Acknowledging the challenges of pedagogical innovation: the case of integrating research, teaching, and the practice of environmental leadership

Rebecca L. Vidra (), Deborah R. Gallagher and Victoria Wilson
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Rebecca L. Vidra: Duke University
Deborah R. Gallagher: Duke University
Victoria Wilson: Amherst College

Journal of Environmental Studies and Sciences, 2019, vol. 9, issue 3, No 2, 270-275

Abstract: Abstract Providing opportunities for community engagement and research is part of many environmental sciences and studies programs. Because of the constraints of the typical classroom environment, we need to develop innovative pedagogical tools to allow students to do this kind of work thoughtfully. A partnership between Duke University, a major private research university in Durham, NC, and Paul Quinn College, a small HBCU in Dallas, TX, allowed students to collaborate on community-based participatory research projects and a cross-campus semester-long immersive learning experience. This partnership was grounded in our experience in environmental leadership, social entrepreneurship, and ecological restoration and was led primarily by Duke faculty. We share valuable lessons about engaging in communities outside of our home institution and for working across campuses. Cross-campus collaboration, while logistically challenging, offers ways to connect students in different learning environments but with the same goals and passion for community engagement and research.

Keywords: Environmental leadership; Community engagement; Service learning; Environmental justice; Co-curricular learning (search for similar items in EconPapers)
Date: 2019
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DOI: 10.1007/s13412-019-00551-2

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