To help students, faculty, and staff productively respond to difference on campus, the collaborative “Dialogue 4 Shared Futures” pilot project began two years ago. “By productive,” Reina Neufeldt clarified, “I mean engaging more deeply with competence. Deepening our curiosity and skills to see issues and challenges from multiple perspectives and using active listening and problem-solving skills, as well as pro-social emotions like empathy, to respond.” The project recognized that divisions on campus often reflect those in wider society.
Responding to unique needs in faculties and programs, the project created four dialogue initiatives, including a collaboration with Systems Design Engineering. Planning conversations with faculty members Scott Campbell and Matt Borland explored ways for Engineering students to develop dialogic skills to address social divisions and communication barriers they might encounter. The team collaborated on a conversation café with a class of second-year System Design students to explore diverse values and perspectives as part of their professional development. MPACS graduate students hosted the table groups, gaining facilitation experience and meeting people from different fields.
“My approach to collaborations on dialogue is informed by research on dialogue, and will contribute new participatory research to further our knowledge about the approaches, strengths, and limits to dialogue and dialogic skill development,” added Reina. “Transforming our campus and communities requires working together. It cannot be done alone.”
