Foundational Knowledge and Skills in Community Development: A Comparison of Educator Perspectives

Michael Rios; Bryan Hains; Vikram Koundinya; Carolyn Abrams; Virginia Stanard

doi:10.1177/0739456X21997901

Foundational Knowledge and Skills in Community Development: A Comparison of Educator Perspectives

Michael Rios, Bryan Hains, Vikram Koundinya, Carolyn Abrams, Virginia Stanard

Community and Leadership Development

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

The challenges metropolitan regions, cities and towns, neighborhoods, and villages face require community development skills that address complex community problems, engage multiple publics, and pursue collective strategies. However, there is no consensus about how community development should be taught due to its various understandings, theories, and approaches. The article presents the results of a community development educator survey and illustrates a diversity of responses to educational delivery among forty-eight respondents representing twenty-seven community development programs in the United States. We compare the perspectives of respondents who teach in planning programs with other community development educators to discuss commonalities and differences.

Original language	English
Journal	Journal of Planning Education and Research
DOIs	https://doi.org/10.1177/0739456X21997901
State	Accepted/In press - 2021

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a USDA NIFA Higher Education Challenge Grant (2017-70003-2638).

Publisher Copyright:
© The Author(s) 2021.

Keywords

community development
education
pedagogy

ASJC Scopus subject areas

Geography, Planning and Development
Development
Urban Studies

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10.1177/0739456X21997901

Cite this

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abstract = "The challenges metropolitan regions, cities and towns, neighborhoods, and villages face require community development skills that address complex community problems, engage multiple publics, and pursue collective strategies. However, there is no consensus about how community development should be taught due to its various understandings, theories, and approaches. The article presents the results of a community development educator survey and illustrates a diversity of responses to educational delivery among forty-eight respondents representing twenty-seven community development programs in the United States. We compare the perspectives of respondents who teach in planning programs with other community development educators to discuss commonalities and differences.",

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AB - The challenges metropolitan regions, cities and towns, neighborhoods, and villages face require community development skills that address complex community problems, engage multiple publics, and pursue collective strategies. However, there is no consensus about how community development should be taught due to its various understandings, theories, and approaches. The article presents the results of a community development educator survey and illustrates a diversity of responses to educational delivery among forty-eight respondents representing twenty-seven community development programs in the United States. We compare the perspectives of respondents who teach in planning programs with other community development educators to discuss commonalities and differences.

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Foundational Knowledge and Skills in Community Development: A Comparison of Educator Perspectives

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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