Social Justice in K-12 Settings at Portland State University Disrupting Expectations: Exploring a Spectrum of Involvement Online Presented by Zapoura Newton-Calvert

How I Got Involved in Online Community- Based Learning Work

The Importance of Context & Connection Happy accident! My own social justice and education background Wanting writers to have more real context Seeing the benefits of CBL and infusing that in all of my classes The desire to disrupt expectations (mine & student)

QUESTION For those of you who teach online, what are some of the major pedagogical challenges? What are the major issues that are different for students learning online versus in- person?

Can Community-Based Learning Solve Some of the Biggest Problems in Online Learning? Maine FUSION Project (Maine Campus Compact): At least 30% of college students will take an online course (2013) and over 63% of higher education institutions say that online learning is a major part of their long-term plans. Because of this, we must find ways to engage students in community even if they’re online because CBL is a high-impact practice that both face-to-face and online students should have access to. ADDRESSING FACULTY, DEPARTMENT, UNIVERSITY, and STUDENT FEARS E-Service Learning (Waldner, Widener, and McGorry): E-service learning is transformative for online classrooms and provides a comparable hands-on learning experience equal to face-to-face learning experiences. Teaching and Learning Social Justice Through Online Service Learning Courses (Guthrie & McCracken): Online classrooms are unique spaces for facilitating local and global conversations; they also serve as sites for rich reflection in groups and for individuals

A Legacy of Capstone Work & Meeting Real Community Needs

Capstone Courses at PSU Required; multi-disciplinary hours of volunteer work; 6 credits Course objectives specific to Social Justice in K-12 education become familiar with key issues in local education, national education, and education policy. identify processes, core concepts, and modes of action and engagement relevant to the key issues in education discussed in class empower themselves and each other to apply knowledge in those key issues as informed action in the community apply these civic engagement skills within hands-on community partner placement experiences and beyond (either within education or other key social justice issues impacting our community) use technology to mobilize, connect, and share information about educational equity Through the course goals and outcomes, students will engage deeply with learning in the four key university studies areas: inquiry and critical thinking, communication, diversity of human experience, and ethics and social responsibility.

QUESTION At PSU, we are lucky to have required CBL and support for this work. How is CBL regarded on your campus and/or within your program/field?

Social Justice in K-12 Education: A Closer Look COMMUNITY PARTNERS Portland Youth Builders SUN Community Schools (James John) Community Partners for Affordable Housing Roosevelt Writing Center Madison High School Pen Pals Program (virtual)

How (and Where) Does CBL Take Place in This Course? #1 Local, face-to-face community work (Instructor Facilitated) * #2: Local but Virtual (Instructor Facilitated) * #3: Location Varies, Student Selected (Student & Instructor Facilitated; for out-of-town students who want to work face-to face in the community)

#1: Local Face-to-Face Community Work

How It Works Instructor builds a long-term, deep relationship with a specific community partner(s) Instructor guides students in setting up volunteer work at specific community partner(s) (virtual & face-to-face)

COMMUNITY PARTNER: Portland Youth Builders PLACE: Portland, OR All three students spent 30+ hours on site at Portland Youth Builders doing GED tutoring. The team project was hosting a college panel to inform PYB students about varying college paths and how to get into college.

#2: Local but Virtual Community Work

How It Works The community partner is set up by the instructor Virtual community partners often offer project work focused on writing, research, and social media. In my courses, we’ve had virtual mentoring/letter writing AND project work for the Roosevelt High School Freedom Riders Publishing Project.

QUESTION Would you be open to creating virtual CBL partnerships for your students? Or are you more likely to look for face-to- face partnership opportunities?

#3: Location Varies, Student-Selected

How It Works Instructor provides guidelines, ways of searching, volunteer tracks Instructor provides communication templates and exercises to identify and discuss community needs local to students Students select community partners individually with instructor support

Course Model: Where the CBL Learning Happens

Spectrum of Involvement * Shared with permission from David Osborne, PSU

Course Spectrum

Coursework on the Continuum

Where the Work Takes Place

Using Technology to Build Community Voice Thread Pebble Pad Google Hangout

Voice Thread for Discussions & Building Course Community

PebblePad for Blog Journals: For Reflection

Google : Deepening Community, Reflection, Critical Thinking

Shifting the Focus of Online Learning from Simply Meeting Learning Objectives to Learning in a Community Context Thinking of the Online Classroom as a Place That We Cultivate, Curate, Inhabit (Not Just a Series of Submissions and Asynchronous/Individual Work) Embracing Online Spaces to Share Images of Place Creating Online Places (outside of the LMS) to Gather, Record, Discuss, and Make the Work Public (Reflection) Using What Online Does Best to Our Advantage We owe this to our online students! It is equitable to offer these opportunities.

Contact Me If you have any questions or want to discuss this course or online CBL in general, please contact me at

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