Seeking Social Justice in the Digital Age: A Praxis-Oriented Approach to Community-Based Learning and Offender Reentry
Start Date
30-10-2016 10:30 AM
End Date
30-10-2016 12:00 PM
Description
This presentation explores the pedagogy and praxis of a digital, sociological approach to community-based learning (CBL). Through a close examination of experiences planning and teaching a course tailored to fit the needs of a county jail, I demonstrate a model for teaching CBL that serves the community as well as the students. After reviewing the process of conducting a needs-assessment and designing programming appropriate for the cooperating institution, I discuss strategies for crafting appropriate course curricula. The combination of individual (reflective blogging and experiential research) and collaborative assignments (community improvement project, group discussion facilitations, and presentations) provides a diverse yet sequenced set of assessments, which approach community engagement from a variety of angles. The success of this CBL approach is shown through examples from students’ reflective blog posts as well as feedback from members of the cooperating institution.
Type
Presentation
Session
#s5a: Negotiating Social Justice through Digital Engagement, moderator Karen M. Morin
Language
eng
Location
Elaine Langone Center, Walls Lounge
Seeking Social Justice in the Digital Age: A Praxis-Oriented Approach to Community-Based Learning and Offender Reentry
Elaine Langone Center, Walls Lounge
This presentation explores the pedagogy and praxis of a digital, sociological approach to community-based learning (CBL). Through a close examination of experiences planning and teaching a course tailored to fit the needs of a county jail, I demonstrate a model for teaching CBL that serves the community as well as the students. After reviewing the process of conducting a needs-assessment and designing programming appropriate for the cooperating institution, I discuss strategies for crafting appropriate course curricula. The combination of individual (reflective blogging and experiential research) and collaborative assignments (community improvement project, group discussion facilitations, and presentations) provides a diverse yet sequenced set of assessments, which approach community engagement from a variety of angles. The success of this CBL approach is shown through examples from students’ reflective blog posts as well as feedback from members of the cooperating institution.