The Gaultier Community-Engaged Teaching 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.
Each year, a theme is established within the call for applications that reflects an aspect of community-engaged teaching that needs to be strengthened at Duquesne. Faculty who have found strategies to address the challenges represented in the theme are encouraged to apply. By establishing a theme for each cohort, we are able to create a critical mass of Master Teachers who have a vehicle to share much-needed expertise in important aspects of community-engaged teaching.
2015-2016: Aligned Course Design
Critical to the design of community-engaged classes is a strong rationale for why community engagement is central to the learning objectives of the course and demonstration that community engagement enhances student acquisition of course content, skills, and dispositions. In the 2015-2016 year, we seek Teaching Fellows who have developed innovative and effective alignment between the student learning objectives of their course, the community-engaged work they ask of their students, and effective assessment of student learning.
2016-2017: Preparing Students for Effective Community-Engaged Learning
Students who have not been properly introduced to the rationale for community-engaged teaching; oriented to the history and culture of the community or environment in which they will be working, prepared for the community-based tasks they have been assigned, given opportunities to develop emerging levels of intercultural, and intellectual, humility, or equipped for the logistics of working in the community (such as taking public transportation) struggle to grasp the full benefit community- engaged learning experiences)
Critical, academic reflection is the tool that leverages the learning from community engagement. Disciplinarily-approached, critical forms of reflection are needed to move students from sharing their feelings about community-engaged experiences to making sense of them in light of disciplinary concepts, civic development, and students' development as scholars and citizens. Developing innovative assignments across formats to promote critical reflection and yield evidence of student learning will be the focus of 2017-18.
2015-2016 Gaultier Fellows
Dr. Erik Garrett, McAnulty College of Liberal Arts
Dr. Garrett will be sharing his efforts to support students who undertake complex, open-ended community projects within his classes.
Dr. Patricia Sheahan, School of Education
Dr. Sheahan will show others how to use artistic representations of injustice to help students understand theories of social justice and speak to how injustices might be addressed.
Dr. Ken Havrilla, Rangos School of Health Sciences
Dr. Havrilla will be sharing his strategies to help students understand the community context from which potential patients come.
Ms. Autumn Redcross, McAnulty College of Liberal Arts
Ms. Autumn Redcross, is a doctoral student who holds the inaugural "Gaultier Graduate Fellowship." Ms. Redcross' project will help guide restorative practice work and democratic dialogues at Minadeo Elementary School. Ms. Redcross will involve a cross-disciplinary group of faculty and graduate students in this work.
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.