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Graduate School of Education


Community Engaged Learning Opportunities 


Below are current fieldwork opportunities. Please contact Sarah E. Juarez (Community Learning Coordinator) at if you are interested in our community engaged learning opportunities below and want to learn how to access them. If you are not able to access a computer with a camera but are still interested in signing up, please let Sarah know. 
2021 GSOE Undergraduate Orientation Support Opportunity

 Each year, new freshman and transfer students are welcomed into their first quarter with an orientation in the summer. The orientation includes several interactions with our college including a brief welcome from our Associate Dean, an overview of the major by the undergraduate student supports staff, and assistance with enrollment into their first quarter at UCR.

This year we are offering an opportunity for our current GSOE undergraduates to assist in orientation. Students chosen to participate in this opportunity will be able to learn about the orientation process, gain insight on the goals of an orientation for students, assist with building and providing presentations as needed for new students, assist students with their very first college enrollment process, answer general student questions about their time at UCR, and be trained to enable them to discuss student enrollment and placement. This is a great opportunity for those students that are interested in completing their 40 hours of fieldwork over the summer, as well as those interested in pursuing a career pathway in academic advising/counseling and/or direct experience with student programing. This opportunity will guarantee completion of the 40 hours of fieldwork that includes training and orientations for a total of 54 hours.
Interest Window: Interested students can  notify the Community Engaged Learning Coordinator up through April 16th 2021.
Time Commitment: Training and program preparation during spring quarter beginning week 4: 1 hour a week, and participation in orientation days and times.
Task and Responsibilities: Students committed to this opportunity will be trained up to one hour each week during the spring quarter on several topics to prepare them to assist incoming freshman and transfer students with enrollment, and the orientation process provided by the GSOE Undergraduate Advising Team. During orientation, participants in this opportunity will assist incoming students with enrollment and provide answers to  general enrollment/first quarter questions. This opportunity may provide optional opportunity for additional activities such as participating in presentations and student engagement events.
Pre Orientation Training Topics
These topics will be covered during training in spring quarter to prepare for the summer orientation program.
Orientation overview
Placement test and transfer work placement training
Review of the enrollment process
FERPA training for students
ESHD Degree Requirement Training
Orientation Days and Times
Orientation will be held 9:00am-1:00pm (4 hours) on the below dates:
Freshman Orientation
July 9,13, 16, 20, 27, 30
August 10, 13 (tentative)
Transfer Orientation
September 2, 3, 7, 8
Big Brothers Big Sisters of Orange County and Inland Empire
Organization Purpose: Big Brothers Big Sisters makes a difference by creating professionally supported, one-to-one matches for youth who want to realize their full potential. Through Mentoring, we aim to decrease the number of disconnected youth in Orange, Riverside, and San Bernardino counties. Empowered youth have the potential to change our world.
Nature of Tasks: Volunteers will be matched one-on-one with a local high school student to mentor. There will be a one-hour virtual monthly group meeting facilitated by BBBS staff with discussion and a breakout time for each match (volunteer and mentee). Volunteers will also be expected to reach and check-in with their Little throughout the month.
Specific Skills Needed: Willingness to open up and connect with a high school student. Many are shy and may need to help feeling comfortable and opening up. Must have access to a reliable computer and internet. Prior knowledge of Zoom preferred. 
Campus Collective Program - Peer Mentoring 
The Campus Collective is an exciting new mentoring program for UCR students who are entering college as a freshman.  Students are matched with mentors who are there to offer guidance as students acclimate to life in college.  Mentors will assist mentees in navigating the many adjustments that students often face when attending college for the first time. 
Students connect with one another using text messages. There is no need for an app, no downloads, nor any websites to visit. Just text your mentee(s) to see how they are doing. 
Here’s how the Campus Collective works:  
Time Commitment: 
  • Mentors serve for one-year (Oct-June). However, you’re more than welcome to stay connected with your mentee(s) after the program formally ends. 
  • We recommend that you connect with your mentee(s) at least once per month, typically about 1-2 hours a month. 
  • Mentors take a one-time, 30-minute, mentor training to show you how to connect and provide you with the resources to be a great mentor. 
Matching Process: 
  • Students complete a survey about themselves and their backgrounds.  
  • Mentor Collective matches students and mentors based on what the student says is most important to them. We expect mentees to begin signing up in early October. 
  • Once you are matched with a mentee, you will both decide how you want to connect, which can happen via email, phone, video chat, text, or in-person. 
For more information, please visit
EAOP (Early Academic Outreach Program) School Site Volunteer (Currently Filled)
The School Site Volunteer provides college preparation information and academic advising to EAOP participants at designated high schools. Under immediate supervision of EAOP staff the School Site Volunteer will assist in implementation of a college preparation curriculum that is designed to prepare program participants for post-secondary education upon graduation from high school.

  • Meets with program participants (one-on-one or in small group setting) providing academic guidance and advice, making appropriate recommendations as needed
  • Meets and communicates with EAOP staff regarding program participants’ progress
  • Assists participants with event/activity registration i.e. EAOP sponsored events
Various high schools throughout Riverside and San Bernardino Counties (Moreno Valley, Fontana, Rialto, San Jacinto, and Perris)
  • Good academic standing
  • Must possess a valid California Driver’s license
  • Ability to follow oral and written directions and to communicate effectively with others
  • Ability to communicate to individuals in a one-on-one, small, and/or large group setting
  • Must be able to work a minimum of 12 hours per week (Monday-Friday) at designated school site
  • Must be sensitive to populations from underserved communities
  • Able to maintain confidentiality
Familiar with post-secondary (CSU, UC, CCC and Independent) admission requirements and financial aid. **Must complete and successfully pass DOJ background check**
CAL- SOAP College Success Coach 
The Riverside Cal-SOAP Consortium conducts a series of classroom workshops on college opportunities, entrance requirements, transcript self-evaluations, and college and financial aid applications. Cal-SOAP also provides small group advising sessions to assist selected students in maximizing their abilities and opportunities and exploring college options. 
In this setting, the Cal-SOAP College Success Coach will support the Program Coordinator, collaborate with school counselors and assist other school staff in supporting the college/career domain of the school counseling program in making classroom presentations and conducting small-group sessions. The Cal-SOAP College Success Coach shall be a current college student and will serve as temporary part-time hourly employees as defined in Education Code 45103 (a) (3) and shall not be a part of the classified service. It is the intent of RCOE to employ college/university undergraduate and graduate students to fill these positions. The Cal-SOAP College Success Coach works closely with school counselors and is directly responsible to the Program Coordinator, Cal SOAP and is ultimately responsible to the Director, Cal-SOAP. This is a paid position ($15 an hour) with no more than 19 hours a week (16 hours per week on average). **Please contact the Community Learning Coordinator for the full job description and requirements. **  
  • Present workshops on college options, admissions requirements and financial aid in classroom setting
  • Advise students individually and in small groups about planning for college  
  • Assist students with college and financial aid applications
  • Support site, district, and regional Cal-SOAP activities through coaching, mentoring, and facilitating the student outreach program including large group presentations
  • Work closely with Cal-SOAP staff in order to provide timely and accurate information  
  • Monitor student participation
  • Complete required documentation of services
  • Performs job assignment safely for the purpose of protecting people and property
English Learner (EL) Tutor
UCR Students will adopt a role of an EL teacher by teaching English to students who are at a disadvantage regarding their technical knowledge and assist these students in accessing their online learning material. UCR students would need to already be fluent in one of the following languages to participate in this opportunity: Spanish, Q'anjobal, Pashto, Nuristani, and Arabic. Preferred (not required) experience in teaching English or in an EL program. 
Responsibilities: UCR tutors will assist in verbally explaining students' missing work in their math, science, history, PE, and/or elective classes. They will help guide them as they complete their work and will be available for students to ask questions. Schedule: Wednesdays (10:40-11:40am), Fridays (2:00-3:00pm) [additional tutoring times can be arranged]
Type of Interaction: Virtual
Additional Information: Students are in Grades 7&8 and have limited English literacy skills and tech skills. They are needing help adjusting to this new style of learning at home and navigating their classes electronically. They are eager learners but have varying levels of educational backgrounds in their home countries. Any help would be greatly appreciated in: Spanish (*), Pashto (*), Farsi (*), & Arabic. 
Riverside Arts Academy (Currently Filled)
For college students interested in arts and nonprofit management, RAA offers unpaid internships for college students to assist with day-to-day tasks and short projects supporting administrative operations, fund development, marketing, and strategic planning. RAA is willing to work with colleges to craft an internship that meets course or graduation requirements. 
  • Grant research: Identifying, vetting, and tracking potential grants, and drafting grant application content.
  • Administrative and operations support: Organizing information, developing operational process documentation, taking meeting minutes, and identifying process improvements.
  • Program support: Assisting with analysis of student attendance patterns, implementing and analyzing results from parent and student feedback surveys, and updating databases.
  • Parent communication: Translating English to Spanish in written format, translating at parent meetings, and communicating with Spanish-speaking parents.
  • Events and performances: Drafting event invitations, organizing and sending paper mailings, creating and managing event preparation project management tracking lists, running errands for supplies, and helping with set-up and tear-down. 
  • Individual project: Drafting, proposing, implementing, and presenting final results of a project in support of the organization’s needs and mission, e.g., developing a social media marketing/fundraising campaign, or gathering parent and student testimonials that can be used in our marketing materials and grant applications.

College Readiness Counseling
Students will be leading online engagements through zoom to k-14 students about higher education access and resources. Examples of engagements will be about financial aid, admissions, and/or college applications. Students will also share their own experiences on applying to college, applying to financial aid, and overall college experience. If interested in college preparation, college admissions, mentoring or counseling, this opportunity will be great to fulfill the 40 hours of fieldwork. 

Subject Matter Tutoring
Students will tutor k-16 students online through zoom on different subjects. Depending on the student need, UCR students can choose which subject and grade level they are most comfortable tutoring. 

Students will create an online classroom environment for 40 minutes to an hour long filled with fun learning activities, story time, discussions, videos, and worksheets. Each story time session will revolve around a chosen theme that will determine the story, the discussions and activities for the session. UCR students lead their story time sessions with the early grade level students through zoom.

Community Advocacy/ Activism Reflection
Students who attend a community advocacy or activism event will write a reflection on what they did during this event, where the event was taken place, why they chose to attend this event, and a reflection on what the event meant to them. The reflection requires 2 pages minimum, double spaced, Times New Roman format. Students must also attach a photo from the event onto the reflection paper (e.g., a flyer, a selfie, a wristband).