2020 Awardees


Winning Student Proposal

Collaborative Innovation Workshop, by Nicole Lucente (physical therapy) and Delaney Batik (occupational therapy)

This submission proposes a class to be included in Biomedical Engineering and all Health Sciences programs. The class will be a hands-on workshop for students to participate in interdisciplinary teams and develop solutions to cutting-edge health care problems that face society. Students will identify a need, develop a solution, and if possible develop a prototype. Students will have an opportunity to gain skills in disciplines other than their major and be part of a development team, consistent with the new way of learning favored by Millennials and Generation Z students. Class projects can be suggested from any source (Office of Veteran Affairs was suggested) and can provide a real-world learning environment.


Winning Faculty Proposals

A Mobile Clinic and Makerspace, by Richard Simpson (occupational therapy), Regina Harbourne (physical therapy) and Patrick Cooper (physics)

This proposes a mobile clinic and makerspace (or working space) that supports community-based activities for students and faculty across multiple departments. An on-campus clinic or makerspace is physically removed from the underserved populations who most need assistance. Instead, they propose a van that can provide power, wi-fi, storage, and work surfaces to support a range of educational, scientific, and clinical activities. Activity-specific equipment will be loaded into the van as needed to allow students to provide STEM education to K-12 students, collect data and conduct experiments in situ, or provide clinical services. This cutting-edge approach is directly consistent with the way students today think, learn, and share their knowledge with others.

Community-Based Research & Development: A Cross-Sector, Inter-disciplinary and Inter-Generational Program, by Norm Conti (sociology), Rick McCown (educational foundations and Leadership), et al.

This proposal was submitted by Duquesne faculty, students and community partners from the Elsinore-Bennu Think Tank for Restorative Justice, a cross-sector partnership that convenes at Duquesne. They are proposing a new interdisciplinary learning program that would be geared toward new generations of students, who are increasingly interested in cross-sector, community-based research and development. The program comprises of a set of learning experiences to build competencies in designing, developing, implementing, and evaluating community-based improvement efforts. The co-learners in the program would be undergraduate students, graduate students, and faculty members from across the university as well as Duquesne’s community partners. For students and community partners, successful demonstration of the competencies through applied learning and assessment–including performance assessment–would result in the award of a certificate in Community-Based Research & Development. Students in any school or major–undergraduate or graduate–would be eligible to earn a certificate (certificates would specify the level of competency and thus afford both novice and advanced students to participate). Community partners who successfully demonstrate the same competencies would receive the same certificate and have their competence documented through our University.