Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counternormative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPED's community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work and the importance of these faculty members in the design of the Education Doctorate.
The present study addresses the efficacy of using service-learning methods to meet the GAISE guidelines (http:// www.amstat.org/education/gaise/GAISECollege.htm) in a second business statistics course and further explores potential advantages of assigning a service-learning (SL) project as compared to the traditional statistics project assignment. Second semester business students were given the choice of participating in a SL project or doing a traditional project assignment.When the projects were completed, students reflected on their experiences via survey. Both groups responded equally (agree or strongly agree) to the Likert scale questions: 96.15% reinforced learning objectives, 98.08% applied to real world, 84.62% positive experience. Responses to the open ended questions revealed that more students in the SL group (p = 0.019) wrote about the benefits of dealing with real world data, more SL students felt their work benefited others (65% felt their statistical expertise was valuable) and more (p=0.005) SL students felt that the experience will help them in future classes. These results suggest that while both groups were able to effectively support the GAISE guidelines, participation in the SL option offered an enhanced learning experience that included elements of social responsibility and personal growth. The experience was perceived more enjoyable and relevant to the real world adding elements of student empowerment while assisting a local agency in need of statistical expertise suggesting one can reap positive learning benefits by introducing service-learning pedagogy into a non-majors statistics course.
The COVID-19 pandemic has been a major disruption in higher education, challenging universities to engage with community partners in unprecedented ways. Among them, was an accelerated challenge to ways of engaging with surrounding communities and the resulting importance this holds for social change. A common approach has been for the university to offer mutually beneficial “help” to communities through top-down directives and strategies. Another approach prioritizes co-constructed knowledge generation and political action where the university is part of a larger ecosystem engaged in public problem solving and deeply sustained, ways of collaborating (Saltmarsh & Hartley, 2011). Moments of economic and social crises put into stark view higher education’s intentions: are we playing at community involvement, or are we committed partners, leveraging our unique missions to join our communities in solving the problems facing us? This article will discuss how a university’s response to the pandemic illustrates democratic community-engagement, including ways in which the university partnered with community organizations to alleviate the dire impacts of the pandemic on peoples’ basic needs and equity. Lessons learned and implications for university-community engagement during both “normal” times and times of crisis will be shared, including ways to foster social change that addresses the inequities illuminated by the pandemic.
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