Core Principle Of Walden University's Mission To Engage ✓ Solved

A Core Principle Of Walden Universitys Mission Is To Engage

A core principle of Walden University’s mission is to engage students in social change through their educational experience. Social change can take many forms, from direct service to individuals, to working more broadly in the community, to developing programs or resources. The social change activities of Walden’s faculty, students, and graduates incorporate some or all of the eight features of social change explored by Callahan—scholarship, systemic thinking, reflection, practice, collaboration, advocacy, civic engagement, and human ethics. How has your thinking regarding social change, and your role as an agent of such change, evolved throughout your journey as a Walden student?

For this Discussion, you will analyze the features of social change as they relate to your experiences in enacting social, community, and educational change. To prepare: Review the Callahan et al. (2012) paper and reflect on the eight features of social change. Which of the features are of interest to you and how might you become more involved in enacting social change in your field by highlighting those particular features? Review the Walden University sites regarding social change and Walden’s Global Days of Service. Think about your own past social change experiences in your community, how you currently effect social change, and how you might plan to do so in the future.

Read the Cooper et al. (2016) case study. Consider how the leadership practices of the teachers in the case study did or did not impact change within their schools. How might you become a leader in your program, school, district, or community to enact positive educational change? An explanation of the following: The two features of social change as described by Callahan et al. (2012) that interest you the most. Be sure to explain how those features might support your efforts in creating social change within your field.

A past social change experience in your educational setting or community and what the web of eight features would look like for that experience. Be sure to explain why some features of social change would be higher or lower on the web. Your vision for enacting positive educational change in your setting and the leadership strategies and practices you will need to support your vision. For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.

Paper For Above Instructions

Social change signifies a collective evolution towards a more just, equitable, and sustainable society. As a student at Walden University, my understanding of social change and my potential role in it has undergone substantial transformation. The guiding framework provided by Callahan et al. (2012) outlines eight essential features: scholarship, systemic thinking, reflection, practice, collaboration, advocacy, civic engagement, and human ethics. In this discussion, I will explore two of these features—advocacy and collaboration—as they resonate particularly with my personal philosophy and aspirations in enacting social change.

Advocacy in Social Change

Advocacy serves as a driving force behind social change efforts. It involves not only raising awareness about issues but also pushing for alterations that address systemic injustices. My interest in advocacy has been significantly shaped by my experiences as a student volunteer in numerous educational outreach programs. For instance, I participated in organizing community workshops focused on educational equality, where we advocated for resources and support for underprivileged schools. Through these workshops, I witnessed first-hand how advocacy can illuminate disparities and mobilize action within communities.

Engaging in advocacy also requires continuous education and reflection, as described by Callahan et al. (2012). By fostering an understanding of community needs and educational policies, one can effectively advocate for structural changes. As an aspiring leader in my field, I aim to harness the power of advocacy by creating partnerships with local organizations that align with my vision for equitable education. By networking and sharing insights with experienced advocates, I hope to gain invaluable insights and resources that would amplify my impact.

Collaboration for Effective Change

The feature of collaboration complements advocacy perfectly, as it encompasses working in conjunction with various stakeholders to achieve common goals. My journey at Walden has reaffirmed that collaborative efforts are more potent than isolated actions. An example of this is my involvement in a group project focused on creating educational materials for students with learning disabilities. This experience highlighted the importance of combining diverse perspectives and expertise to develop comprehensive solutions. Each group member brought unique insights to the table, resulting in resources that were more inclusive and effective.

Looking forward, I envision establishing collaborative networks involving educators, parents, and community leaders dedicated to addressing educational challenges. One strategy to foster collaboration is initiating regular meetings and forums that encourage open dialogue about pressing issues affecting our schools. This collaborative approach will not only facilitate shared learning but also empower diverse voices in the educational landscape.

Past Social Change Experience

One pivotal social change experience I had was volunteering at a local after-school program aimed at supporting at-risk youth. This initiative utilized elements from Callahan’s features of social change. The program involved systemic thinking to identify barriers that disadvantaged students faced. Reflection took place regularly as we assessed the needs of participants and adapted our approach accordingly. Collaboration was crucial, as it involved teachers, community members, and parents working together to create a supportive environment.

The web of eight features looked different for this program, with collaboration and advocacy standing out as essential frameworks. I would argue advocacy was rated higher because we actively sought to inform and involve stakeholders in the workings of the program. On the other hand, although collaboration was present, some aspects, such as scholarship, were less emphasized because the focus was more on service than on academic research. This experience not only solidified my understanding of social change but also illuminated areas where I could further enhance my practice.

Enacting Positive Educational Change

My vision for enacting positive educational change is to create an inclusive educational system that values diversity and ensures equitable access to resources for all students. This vision necessitates engaging not only in advocacy and collaboration but also in systemic thinking, as it is crucial to understand the broader educational landscape. To actualize this vision, I believe in adopting leadership strategies that emphasize empathy and continuous improvement.

As an educational leader, I aim to foster a culture of collaboration among faculty by encouraging shared goals and open communication. Professional development workshops focused on social justice education will be instrumental in equipping educators with the necessary tools to support diverse learners. Additionally, engaging the community through partnerships can bridge the gap between the school and families, ensuring that everyone is part of the educational ecosystem.

Conclusion

Overall, my journey as a Walden student has reinvigorated my commitment to social change. Through advocacy and collaboration, combined with a strong understanding of the features outlined by Callahan et al. (2012), I can envision impactful strategies for enacting educational change. This comprehensive approach will not only cultivate leadership but also resonate with the shared experiences and needs of the community I aim to serve.

References

• Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., & Yob, I. (2012). Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project. Minneapolis, MN: Walden University.
• Cooper, K. S., Stanulis, R. N., Brondyk, S. K., Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85–113. doi:10.1007/s
• Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
• Walden University. (2016). Global days of service. Retrieved from [Walden University Global Days of Service](https://www.waldenu.edu).
• Walden University. (2017). Who we are. Retrieved from [Walden University About Us](https://www.waldenu.edu).
• Bringle, R. G., & Hatcher, J. A. (2002). Campus–community partnerships in service learning. Journal of Social Issues, 58(3), 503-517.
• O'Connor, C. (2011). The importance of social change in education. International Journal of Humanities and Social Science, 1(18), 122-124.
• Steiner, L. (2013). Innovative leadership for social change. Educational Leadership, 71(6), 33-37.
• Shirley, D. (2019). The role of leadership in social change: A change theory for leaders. Educational Administration Quarterly, 55(3), 390-427.
• Schneider, M. (2015). Community engagement for social change: Strategies for effective action. Journal of Community Development, 50(4), 315-325.