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The Radical Relationality Of Complex Partnerships: Community-Member Experiences In Critical Community-Based Learning, Amie Riley
Dissertations and Theses
Through a radical relationality within the social-ecological systems that sustain us, critical community-based learning (CBL) in higher education offers a praxis for engaging the demanding pedagogical and community challenges we face. When CBL is implemented as both a critical and sustainability pedagogy, as a strategy for social change, the relationships created by CBL partnerships have the potential to generate transformational outcomes for all partnership agents. Using a critical complexity theoretical framework, a bricolage of complexity science and critical theory, this critical qualitative study sought to understand the systemic patterns and behaviors of a community-based learning partnership by elevating community-member voices. …
Community-Engaged Teaching: Lessons From A Participatory History Project, Amie Thurber, Sarah V. Suiter
Community-Engaged Teaching: Lessons From A Participatory History Project, Amie Thurber, Sarah V. Suiter
School of Social Work Faculty Publications and Presentations
How can we create opportunities for students to gain experience in community-engaged scholarship that truly benefits the community given the constraints of the academic calendar, students’ varied capacity to develop reciprocal and responsive community relationships, and the tendency for community-engaged research to instrumentalize community partners in service to academic deliverables? This paper explores one attempt to meet this challenge: an experimental graduate course in community development that linked course content to a participatory history project. Designed as a Scholarship of Teaching and Learning (SoTL) study, instructors studied the instructional process as well as outcomes for students and community partners. We …
In Service Together: University Students And Incarcerated Youth Collaborate For Change, Deborah Smith Arthur, Jamie Valentine
In Service Together: University Students And Incarcerated Youth Collaborate For Change, Deborah Smith Arthur, Jamie Valentine
University Studies Faculty Publications and Presentations
Through the lens of two courses at Portland State University (PSU), this article addresses critical service learning pedagogy as transformational for both incarcerated youth and university students. In one course, PSU students share a writing/art workshop with youth in juvenile detention though The Beat Within (https://www.thebeatwithin.org). Another course brings together PSU students and young men incarcerated at MacLaren Youth Correctional Facility in an inside/out course format (https://www.insideoutcenter.org). Working collaboratively, students have developed a variety of service-learning projects. This article explores the impact of critical service learning courses on both incarcerated young people and university students.
A Grateful Recollecting: A Qualitative Study Of The Long-Term Impact Of Service-Learning On Graduates, Ann Fullerton, Vicki L. Reitenauer, Seanna Kerrigan
A Grateful Recollecting: A Qualitative Study Of The Long-Term Impact Of Service-Learning On Graduates, Ann Fullerton, Vicki L. Reitenauer, Seanna Kerrigan
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
Service-learning practitioners design community engagement activities to affect students in powerful and even transformative ways. This qualitative study explores the long-term impacts (3-16 years after graduation) of participation in a senior-level service-learning course. Through interviews with 20 randomly selected participants, the researchers explored whether and in what ways graduates continued to experience impacts from the course, including those that have become interwoven with other life experiences or have catalyzed altered perspectives and/or actions. Graduates were first asked to identify their most significant learning experiences in college in order to gauge the relative importance, if any, of the service-learning course in …
“Contagious Co-Motion”: Student Voices On Being Change Agents, Vicki L. Reitenauer, Tetiana Korzun, Kimberly Lane, Melinda Joy Roberts
“Contagious Co-Motion”: Student Voices On Being Change Agents, Vicki L. Reitenauer, Tetiana Korzun, Kimberly Lane, Melinda Joy Roberts
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
Designed in response to students’ requests for a capstone where they could form their own individual partnerships in the communities of their choosing, Effective Change Agent offers a structure for community-based learning that allows for high levels of student choice-making and agency. In this article, the authors describe the course; connect it to literature on grassroots change-making, integrative learning, and service-learning; and, through the inclusion of student authors, allow the sharing of insights in the students’ own voices.
To This Day: College Graduates On The Lasting Significance Of Relationality And Experiential Learning, Ann Fullerton, Vicki L. Reitenauer
To This Day: College Graduates On The Lasting Significance Of Relationality And Experiential Learning, Ann Fullerton, Vicki L. Reitenauer
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
In the past twenty years, much research has been conducted into the effects of community-based learning and service-learning on students, but studies into the long-term impacts that persist after graduation have been fewer in number. In this article, the authors share perspectives from Portland State University alumni on the lasting significance of their participation in a community-based learning course that has been operating continuously for more than two decades and the key features of significant learning experiences more generally.