Peter Clarke has successfully defended his doctoral dissertation at the College of Saint Elizabeth to earn an Ed.D. in Educational Leadership.
The title of his dissertation is, “Integration of Services-Learning in the Theology Curriculum.”
According to Clarke, service-learning provides students with the opportunity to become engaged members of their community which has a lasting, positive impact on both the student and the community. When this service-learning is well crafted and intentionally linked to the curriculum, it provides students the hands-on, experiential encounters that allow conceptual knowledge to become lived experiences.
The purpose of Clarke’s research was to establish the connection between exceptional, embedded service-learning in the classroom and how that affects students understanding of the curriculum in the theology classroom. His study revealed the overall impact that service-learning has on student learning in combination with opportunities for service advocacy and an ethic of life-long service.
Clarke, who is a priest in the Diocese of Paterson, is currently the president of Morris Catholic High School in Denville, N.J. He earned his bachelor’s degree in elementary education from Centenary University and a master’s degree in educational administration from New York University. Clarke also obtained a master’s in theology from Saint Mary Seminary and University.
Within the educational leadership doctoral program, CSE offers two tracks: Pre-K to 12thgrade and higher education. The higher education track is part of CSE’s ED CHOICE program. ED CHOICE is a program, unique to the College of Saint Elizabeth, that allows students to choose whether to attend class on campus or complete coursework online depending on their individual schedules.
The doctoral program at CSE, which is dedicated to preparing leaders who are committed to social justice and ethical practice, began in August 2007. Integrated into all course work and learning activities are the central values and beliefs necessary for school leaders to function as morally purposeful stewards for their school communities. This philosophy of servant leadership represents a major shift from the traditional paradigm of school leaders as managers of resources, which is so prevalent in today’s practices.