Learning Community Session: Constructs and Local Contexts
- 1. Preliminary Survey Results CPED Convening, June 2015 The Carnegie Project on the Education Doctorate A Knowledge Forum on the EdD
- 2. General overview • 40 CPED institutions • 46 faculty • Phase One (7) Phase Two (5), Phase Three (17) • Continuum of responses (unable to answer at this time, in planning stages, well-defined, refining) • Mix of traditional and critical theories • Bibliographies of content and skill readings
- 3. Regis College University of DenverNorth Carolina State U University of Arkansas Michigan State University Salisbury University University of Pittsburgh Washington State University California State University Stanislaus Virginia Commonwealth University San Jose State University Lynn University Georgia Southern University University of Colorado Denver University of Nebraska-Lincoln CSU San Bernardino California Polytechnic State University East Carolina University Illinois State University Montana State University University of Missouri High Point University Arizona State University Georgia Regents University University of North Texas Western Carolina University Duquesne University Tennessee State University Fielding Graduate University Portland State University Northern Kentucky University Kansas State UniversityBrigham Young University Umass Amherst CSU Los Angeles Fresno State Northeastern University University of New Mexico Rutgers University
- 4. What literature and guiding frameworks (i.e., theoretical, empirical, conceptual, methodological) do you require your students to read related to Community Connections/Partnerships? Bibliography of 300+ entries Freire, P. (1972). Pedagogy of the oppressed, Penguin, Harmondsworth, UK.
- 5. Guiding Frameworks for Students Parent Engagement/Involvement Participatory Action Research Place-based Capacity Development Praxis-oriented Public Engagement Professional Development Schools Project Based Learning Social Constructivism Socio-cultural Context of Schooling Social Reproduction Scholar as Public Intellectual Strategic Leadership State Standards and Guidelines Value Engaged Education Evaluation Visionary Leadership Action Research Advocacy Research Applied Program Evaluation CPED Principles Community Based Research Communities of Practice (Wenger) Culturally Responsive Pedagogy Critical Reflection Deliberative Democratic Evaluation Democratic Education Embodied Curriculum Ethical Leadership Indigenous Research Methods Leaders as Change Agents Learning Conversations Narrative Analysis
- 6. Adaptive Leadership Theory Andragogy and Adult Learning Theory Anti-Deficit Theories C-PEER Model Change Theory Cognitive Flexibility Theory Cognitive Theory of Writing Composite Theory of Change for Comm. Interventions Constructive Conflict Resolution Theory Cooperation and Competition Theory Critical Care Critical Curriculum Theory Critical Ethnography Critical Multiculturalism Critical Theory Critical Race Theory Critical Reflective Theory Critical Social Theory Critical Storytelling Cultural Safety Theory Culturally Responsive Pedagogy Dialogic Theory of Change/Collective Impact Funds of Knowledge Theory LatCrit Leadership Practices Theory Organizational Development Theories Queer Theory Social Interdependence Theory Structural Inequality Theory Systems Thinking Transformative Action Theory Transformative Leadership Theory Wenger’s Communities of Practice Theory Women of Color Feminism Guiding Theories
- 7. Which theoretical frameworks does your faculty utilize to make programmatic decisions (i.e., content, pedagogy, and scope & sequence) related to Community Connections/Partnerships?
- 8. Access, Inclusion, and Equity Appreciative Inquiry Collaborative, Culturally Responsive Evaluation Collective Impact Community Based Research Community Engagement/Building Community Learning Exchanges Constructivist Frameworks Cultural Competence Culturally Relevant Teaching Critical Theory Developmental Learning Theory High Impact Educational Practices Mission, Vision, and Identity statements (Department) Place-based Learning Theory Practical Wisdom Framework Program Evaluation Research Public Engagement Public Intellectualism Social Action/Social Justice Pedagogy and Theories Social Capital Theory Social Interdependence and Constructive Conflict Theories Sociocultural, Political and Historical Theory Stakeholder Engagement Steward Leadership Transformational Learning Qualitative Inquiry Vygotsky Theoretical Frameworks guiding Program Decisions
- 9. What types of readings are used in your programs to help students think about community and community collaborations (historically, socially, politically)? Block, P. (2009). Community: The structure of belonging. San Francisco, CA: Berett-Koehler.
- 10. What are the skill building literature/materials you use in the program to help faculty and students in their community based work and understanding? SenGupta, S., Hopson, R., & Thompson‐Robinson, M. (2004). Cultural competence in evaluation: An overview. New Directions for Evaluation, 2004(102), 5-19.
- 11. List and describe specific Active, Applied Pedagogies used in your program.
- 12. Action Research (cycles) Active Learning Auto-ethnography Alumni Engagement Case in Point Pedagogy Community Based Capstone Community-Based Research Project Community Town Hall Meeting Communities of Practice Constructivist Dialogues Cooperative Learning Strategies Cultural Sharings Critical Compassionate Intellectualism Critical Place Based Education Culturally Relevant Pedagogies Developmental Poster Presentations Dramatizations Dialogue Circles Duoethnography Eco-mapping Ethnographies of Leadership Equity Audit Active, Applied Pedagogies
- 13. Problem-Based Learning Project-Based Learning Reflective Inquiry Reflective Practice Stakeholder Engagement Story Sticks (Student Led Readings) Students’ Problem of Practice Students’ Context as Lab of Practice Team-Based PBL Writing Groups Funds of Knowledge Kolb Experiential Learning Cycle Leader Interviews Improvement Science Organic Intellectualism Pedagogies Othermothering Pedagogies of the Land Pedagogies of the Body Pedagogies of Resilience Peer-to-Peer Learning Personal Memoir & Narrative Active, Applied Pedagogies
- 14. What specific assignments/activities do your faculty use related to construct of Community Connections/Partnerships?
- 15. Action research project focused on community Adaptive challenges Agency Research Autobiographies (social justice leadership) Analysis of power, cultural capital Case Studies (race, community) Community mapping Community engagement project/plan Content Analysis Cooperative Learning and Teaching (Identity Development) Develop Principles of Leadership for Equity & Social Justice Digital Presence Website Documentation of experiences (including reflections) Duo-ethnography Ethnographies of classrooms, schools, districts Evaluation plans Assignments/Activities
- 16. Hidden history Interviews with community stakeholders Interview fiscal and facility managers Leadership Challenge – connect to community Leadership Learning Exchange Logic Model Mini Research Project with IRB Narrative of School Leader On the balcony questions Open Space Technology Personal Praxis Plan Persuasive Presentations Policy analysis Role play (in a hearing on an employment decision appeal) School board policy analysis School culture analysis Self-Organizing Game-based learning environment UCEA’s Journal of Cases in Educational Leadership World Café Assignments/Activities