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process details, the type of venues, including location, size, and accessibility to the general public,

and group dynamics. Each of the dialogue gatherings convened at different locations and dates.

While formal observation complimented the data gathering process, it was excluded from

the CC participant role for the first case-study two reasons. First, it was felt that it would be very

difficult to obtain permission from 100% of the participants, especially since the last dialogue was

very large, noisy and, most importantly, it likely would have hindered the level of open sharing by

participants knowing I might record them. It would also have been impossible to monitor the

breakout tables and/or record past the noise. Due to concerns about disrupting the dialogue process

to secure the permissions required for formal observations, the decision was made to forgo this

approach to data gathering. However, keep in mind, I was able to personally interview

participants, facilitators and presenters afterwards. Their descriptions and input enabled me to

round out my impressions and experiences of the dialogue.

Role of Dialogue Facilitators

The interactions of the participants for each of the Albany Community Conversations on

Implicit Bias showed a willingness for engagement and public consideration for sensitive topics

whose discourse offered a unique container for studying tension and disagreement. Using

grounded theory, my research consisted of data gathered from interviews with participants after

public dialogue sessions. While generally most dialogue groups are comprised of participants who

are assisted by facilitators, other public engagement sessions involve participants working together

in a self-directed manner, without the aid of a facilitator. The role of the facilitator, although widely

debated in the literature, generally consists of one or more people skilled in managing the

deliberation process impartially, acting as neither expert nor teacher (Scully & McCoy, 2005).

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