Preparing Public Leaders for Polarized Times: Embedding Constructive Dialogue in Schools of Public Service
Schools of public service are uniquely positioned to prepare students for engaged citizenship and leadership in an increasingly diverse and polarized society. In 2024, the Volcker Alliance and the Constructive Dialogue Institute (CDI) partnered with 14 schools of public service to prepare the next generation of public servants to bridge divides. Over the past 15 months, these institutions integrated constructive dialogue into coursework, campus activities, and leadership programs, equipping future leaders with the skills to work collaboratively across differences. The participating schools included:
- The Heinz College of Information Systems and Public Policy, Carnegie Mellon University
- The Cornell Jeb E. Brooks School of Public Policy, Cornell University
- The Paul H. O’Neill School of Public and Environmental Affairs, Indiana University Bloomington
- The John Lewis Public Administration Program, Tulane University
- The Clinton School of Public Service, University of Arkansas
- The Goldman School of Public Policy, University of California, Berkeley
- College of Urban Planning and Public Affairs, University of Illinois - Chicago
- Gerald R. Ford School of Public Policy, University of Michigan
- Hubert H. Humphrey School of Public Affairs, University of Minnesota
- Truman School of Government and Public Affairs, University of Missouri
- Graduate School of Public and International Affairs, University of Pittsburgh
- School of Economic, Political, and Policy Sciences, University of Texas at Dallas
- Frank Batten School of Leadership and Public Policy, University of Virginia
- The Robert M. La Follette School of Public Affairs, University of Wisconsin - Madison
A new report released this month by CDI and the Volcker Alliance captures lessons learned from the initiative and offers recommendations for other schools. Drawing on insights from participating institutions, “Preparing Public Leaders for Polarized Times: Embedding Constructive Dialogue in Schools of Public Service,” outlines four best practices for embedding constructive dialogue at scale, as well as common pitfalls to avoid.
Read the report here.
