Innovative education... Engaged educators
The Heritage Leadership Learning Community engages students in serious discussion of topics related to sustainability, social justice and participatory culture. Heritage refers to natural and cultural heritage. Modern society has a rich inheritance in the natural world. Unfortunately, climate change and related system-level shifts threaten the ecosystem services upon which we all depend. Similarly, some argue that cultural diversity is now as endangered as biological diversity.
Heritage leaders reveal the essential unity of nature and culture, highlighting the pathologic that emerges when we relegate these interdependent phenomena to isolated spheres. Heritage leaders foster diverse knowledge structures, societal values, and engagement pathways. If participants engaged in a heritage leadership learning community ask essentially questions, generate useful models, and refine the scope and methods of effective practice, they can safeguard and even enliven heritage.
Heritage leaders should be adept at helping audiences share personal experiences, explore patterns and linkages, and examine underlying mechanisms. Advocates for social justice have long recognized the link between social justice and environmental equity (i.e., equal opportunity to obtain environmental benefits and equal protection from environmental harms). Similarly, scholars have identified parallels between how we treat our most vulnerable citizens and how we treat the natural world. Ecology is complex, but human ecology is even more complex. Thus, heritage leaders should be able to facilitate an examination of such topics as bias, privilege, the intended and unintended effects of economic and governance systems, racism and other “isms,” historic trauma, oppression, modern day slavery, symbolic meanings and interactions, ecological aesthetics, a land ethic, voice, agency, culpability, reparation, reconciliation, and healing truth.
Practitioner-leaders from diverse informal education sectors should ask this question before applying and enrolling: Do I want to gain competence and capacity to address sustainability, social justice, and participatory culture at my site, in my organization, in my local community, and through networking and partnerships, at the national and global level? If the answer to this question is yes, and especially if you can pinpoint instances when you have addressed these challenges in your professional practice, this learning community will be a good fit for you!
For more information about the topic of this community, click on the Key Faculty tab below. For information about applying, contact the program director.
Students seeking the Ed.D. degree are expected to meet the Graduate School’s relevant practitioner doctoral degree requirements and procedures.
|1. Learning Community of Practice Seminars||15-20|
|Learning Community of Practice I|
|Learning Community of Practice II|
|Learning Community of Practice III|
|Learning Community of Practice IV|
|Learning Community of Practice V|
|Learning Community of Practice VI|
|2. Laboratory of Practice|
|Laboratory of Practice|
|3. Common Courses||8|
|Scholarship of Teaching and Learning in Educational Practice|
|Evaluation of Educational Programs|
|Building Socially Just Educational Communities|
|Ethical and Legal Issues in Educational Practice|
|4. Inquiry Approach Electives, minimum 4 hours selected from the following:||4|
|Action Research for Educational Practitioners|
|Survey Design for Educational Practitioners|
|Data Analysis for Educational Practitioner|
|Designing Research for Educational Practitioners|
|Ethnography for Educational Practitioners|
|Interviewing for Educational Practitioners|
|Inquiry Seminar for Educational Practitioners|
|5. Tool Course Electives, minimum 4 hours selected from the following:||4|
|EDUC 7305||Representing Data for Educational Practitioners||1|
|EDUC 7310||Integrating Technology in Learning for Educational||1|
|EDUC 7315||Project Management for Educational Practitioners||1|
|EDUC 7320||Financial and Budgeting Skills for Educational Practitioners||1|
|EDUC 7325||Grant Writing for Educational Practitioners||1|
|EDUC 7330||Human Relations Skills for Educational Practitioners||1|
|EDUC 7395||Tool Seminar for Educational Practitioners||1|
|Courses in an area of specialization (can include Master’s or Education Specialist work)|
|7. Dissertation in Practice||8|
Total: minimum 80 hours, post-bacclaureate