Abstract
The purpose of this article is to share an example of how an activism framework was used to design and launch a new EdD in Community College Leadership. Capper, Theoharis, and Sebastian’s (2006) framework for preparing leaders for social justice along with the Carnegie Project for the Education Doctorate’s (CPED) guiding principles and the American Association of Community College’s ([AACC], 2018) competencies for community college leaders guided program design and implementation. Marketing and recruiting efforts aimed at identifying a talented, diverse cohort and on-boarding strategies focused on creating a safe learning environment and a sense of urgency related to social justice and equity are shared. Examples of how activism is being emphasized through coursework and plans to nurture activism through experiential learning and the dissertation are also discussed. Doctoral programs seeking to promote activism will discover an effective framework and practical examples for this work.
Highlights
Use an evidence-based approach to decision making and leadership, with a focus on the goal of increased rates of student completion and success
Capper et al.’s (2006) framework for preparing leaders for social justice, the AACC’s (2018) competencies for community college leaders, and Carnegie Project for the Education Doctorate (CPED)’s(n.d.) guiding principles and design concepts served as a guide for program design and implementation
Using a social justice and equity lens, what are some innovative approaches to this challenge? Research has found that students who arrive with a commitment to and prior experiences with activism are more likely to engage in activism in the future (Dodd & Mizrahi, 2017)
Summary
University of Pittsburgh as part of its D-Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press. Activism within the community college sector is important given the diverse population served
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