Education Commons^™

Critical Online Library Instruction: Opportunities And Challenges, Tessa Withorn

Communications in Information Literacy

Although critical information literacy, critical pedagogy, and online library instruction are commonly discussed in the library and information science literature, they are rarely discussed together. This qualitative interview study with academic librarians conducted in 2022 identifies opportunities and challenges of teaching critical information literacy online. Findings suggest that critical information literacy and critical pedagogy can be integrated into online library instruction through online workshops, digital learning objects, and online credit-bearing courses. However, librarians face challenges implementing critical pedagogy online related to the lack of dialogue and co-creation of knowledge between students and instructors, limitations of the one-shot model of library …

Final Report: The Ecosystem Of 21st Century Employer Supported Education And Training Initiatives, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems in employer-supported education and training initiatives. This work envisions workplace learning as ecosystems shaped by a constellation of factors that operate in dependent and independent ways.

21st Century Learning Ecosystem Opportunities: Research And Findings, Jill Castek, Kathy Harris, Gloria Jacobs, Jen Vanek,

21CLEO Presentations and Publications

The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems. This report is a summary that aims to share insights about working learners employed in frontline service work, the types of education and training initiatives offered to them, and the outcomes from participating in such employer supported education and training initiatives. The findings shared here are drawn from the collection of presentations, blog posts, and other publications through which we have shared our insights along the way (cited throughout), as well as new material developed as part of our final …

Oer In University Language Courses, Jenny Ceciliano

World Languages and Literatures Faculty Publications and Presentations

Open Educational Resources (OER) offer incredible advantages in language teaching and learning. Implementing an OER curriculum can result in benefits that go far beyond controlling costs for students, which is itself a significant step toward improving equity. Drawing on your own experience and expertise as language educators, as well as the contributions of collaborators around the world, it is possible to build a curriculum customized for your unique student group. With thoughtful design, your program can help students achieve desired learning outcomes not just in language acquisition, but also in diversity, equity, and inclusion (DEI). In this talk, I will …

Ecosystem Of Workplace Education And Training: Where Do Learners Fit?, Kathy Harris, Jen Vanek, Jill Castek, Gloria E. Jacobs

21CLEO Presentations and Publications

Presentation Agenda

● Background on study design and theoretical approaches

● What’s a learning ecosystem?

● Who are the learners?

● Insights gleaned from critical analysis of learner interview data & discussion with key stakeholders (employers, WFD practitioners, educators)

● What’s next in our research

Innovative Learning Group, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

No abstract provided.

Examining Perspectives Of Immigrant Working Learners & Education Providers: Crt As Analytical Framework, Jen Vanek, Kathy Harris, Gloria E. Jacobs, Jill Castek

21CLEO Presentations and Publications

Research questions in this article include:

• What supports English learners’ participation and engagement in workplace learning?

• Who gets access to learning opportunities?

• Whose workplace learning leads to advancement?
• What do the perspectives of adult working learners reveal about their education and training when viewed through a CRT lens?

Who We Are: Focus On… Student Identity, Yarina Aguilar Becerra, Cecilia Diojuan, Jasmine Walker, Neera Malhotra, David Peterson Del Mar, Vicki Reitenauer

University Studies Faculty Publications and Presentations

In short

• Increasingly, professionals in higher education are acknowledging the short- and long-term impacts on individuals and communities of institutional failures to create welcoming, inclusive, and caring environments for traditionally underrepresented students.
• Student voices, reflecting on their lived and felt experiences in college, have been less frequently present in the discussions about inclusion in higher education.
• Listening to students from underrepresented groups has the potential to redefine and renew how we understand education and ourselves, offering a template and a foundation for the dense network of relationships that a student-focused institution of higher education ought to aspire to and build …

Fulfilling A Wish List: Creating An Oer Beginning Spanish Textbook And Curriculum, Jenny Ceciliano, Lisa Notman

World Languages and Literatures Faculty Publications and Presentations

This report discusses the experience of creating and implementing a new open educational resource (OER) first-year Spanish textbook and curriculum at Portland State University in Portland, Oregon. The project began with a long wish list of features. We hoped for a program that would be structured enough to support graduate teaching assistants with little teaching experience, but flexible enough for experienced instructors to make adjustments based on their own expertise, current events, or their unique group of students. We wanted the program to be inclusive and centered on diverse, authentic voices. We wanted to focus on topics that would be …

21st Century Learning Ecosystem Opportunities Convening, 21cleo Research Team

21CLEO Presentations and Publications

No abstract provided.

Critical Race Theory: Convening 2, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

We seek to identify the factors that incentivize frontline service workers to engage in workplace-sponsored learning activities that support development of 21st century skills, including specific workplace skills, digital literacy, English language and literacy, problem solving, and adult basic skills. Central to this study is elevating the voice of the working learner.

Understanding Learners Through Personna: Convening 1, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

We seek to identify the factors that incentivize frontline service workers to engage in workplace-sponsored learning activities that support development of 21st century skills, including specific workplace skills, digital literacy, English language and literacy, problem solving, and adult basic skills. Central to this study is elevating the voice of the working learner.

A Student Led Assessment Of Diversity, Equity, And Inclusion In The Environmental Science And Management Department At Portland State University, Aneesha Gharpurey

University Honors Theses

In the summer of 2020, the world watched as Black communities and allies responded to the murder of George Floyd and Breonna Taylor. An intensification of social and racial justice awareness provoked many entities like higher education institutions (HEI) to evaluate how they support marginalized people and update their diversity, equity, and inclusion (DEI) plans. In an attempt to maintain excellence, many HEIs implement DEI plans through top-down methods where high-level administrators target recruitment and retention, campus climate, community engagement, and curriculum. These plans rarely incorporate students as co-collaborators and administer DEI changes that have little effect on students' self-belonging, …

21st Century Learning Ecosystem For Working Learners, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

• What are the experiences of working learners in employer sponsored learning?
• What motivates frontline service workers to participate in employer sponsored learning opportunities, many of which are offered online?
• What factors support working learners’ continued participation and their success?

Using Critical Race Theory As A Lens To Understand Employer-Supported Education, Jill Castek, Kathy Harris, Gloria E. Jacobs, Jen Vanek

21CLEO Presentations and Publications

This work is part of a larger project focused on understanding a changing and dynamic learning ecosystem

● frontline service workers participate in workforce or employer supported learning opportunities.

● includes data from 45 interviews with worker learners and individuals who provide support to them, such as teachers, managers, and career navigators.

● Interviewees come from all parts of the United States and work in retail, healthcare, hospitality, transportation, and other industries.

How Trio Sparked The Fire That Fuels The First-Generation Movement: An Interview With Arnold Mitchem And Maureen Hoyler, Rashné Jehangir, Lindsay Romasanta, Arnold Mitchem, Maureen Hoyler

Global Diversity and Inclusion Publications and Presentations

The Co-Editors of Journal of First-generation Student Success, Rashné R. Jehangir, Ph.D., and Lindsay Romasanta, Ed.D., both former TRIO staff members, begin this inaugural issue with an interview with Council for Opportunity in Education founder and president emeritus Arnold Mitchem, Ph.D., and current president Maureen Hoyler, J.D. This conversation is an effort to situate the history of the first-gen movement with those who were there at the beginning and continue to engage in the work today. To quote James Baldwin, ‘‘Know from whence you came. If you know whence you came, there are absolutely no limitations to where you can …

Culturally Engaging And Validating Strategies To Support Bipoc Students At Psu, Lindsay Romasanta, Michelle Lee, Pedro Torres

Global Diversity and Inclusion Publications and Presentations

Presenters:

• Lindsay Romasanta, Ed.D. - Assistant Vice President, Global Diversity & Inclusion
• Michelle Lee - Coordinator for Asian & Pacific Islander & Desi Student Services
• Pedro Torres - Assistant Director, Cultural Resource Centers

About Global Diversity and Inclusion:

Global Diversity and Inclusion is the central division that leads and facilitates the continuous quest for Inclusive Excellence. We structure our ongoing diversity, equity, and inclusion journey through four pillars:

• Student Support and Programs
• Equity and Compliance
• Diversity Advocacy
• Diversity Education and Learning

Presentation Outline (Agenda):

• Activity
• How we support BIPOC students at PSU
• Multicultural Retention Services
• Cultural Resource Centers
• TRIO Programs …

21st Century Learning Ecosystem Opportunities Member Spotlight, 21cleo Research Team

21CLEO Presentations and Publications

Background & Our Study

Understanding a changing and dynamic learning ecosystem

● 45 interviews with worker learners and individuals who provide support to them

● Focus on the voices and experiences of Black, Indigenous, and People of Color (BIPOC)

● Multiple Advisory Group Convenings of diverse group of stakeholders: working learners, educators, researchers, employers, workforce development practitioners

● Ongoing dissemination of our work in over 20 blog posts reporting on our research as its unfolded

Authoring Dis/Ability Identities Mapping The Role Of Ableism In Teacher Candidate Identity Construction, Molly B. Siuty, Margaret R. Beneke

Curriculum and Instruction Faculty Publications and Presentations

Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve “normalcy.” Ableism’s entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using …

The Collective Contemplation: How A Global Pandemic Offers An Invitation To Dance With The Abundant Divine, Skyler Pestle

Leadership for Sustainability Education Comprehensive Papers

Going into 2020, our world was already facing a multitude of crises to be critically concerned about, such as climate change, growing income inequality, and normalized political exploitation of the vulnerable. All of this is occurring in the age of information which makes for a quick descent into despair, as the scary news fills up our screens. Due to shelter in place orders, many individuals are stuck at home, alone, without a job, and bombarded with news of the carnage and chaos. Collectively, our psyches are experiencing a magnitude of trauma. A sustainable leader who radiates the radical compassion needed …

What Factos Shape 21st Century Workplace Learning?, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

Adult learners take part in many different kinds of learning (in the workplace and beyond) Find out....what opportunities learners are offered and are taking part in. Encourage and Support….sustained participation and connections between and across settings.

Diversity, Equity, & Inclusion Plan, Ann Curry-Stevens, Jasmin Hunter, Ebony Oldham, Stephen L. Percy, Cece Ridder, Kevin Thomas, Mark Wubbold, Marisa Zapata

Global Diversity and Inclusion Publications and Presentations

Portland State University is situated in the heart of downtown Portland, Multnomah County, Oregon. Multnomah County rests on traditional village sites of the Multnomah, Kathlamet, Clackamas, Bands of Chinook, Tualatin Kalapuya, Molalla and many other Tribes who made their homes along the Columbia River. Multnomah is a band of Chinooks that lived in this area. Portland State University wishes to recognize that since time immemorial these have been the lands of the Indigenous peoples of this region.

Since its inception as Vanport Extension Center (VEC) in 1946, the institution now known as Portland State University has provided a rich learning …

Portland State University: General Education And Equitable Assessment, Rowanna L. Carpenter, Vicki Reitenauer, Aimee Shattuck

Women, Gender, and Sexuality Studies Faculty Publications and Presentations

Portland State University is not only Portland, Oregon’s public research university, but a place of innovation and engagement. Portland State offers over 200 degree programs, and is very engaged in community development as it sits in the heart of downtown. Originally founded in 1946 to serve returning World War II veterans, Portland State has “grown into Oregon’s most diverse urban public research university with 26,000 students.” Of the students served, 25% are students with children, 37% are first-generation, 45% receive Pell grants, and 48% are students of color. Espoused values of the university include the promotion of access, inclusion, and …

Digital Literacies In The Workplace: Exploring Employer Provided Education Opportunities And Learner Motivations, Jill Castek, Kathy Harris, Jen Vanek, Gloria E. Jacobs

21CLEO Presentations and Publications

We have identified factors that encourage working learners to engage in education of workplace skills and literacies. The study examines the motivations and constraints of working learners as they acquire digital problem solving necessary to succeed in the workplace. In this session, you will learn about this study designed to amplify the voices of working-learners. Together we will examine factors in the 21st century learning ecosystem.

'A Practice Of Freedom': Self-Grading For Liberatory Learning, Vicki L. Reitenauer

Women, Gender, and Sexuality Studies Faculty Publications and Presentations

This essay offers readers a model for self-grading as a mechanism to catalyze liberatory learning. Drawing inspiration from the feminist and participatory pedagogical approaches of Paulo Freire, bell hooks, and Adrienne Rich, the author grounds this discussion within her disciplinary field and professional role, identifies key elements of the model and the teaching practice that surrounds it, and addresses the changed learning environment that has resulted from the implementation of this approach.

‘Locations Of Possibility’: Critical Perspectives On Partnership, Rhiannon M. Cates, Mariah R. Madigan, Vicki Reitenauer

Library Faculty Publications and Presentations

This article offers critical perspectives on collaborative partnerships and feminist teaching that revise paradigms of power, prioritize student agency, enrich curriculum and scholarship, and sustain empowered communities of learning that challenge institutional compartmentalization. The authors reflect on how co-created curriculum can catalyze new professional partnerships that in turn contribute to refreshed learning experiences and communities. This article presents evidence of how a partnership orientation effectively encompasses an ethic and practice of feminist teaching, posits a framework of feminist pedagogy and praxis into the discourse of partnership, and exemplifies possibilities of these practices as important steps towards a (re)vision of liberatory …

Assessment As Critical Programmatic Reflection, Vicki Reitenauer, Rowanna L. Carpenter

Women, Gender, and Sexuality Studies Faculty Publications and Presentations

This article argues that general education assessment is an opportunity for engaging faculty and the general education program as a whole in critical reflection on the practices and pedagogies that affect the entire undergraduate body. Through intentional assessment practices tied to learning outcomes, pedagogical expectations, and faculty and student classroom experience, an assessment program can meet accreditation expectations while serving as a rich location for critical reflection and continuous improvement. To illustrate, this article takes the reader through a year in the life of University Studies' assessment at Portland State University. It provides details about the individual elements of our …

Sustainability Of Our Planet And All Species As The Organizing Principle For Slce, Kevin Kecskes, Jennifer Joyalle, Erin Elliott, Jacob D. B. Sherman

Public Administration Faculty Publications and Presentations

We may define and prioritize them differently, but few would deny that our human community is facing intractable problems at local, national, and global scales. We call on higher education institutions (HEIs) around the world to work collectively and with strategic intent and action to use sustainability as an organizing principle to focus service-learning and community engagement (SLCE) activities on the flourishing of our planet and its diverse species.

In the United Nations report, Our Common Future, sustainable development (the future-oriented view of “sustainability”) was defined by World Commission on the Environment and Development members as “the kind of development …

Activism Through Music, Cherry Muhanji, Jack C. Straton

Physics Faculty Publications and Presentations

This article discuses the pedagogy behind a University Studies freshman inquiry class taught at Portland State University. Portland State University has been engaged in a 10-year revolution in general education (Journal of General Education, 1999) that has inculcated activist education as central to instruction. In addition to the Critical Thinking and Communication instruction that any general education program must provide, Portland State’s University Studies Program promotes Social Responsibility and Diversity as central goals of its efforts.

Pedagogy For The Economically Privileged: “Tuning In” To The Privileged Learner, Ann Curry-Stevens

School of Social Work Faculty Publications and Presentations

Today’s activists are challenged by the sheer scope of losses by social movements. We have lost most significant battles and have moved into a defensive position struggling to retain earlier gains in social policy. The gap between rich and poor continues to widen, and it is clear that we need new allies in the struggles for justice. The middle class has been eyed as potential allies, with the hope that in bringing their resources, information, and power to bear, progressive social change will result. This paper draws from dissertation research on a pedagogy for the privileged: research that involves transformative …