The Dialogue Innovation Fund

The Dialogue Innovation Fund is a new university-wide grant program that will support faculty endeavors to teach, model and incorporate into the classroom and campus life the values and norms of dialogue across difference.

The second cycle of the Dialogue Innovation Fund is now open. Applications are due on March 17, 2025.

More information on background for the Fund, illustrative examples of projects that might come within the Fund, and details on Fund requirements and applications can be found below.

The awardees of the first cycle of the 2024 Dialogue Innovation Fund are:

Bridging the Divide: Fostering Constructive Dialogue on Religion and Science at Johns Hopkins University

• Associate Professor Johnathon Ehsani (BSPH)
• Assistant Dean and Practice Professor Beth Resnick (BSPH)

Abstract: As polarization has come to be a dominant feature of American political life, the distinctions between science and religion have emerged as particular points of fracture. This proposal aims to create an inclusive space on campus for dialogue among scientific and religious communities to collectively examine the root causes of these fractures and identify shared values in ways that foster mutual respect, deepen understanding, welcome diverse views, and build connections. Through a year-long seminar series and reading group, the lead faculty members will engage scientists, religious leaders, faculty and students in constructive dialogue. The interactions will be grounded in communication practices that encourage, emphasize, and respect a diversity of opinions and perspectives and acknowledge the value of and need for engagement of both scientific and religious communities to achieve collective aims of healthy and flourishing communities.

Curating and Classroom: Leveraging Arts-based Pedagogy to Stimulate Dialogue Across Differences

• Professor of Psychiatry and Behavioral Sciences, and of Medicine Margaret S. Chisolm (SOM)
• Assistant Professor of Medicine Mariah L. Robertson (SOM/BSPH)
• Associate Professor of Emergency Medicine Kamna Balhara(SOM/KSAS)

Abstract: While growing polarization poses a threat to civil discourse, nurturing pluralism in learning settings may equip learners to better engage not only within their academic communities, but in democratic society at large. Creating learning spaces that facilitate respectful and authentic discourse can be challenging, but existing evidence across a variety of teaching environments suggests that leveraging arts-based pedagogy may be effective in promoting civil discourse. This project is designed to empower faculty across disciplines to integrate arts-based learning activities into the classroom to stimulate dialogue across differences. Arts-based pedagogy allows educators to create psychologically safe classroom environments that promote the habits and virtues of constructive discourse. This project will demonstrate how intentional use of arts-based activities in the classroom can help students learn the skills of expression and productive discussions, appreciate the value of dialogue across differences, and reduce self-censorship.

Background

There is widespread concern that society is increasingly defined by polarization, echo chambers, and a decay in citizens’ ability to listen to and engage with individuals from different backgrounds, perspectives and viewpoints.

And there is no reason to believe these trends end at the edges of campus. A study of Johns Hopkins undergraduates led by Andrew Perrin, chair of the KSAS Department of Sociology and SNF Agora Professor of Sociology, found that many students report they feel unable to express their opinions freely in class for fear of reprisals from peers; many also demonstrate a high willingness to use repressive techniques to silence opinions with which they disagree. The study advised that students would be well-served by more “curricular, co-curricular and extracurricular opportunities for students to talk, listen, debate, and revise across disagreement”, and that “faculty may need to better intentionally design their classroom environments to have students from all walks of life and majors see the value and learn the skills of expression and productive conversations, regardless of background or ideology.”

Universities at their core should be seedbeds of pluralism. Openness to difference and intellectual inquiry are embedded in our norm of academic freedom and our mission of education and discovery. This fund will seek to support innovative programs and initiatives across our schools and campuses that model the values of engagement across difference, and model for students – and society more broadly – the habits and virtues of reasoned and constructive discourse.

Examples

Illustrative examples of projects that would come within this fund include:

• Courses co-taught by instructors with different perspectives, viewpoints, or methodological or epistemological approaches.
• New models for incorporating and teaching dialogue or debate skills in the classroom.
• Research on how best to promote dialogue and discourse across different backgrounds or perspectives on campus that will benefit JHU and higher education.
• An academic or extracurricular program that brings people together across racial or ethnic, religious, or political lines in conversation about their lives, perspectives, and experiences.
• Campus programming that convenes groups of students to meet regularly to discuss difficult issues or trains students to facilitate forums on such issues.

Details

• The program is open to any full-time Johns Hopkins faculty member. 
• Proposals must be led by a faculty member, but applicants are encouraged to partner with staff members, students or non-affiliates as appropriate in developing and submitting their proposals.
• Proposals from all academic and professional disciplines within Johns Hopkins University are welcome.
• Proposals can seek a total amount of as much as $25,000 with an award term of up to one year. Funds can be used for salary with fringe, graduate students, postdoctoral fellows or technicians, equipment, travel, convenings and other engagements.
• Proposals will be reviewed by a committee of faculty from across the university.

Proposal submission deadline: March 17, 2025

Anticipated start date for award: June 1, 2025

Proposals can seek a total amount of as much as $25,000 with an award term of up to one year. Funds can be used for salary with fringe, graduate students, postdoctoral fellows or technicians, equipment, travel, convenings and other engagements.

Applications will consist of four elements:

• A title for the submission.
• A proposal consisting of a description of the project and its goals, an analysis of its significant and potential impact, a project plan and timeline, and an evaluation or assessment plan.  The proposal section can be no more than two pages, not including references. Please use 12-point font and margins no smaller than 1⁄2 inch.
• A budget breakdown that identifies the proposed funding and explains how it will be apportioned for any personnel, supplies, equipment, travel, or other project expenses.
• A short bio-sketch of key participants emphasizing relevant expertise.

Awardees will be asked to:

• consult with the Office of Diversity and Inclusion, Student Affairs, and divisional centers for teaching excellence, as appropriate, to benefit from best practices for promoting dialogue in and out of the classroom.
• submit a report to the Office of the Provost and present at a conference at the close of the program describing outcomes and any proposed path to sustainability.

Proposals and questions about the program should be directed to the Provost Office at [email protected].