From+Baltimore+to+Brazil

Download a PDF of this page ** From Baltimore to Brazil: Facilitating civic engagement and English skill development through student-centric online communities of practice ** Tom Penniston, doctoral candidate, University of Maryland, Baltimore County [pthomas1@umbc.edu]

Joby Taylor, Director, Shriver Peaceworker Program, University of Maryland, Baltimore County [jtaylo14@umbc.edu]

Oscar Sinclair, Shriver Peaceworker, University of Maryland, Baltimore County [oscarsinclair@gmail.com]

Heidi Faust, doctoral student, University of Maryland, Baltimore County [fausth1@umbc.edu]

Beverly Bickel, Interim Director and Research Assistant Professor, University of Maryland, Baltimore County [bickel@umbc.edu]

Joan Kang Shin, Director, TESOL Professional Training; Clinical Assistant Professor, University of Maryland, Baltimore County [jshin2@umbc.edu]


 * Keywords:** Online learning, action research, civic engagement, Brazil, social entrepreneurship


 * Conference track:** Global community engagement and comparative studies


 * Format:** Team inquiry presentation

In our increasingly globalized world, American and international students and educators have a great deal they can share with each other to develop systems of practice that reflect democracy as a social institution through which the best aspects of social ingenuity are brought forth. The purpose of this presentation is to discuss an action research project investigating an online civic engagement course offered to Brazilian high school students by faculty and graduate students at the University of Maryland, Baltimore County.
 * Summary**

The primary research questions we consider, per the social entrepreneurial component of the course outcomes, are as follows:
 * What themes emerge from the course pedagogy that illustrate best practices in facilitating communities of practice in online courses through scaffolding and reflection?
 * What evidence is there of how the students develop an understanding of moral imagination and civic engagement as they also are developing English language skills through negotiating meaning with peers and community in Brazil, community members in Brazil, and course instructors in Baltimore?
 * What insights from the students' experience might inform our understanding of how they develop a pro-social, community change orientation through student-centered reflective assignments and group projects?

Data is being gathered from a number of sources to develop a holistic understanding of the transformational learning that has occurred through student participation in online assignments, discussions, and reflection. Preliminary analysis indicates that student-centered communities of practice are associated with participant efficacy and leadership development.

This action research presents an opportunity to develop invaluable insight as to the needs and growth trajectories of course participants that will help inform future courses and further research investigating and implementing critical pedagogy. The courses also promise to provide data supporting empirically-based best practices, while allowing for students' democratic growth and engagement as aspiring leaders within their communities.

Eyler, J., & Giles, D., Jr. (1999). //Where’s the learning in service-learning?// San Francisco, CA: Jossey-Bass.
 * References**

Dewey, J. (1944). //Democracy and education//. New York, NY: Macmillan.

Dewey, J. (1990). //The school and society and the child and the curriculum//. Chicago, IL: The University of Chicago Press.

Freire, P. (1970). //Pedagogy of the oppressed//. New York, NY: Continuum International.

Kolb, D. (1984). //Experiential learning: Experience as the source of learning and development//. Englewood Cliffs, NJ: Prentice-Hall.

LeFevre, K. (1986). //Invention as a social act: Studies in writing and rhetoric//. Carbondale, IL: Southern Illinois University Press.

Rousseau, J. J. (1968). //The social contract//. Middlesex, UK: Penguin Books. (Original work published 1762)

Vygotsky, L. S. (1978). //Mind in society: The development of higher psychological processes//. Cambridge, MA: Harvard University Press.

Wenger, E. (1998). //Communities of practice: Learning, meaning, and identity//. New York, NY: Cambridge University Press.


 * To access materials from this session please click on the file link(s) below:**

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