Search

Search Results

• 1. [Article] Gender and Sexualities: An Inquiry

  Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University.

  Citation × Citation Citation Abstract Copy Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Close

• 2. [Article] 'A Practice of Freedom': Self-Grading for Liberatory Learning

  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, ...

  Citation × Citation Citation Abstract Copy Title: 'A Practice of Freedom': Self-Grading for Liberatory Learning Author: Reitenauer, Vicki L. Year: 2017 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. Title: 'A Practice of Freedom': Self-Grading for Liberatory Learning Author: Reitenauer, Vicki L. Year: 2017 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. Close

• 3. [Article] Home Movies

  This is a piece of creative nonfiction

  Citation × Citation Citation Abstract Copy Title: Home Movies Author: Reitenauer, Vicki L. Year: 1998 This is a piece of creative nonfiction Title: Home Movies Author: Reitenauer, Vicki L. Year: 1998 This is a piece of creative nonfiction Close

• 4. [Article] To This Day: College Graduates on the Lasting Significance of Relationality and Experiential Learning

  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 ...

  Citation × Citation Citation Abstract Copy Title: To This Day: College Graduates on the Lasting Significance of Relationality and Experiential Learning Author: Fullerton, Ann, Reitenauer, Vicki L. Year: 2015 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. Title: To This Day: College Graduates on the Lasting Significance of Relationality and Experiential Learning Author: Fullerton, Ann, Reitenauer, Vicki L. Year: 2015 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. Close

• 5. [Article] “Contagious Co-Motion”: Student Voices on Being Change Agents

  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 ...

  Citation × Citation Citation Abstract Copy Title: “Contagious Co-Motion”: Student Voices on Being Change Agents Author: Reitenauer, Vicki L., Korzun, Tetiana, Lane, Kimberly, Roberts, Melinda Joy Year: 2015 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. Title: “Contagious Co-Motion”: Student Voices on Being Change Agents Author: Reitenauer, Vicki L., Korzun, Tetiana, Lane, Kimberly, Roberts, Melinda Joy Year: 2015 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. Close

• 6. [Article] On Claiming an Education as Transformative Learning

  In this essay, the authors explore the concept of “claiming an education” and its relationship to transformative learning. Using a dialogue format, the authors situate their perspectives within an articulation ...

  Citation × Citation Citation Abstract Copy Title: On Claiming an Education as Transformative Learning Author: Fitzmaurice, Celine, Reitenauer, Vicki L. Year: 2017 In this essay, the authors explore the concept of “claiming an education” and its relationship to transformative learning. Using a dialogue format, the authors situate their perspectives within an articulation of the particular ways that they have been formed as university instructors; forward their views on the vitality of intentionally designed co-learning environments; offer concrete suggestions for the development of co-learning environments within which the claiming of education may occur; and share students’ reflections on the meaning and implications of their transformative experiences for themselves and for their continuing engagement in the world. Title: On Claiming an Education as Transformative Learning Author: Fitzmaurice, Celine, Reitenauer, Vicki L. Year: 2017 In this essay, the authors explore the concept of “claiming an education” and its relationship to transformative learning. Using a dialogue format, the authors situate their perspectives within an articulation of the particular ways that they have been formed as university instructors; forward their views on the vitality of intentionally designed co-learning environments; offer concrete suggestions for the development of co-learning environments within which the claiming of education may occur; and share students’ reflections on the meaning and implications of their transformative experiences for themselves and for their continuing engagement in the world. Close

• 7. [Article] In Their Own Voices: Assessing Student Learning Through Analysis of Reflective Writing

  In order to assess students' experiences of their service-learning Capstone, researchers used a qualitative design to study 50 students' reflections from seven distinctly different Senior Capstone courses. ...

  Citation × Citation Citation Abstract Copy Title: In Their Own Voices: Assessing Student Learning Through Analysis of Reflective Writing Author: Haack, Patti, Kerrigan, Seanna, Reitenauer, Vicki L. Year: 2009 In order to assess students' experiences of their service-learning Capstone, researchers used a qualitative design to study 50 students' reflections from seven distinctly different Senior Capstone courses. In these reflections, students demonstrated integrative learning while deepening their understanding of communication, critical thinking, diversity, and social responsibility. Title: In Their Own Voices: Assessing Student Learning Through Analysis of Reflective Writing Author: Haack, Patti, Kerrigan, Seanna, Reitenauer, Vicki L. Year: 2009 In order to assess students' experiences of their service-learning Capstone, researchers used a qualitative design to study 50 students' reflections from seven distinctly different Senior Capstone courses. In these reflections, students demonstrated integrative learning while deepening their understanding of communication, critical thinking, diversity, and social responsibility. Close

• 8. [Article] A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates

  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 ...

  Citation × Citation Citation Abstract Copy Title: A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates Author: Fullerton, Ann, Reitenauer, Vicki L., Kerrigan, Seanna Year: 2015 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 their college education. Then graduates were asked to recall their experiences in the course and to share what impacts those experiences had at the time and in the intervening years. Findings are discussed through the lens of transformational learning processes and outcomes. Title: A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates Author: Fullerton, Ann, Reitenauer, Vicki L., Kerrigan, Seanna Year: 2015 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 their college education. Then graduates were asked to recall their experiences in the course and to share what impacts those experiences had at the time and in the intervening years. Findings are discussed through the lens of transformational learning processes and outcomes. Close