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.
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Notes
In a traditional PhotoVoice-based research project, partners jointly develop a research question to serve as photographic motivation. We were limited by time constraints and thus offered a ready-made prompt.
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Acknowledgements
We would like to thank President Michael Sorrell and Paul Quinn University, our students at both Duke and PQC, our co-teachers Danielle Purifoy and Chelsea Clifford, and our research collaborator Karrie Stewart. We are incredibly grateful to our community partners in Highland Hills. Funding for this work was provided by the Wells Fargo National Fish and Wildlife Foundation, Bass Connections, Duke Center for Civic Engagement, Duke Office of Service-Learning, and Duke Office of Undergraduate Education.
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Vidra, R.L., Gallagher, D.R. & Wilson, V. Acknowledging the challenges of pedagogical innovation: the case of integrating research, teaching, and the practice of environmental leadership. J Environ Stud Sci 9, 270–275 (2019). https://doi.org/10.1007/s13412-019-00551-2
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DOI: https://doi.org/10.1007/s13412-019-00551-2