The Gaultier Faculty Fellowship
The Gaultier Community-Engaged Teaching Fellowship is sponsored by the Office of the Provost and Center for Community-Engaged Teaching and Research. By creating a fellowship through which a faculty member shares successful community-engaged teaching strategies, assists emerging community-engaged teachers, and disseminates his or her promising practices in the form of an academic product, we hope to:
- Establish cohorts of Master Teachers with expertise in particular facets of community-engaged teaching,
- Advance a form of mentorship between master and emerging community-engaged teachers, and
- Enhance the quality of community-engaged learning experiences for Duquesne undergraduates.
2015-2016 Gaultier Fellows
2014-2015 Gaultier Fellow
Dr. Eva Simms, McAnulty College of Liberal Arts
Dr. Simms will conduct the Share the Knowledge Project, a participatory research process designed to develop a set of best practices for reconnecting African American children and adults to places of nature within their communities. This project will be part of Simms' Place Lab, in which faculty, students, and community-based organizations are collaboratively developing methods that can research "emotional landscapes."
Simms intends to use the Share the Knowledge project as an exemplar of community-based research and to advocate for the adoption of such research within her department and across the University. She will conduct a series of five critical conversations on the intersection between insitutional support and community-engaged research using Place Lab as an illustration. Over the course of the 18-month fellowship, Simms will convene people interested in discussing the following topics: (a) funding community-engaged research, (b) rewarding and recognizing the time necessary for community-engaged research, (c) developing an institutional language and nomenclature for community-engaged research, (d) ethically producing knowledge in and with communities, and (e) promoting the interests of the University, as well as communities, through community-engaged research.
Dr. Simms is a full professor and has received a number of honors for integrating community-based research into graduate and undergraduate psychology education. She co-developed and has taught the Psychology of Social Engagement service-learning seminar since 2007.
Dr. Norman Conti, McAnulty College of Liberal Arts
Through his research, "A Model of Co-Constructed Service-Learning and Engaged Scholarship: The Police-Training Inside-Out Think Tank," Dr. Conti is incorporating service-learning students in research to increase the sustainability and generation of collaborative partnerships between prison inmates and police officers in order to reduce crime. He bases his Think Tank iniative upon a philosophy of cooperation, noting that this collaborative process results in improved neighborhoods and more effecitve police departments.
Dr. Amy Phelps, School of Business: As a Gaultier Fellow, Phelps implemented clear, executable, quantitative assessment of direct measures of student learning that result from service-learning. Her work will build on the existing indirect and qualitative work undertaken by the Office of Service-Learning and will contribute to the field a model for quantitative assessment that is consonant with the values and mission of a Catholic University, specifically Duquesne. During the Fall 2013, she led a faculty learning group on service-learning.
Drs. Yvonne Weideman and Rebecca Kronk, School of Nursing: As Gaultier Fellows, Weideman and Kronk promoted faculty mentored, student-led community engaged research using Photovoice. Photovoice is a research method that allows researchers to use photography as a means to understand community members' lived experiences, including their joys, strengths, challenges, and unmet needs. Specifically, faculty and students will use photovoice to understand the experience of grandparents who are the primary caregivers of grandchildren in the Hill District. As a result, they will produce shared scholarship with the students, and will produce a faculty toolkit on community engaged scholarship with particular emphasis on developing opportunities for undergraduate mentored research.