Pivoting from Problems to Possibilities in Response to Dual Pandemics

Authors

DOI:

https://doi.org/10.5195/ie.2024.391

Keywords:

EdD Programs, dual pandemics, learning associates, pivots, emergent leadership

Abstract

The year 2020 brought not only the COVID-19 pandemic but also a wave of racial injustice, which impacted many in the U.S. and beyond. Combined, these phenomena have been characterized as dual pandemics, which introduced new demands that forced faculty to redesign aspects of their doctoral programs to ensure sustainability during the pandemic and post-pandemic era. The purpose of this essay is to highlight changes we made to sustain our EdD program during and post dual pandemics. We achieve this by employing Ginwright’s (2022) four pivots and brown’s (2017) emergent leadership as a framework and to conceptualize how we transitioned from viewing the events of 2020 as problems to embracing the possibilities they offered for the present and future of our EdD program. Practical implications and recommendations for this work are discussed to offer EdD faculty ways to design, develop, and sustain their doctoral programs in the post-pandemic era.

References

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Published

2024-01-29

How to Cite

Druery, J. E., Jones, M. M., & Tosolt, B. (2024). Pivoting from Problems to Possibilities in Response to Dual Pandemics. Impacting Education: Journal on Transforming Professional Practice, 9(1), 29–34. https://doi.org/10.5195/ie.2024.391

Issue

Vol. 9 No. 1 (2024): Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age

Section

Themed - Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age

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Copyright (c) 2024 Jarrod E. Druery, Melissa M. Jones, Brandelyn Tosolt

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