Curriculum, Culture, and Communities (EdD)
The EdD in Curriculum, Culture, and Communities (3Cs) is designed within a social justice framework across schools and communities to prepare educators, community organizers, faith-based leaders, nonprofit leaders, and others to take on new challenges as socially-just educators and researchers in institutions of higher education, schools, and communities. The targeted audience of the program will be:
- Current teachers
- Those seeking positions in preparing future teachers in the university (teacher educators)
- Non-profit organization leaders and educators (CSI resource coordinators, stakeholders, community activists)
- Faith-based organization leaders and educators (including priests, pastors, sisters, and other laypeople)
- Professions that involve education and professional development in their organizations (medical professionals, social work, legal, law enforcement, environmental studies, etc.)
- University staff/professionals
Enduring Understandings & Program Outcomes
MEd & EdD in 3Cs is founded upon six enduring understandings (EUs)
EU1: Theories and Practices about Curriculum, Pedagogy, and Policy
Students will develop understandings of curriculum, pedagogy, and policy and apply knowledge on transformative curriculum and pedagogy for innovative policy in the local, state, national, and international educational contexts to advocate with and for students, families, and communities.
EU2: Ecology of Communities
Students will understand that effective educators comprehend the historical, political, socioeconomic, and cultural realities and funds of knowledge of local communities as well as relationships, practices, and systems. Further, students will understand that effective educators seek to engage multiple stakeholders toward creating that promote equity and social justice of society’s most vulnerable groups.
EU3: Research, Evaluation & Change Practices
Students will understand and use appropriate and rigorous research methods (e.g., qualitative, mixed, quantitative) and research types ( e.g., basic, action, evaluation) to investigate critical questions that contribute to the development and improvement in instructional practices, transformative curriculum, and the improvement of relationships across school, community and university settings. Emphasis will be placed on the use of participatory and collaborative research approaches.
EU4: Critical perspectives on Language, Culture, and Literacy
Students will understand and apply an approach to language and literacy that is heteroglossic, a view of language and literacy as dynamic, and an understanding of the acquisition of language and literacy as a process that occurs within and is influenced by cultural systems and structures including (but not limited to) those of the family, the school, and the surrounding community.
EU 5: Collaboration and Partnership
Students will understand that effective teaching and learning is situated in local and globalized communities and incorporates assets of students, families, and broader communities into learning. Students will understand that transformative learning engages in collaborative, mutually beneficial, and sustainable relationships among school, communities, and multiple stakeholders to ensure the academic success and social & emotional learning of all students.
EU6: Principles and Practices of Social Justice
Students will develop their ability to apply principles and practices of a social justice lens in relation theories and practices of schools and communities by focusing on transformative teaching and learning, university-school-community collaborations, mitigating inequities and disrupting power structures and practices that have contributed to the marginalization of communities and people around the world through research and pedagogy.
Graduate & Professional Standards and Regulations
Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supercede school policies.