Abstract
ABSTRACT This brief essay offers background on the issues facing community development as a professional degree. The essay highlights the need for comprehension and consensus around core competencies, shared values, and standards to guide the design and assessment of academic community development programs. The essay includes summaries on theoretical canon, pedagogies, and the fragmented state of community development as an educational field. In particular, accreditation is offered as a strategy for potential success. Progress by and insights from a related Community Development Society working group are provided to readers.
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