Community-Engaged Faculty: A Must for Preparing Impactful Ed.D.                    Graduates

Peterson, Deborah S.; Perry, Jill Alexa; Dostilio, Lina D.; Zambo, Debby

doi:10.18060/21127

Cited by 5 publications

(5 citation statements)

References 10 publications

(11 reference statements)

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“…We suggest that the approaches described in this paper can work across the disciplines and at other universities. The obvious benefit of an interdisciplinary approach to social/epistemological justice and social change is the multi-faceted perspectives brought forth to social problems and their potential solutions and how each lived experience by different knowers can bring unique insights worth exploring (Peterson et al, 2016;Reitenauer et al, 2018). The results we interpret here cannot be detached from the lived experiences of the respondents.…”

Section: Discussionmentioning

confidence: 67%

Engaging Epistemic Tensions in Graduate Education

Diaz,

McBride,

Soto-Olson

et al. 2024

MUJ

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Productive tensions with traditional academic practices develop from a graduate certificate program in community engagement at Tulane University. The program offers an alternative approach to graduate education by fostering community, epistemic justice, and care for the whole person through sustained interdisciplinary and transdisciplinary conversations and collaborations. A 2021-22 survey of current and prior program participants in the graduate certificate program documents a variety of tensions that arise when the graduate certificate program is compared to students’ other experiences with graduate school at Tulane. Analysis relies on theories and concepts of epistemic injustice, decolonizing methodologies and community engagement, which enables interpretation of results. We find that results point to the Tulane Mellon Graduate Program in Community-Engaged Scholarship’s differences in approaches as compared to traditional graduate educational experiences at Tulane, offering insights into more ethical and humane possibilities for graduate education generally as well as particular insights into community-engaged graduate education. These insights would be useful to graduate program directors, graduate students, community-engagement advocates, and administrators interested in connecting their universities to local communities through ethically informed scholarly collaborations.

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Section: Discussionmentioning

confidence: 67%

Engaging Epistemic Tensions in Graduate Education

Diaz,

McBride,

Soto-Olson

et al. 2024

MUJ

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“…Less attention has been paid to the satisfactions gained as faculty integrate potentially overlapping professional and personal commitments into their teaching. Yet initial research suggests that community engagement provides faculty pathways to align scholarly, professional, and personal aspects of themselves with their work (Ahern-Dodson et al, 2023;Holland, 2019;Peterson et al, 2016;Saltmarsh et al, 2009). A growing area of research explores the impacts of community-engaged pedagogy on faculty satisfaction as instructors, researchers, colleagues, and whole persons (Matthews & Wilder, 2018;Sylvan & Becker, 2022).…”

Section: Faculty Satisfaction Via the Integration Of Identities: Comm...mentioning

confidence: 99%

Exploring Faculty Satisfaction Derived From Community-Engaged Teaching in the COVID-19 Era

Carr-Lemke

2023

International Journal of Research on Service-Learning and Community Engagement

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This exploratory, phenomenological study explores the impacts of community-engaged teaching on faculty satisfaction. It finds that community-engaged teaching contributes to a sense of satisfaction across five distinct modes—pedagogical, professional, emotional, intellectual, and relational—both pre- and post-COVID-19. Interviews suggest that the satisfactions derived from community-engaged teaching speak to faculty desire to achieve coherence across multiple identities of instructor, researcher, colleague, and human. Given the ongoing conversation around job satisfaction post-COVID-19, the research generates timely findings with implications for faculty and campus community engagement professional staff.

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“…The website highlighted several candidate quotes appreciating the "real-world experience of [program] faculty" because they understood the challenges and needs of the community they will lead. For triangulation, evaluation findings showed many of the core graduate faculty, as noted on the program's website links to Curriculum Vitas during document analysis, had current connections to local PreK-16 institutions, also noted as a vital CPED program practice (Auerbach, 2011;Peterson et al, 2016). Thus, as a CPED affiliate, the Context evaluation findings illustrated how the program focused on scholarly inquiry to support finding solutions to problems of practice in the regional demographic contexts with community-engaged faculty with some reference to issues of social justice.…”

Section: Context Evaluationmentioning

confidence: 99%

Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

Akhavan

Walsh

Goree³

2020

IJLTER

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This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

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Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates

Cited by 5 publications

References 10 publications

Engaging Epistemic Tensions in Graduate Education

Engaging Epistemic Tensions in Graduate Education

Exploring Faculty Satisfaction Derived From Community-Engaged Teaching in the COVID-19 Era

Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

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