As an institution, Walden has long supported days of service and encouraged students, faculty, and staff to give back to their communities. In the companion Assignment for this module, you are developing a plan for a proposed Global Day of Service project. For this Discussion, you will explain the Global Day of Service project you are proposing for your Assignment and offer feedback and support for your colleagues’ projects.

Important Note: You will share your ideas regarding your Module 5 Assignment in this Discussion. Be sure to read through the instructions for this Discussion and the Module 5 Assignment prior to beginning work this week.

To prepare:

• Review the instructions for the Module 5 Course Project assignment.
• Review the Walden University sites regarding social change and Walden’s Global Days of Service. Consider the many meaningful opportunities found in early childhood programs, K–12 schools, and communities for enacting social change. How will the Walden Global Day of Service project you are proposing in this module’s Assignment support social change in your program and field?
• Review the Callahan et al. (2012) paper in the Learning Resources. Which of the eight features of social change will be reflected the most in your Day of Service project?

An explanation of the following:

• The Day of Service project you are proposing for this module’s Assignment
• How your proposed project would support social change in your program and field
• Which of the eight features of social change are integrated the most in your Day of Service project

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.

                                                               Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

• Chapter 13, “The Future of Educational Change” (pp. 258–265)

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 [White paper]. Minneapolis, MN: Walden University.

Social Change Web Maps [Diagrams]. Adapted from Expanding our understanding of social change, by ​Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., Ouzts, K., & Yob, I., 2008. Baltimore, MD: Walden University. Adapted with permission of 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/s10833-015-9262-4

Walden University. (2016). Global days of service. Retrieved from https://www.waldenu.edu/about/social-change/global-day-of-service

Walden University. (2017b). Who we are. Retrieved from https://www.waldenu.edu/about/who-we-are

Review this site for information on Walden University’s mission and vision and its focus on social change.