. Some of this is still done in old-fashioned ways – many of us know how frustrating it is to mine data from PDFs of scanned documents, for instance. Yet even when Big Data is made available by governments in a standard format, with accompanying APIs for coders to freely draw from, and with aesthetically pleasing visualizations, is that enough?Continue Reading
The presidential primary season has drawn considerable attention to the issue of young voters and what appears to be their overwhelming support for Bernie Sanders. On my campus students are engaging in debate watch parties, are organizing voter registration drives, and a small group of around twenty students, both Republican and Democratic, are having the experience of a lifetime in a program called Wake the Vote, which has taken them already to Iowa and New Hampshire and later in the year will give them the opportunity to attend the conventions. These kinds of experiences translate into participation at the polls. An organization that studies the political participation of young people (CIRCLE) reports that 70% of the youth votes (18-24) cast were cast by young people with at least some college experience. Clearly, activities that provide students with the opportunity to get engaged in the political process are powerful motivators for voting.
In the traditional system, homeless individuals are moved through levels of housing that will eventually lead to independent housing. For instance, from the streets to the shelters, and from the shelters to a housing program, and from a housing program to an independent apartment. In the housing program, treatment is given to battle some factors surrounding homelessness like, substance abuse, mental health, job training, and domestic violence.
T.J. Smith is a senior majoring in Politics and International Affairs and minoring in Biology and Spanish at Wake Forest University. He is from Greensboro, NC and is highly engaged on campus and in the Winston-Salem community. In this post, he responds to our invitation to provide a student voice in the discussion about the role higher education institutions can play in civic life.
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As a guest author, I would like to write from the student perspective in discussing civic engagement. I will be responding to Dr. Harriger’s post on the teaching mission of the university and the university’s role in community-engaged research. In particular, I hope to use my own experience as a Wake Forest University student to illustrate two things the university can provide students in order to advance civic engagement.
First, the university must offer service learning but within the proper framing. I agree with Dr. Harriger’s post that too often college students are engaged in community projects that do more harm than good so I would like to offer a solution.
According to the Continuum of Care Report (2015), there are 1,220 homeless, sheltered, and chronically homeless individuals residing in Cumberland County, North Carolina. Further, the statistics are broken down into every demographic you can dream up. In 2014, there were 1,229, so in a year the numbers have decreased only by 9. Thousands of dollars are poured into the homelessness issue in Cumberland County annually, without making a much of an impact. This begs the question, how can we as a society bring about meaningful, lasting social change?
How can academic research translate into action-based, results-oriented solutions to issues central to local community development and public engagement? When it comes to policy making, the voting public should be able to actively engage informed experts within the academy to help them participate in and shape policies that matter to them. Citizens could more effectively engage local government if academic research were more accessible so that a more educated citizenry could then apply the research to problems in their respective communities. For example, Citizen Advisory Committees (CACs) meetings are great forums where academics can connect with concerned citizens and offer insight on matters where data collected from studies conducted in other regions may offer guidance on local community relations or conflict resolution among grassroots organizations and local government. Oftentimes, the will to improve conditions exceeds the know-how of pragmatic solutions to lingering issues that encumber communities and pass from generation to generation.
Partnerships between the public and the academy based not only on the dissemination of information but on actual conversations with stakeholders form mentoring relationships so that citizens utilize practical knowledge to formulate immediate and long-term solutions. Continue Reading
I was pleased to moderate a panel discussion of four citizens academies coordinators a few weeks ago (February 5) at the North Carolina City & County Management Association’s Winter Seminar held in Durham. The panel consisted of: Mable Scott (Rockingham County Citizens’ Academy), Peter Franzese (Concord 101), Lana Hygh (Cary School of Government), and Deborah Craig-Ray (Durham Neighborhood College). This group represented many years of experience running successful citizens academies and the resulting discussion yielding many great insights that should be useful to others that offer (or plan to offer) a citizens academy in their community.
Citizens academies are educational programs conducted by cities and counties aiming to create better informed and engaged citizens. These programs involve ordinary citizens participating in several (usually between six and twelve) sessions taught by local government officials on the wide range of local government services and operations. Programs are usually taught to cohorts of 20-25 residents and end with a graduation. Participants not only learn about their local government, but also learn about how they can be directly involved in it by, for example, serving on citizen advisory boards or committees.Continue Reading