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The Gaultier Community-Engaged Teaching Fellowship

The Gaultier Community-Engaged Teaching Fellowship is sponsored by the 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.

Current Academic Year 2018-2019: Assessment 
Assessment is key to understanding and enhancing community-engaged learning.  It is useful in both formative (course and program improvement) and summative (making decisions about curriculum, projects, partnerships) ways. Ideally, assessment describes student learning outcomes related to course content, discipline-specific knowledge or skills, and how these relate to civic issue(s) or public problem(s). Assessment also documents the community partner’s perspective of how student presence in the community affected the communities or organizations visited by students.  Developing effective assessment tools to measure student learning and community perspectives of impact of student experiences on the community will be the focus of 2018-19 Gaultier Teaching Fellowship.

2017-2018: Reflection
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. 

2018-2019 Gaultier Fellows

Dr. Cathleen Appelt
Assistant Professor, McAnulty College and Graduate School of Liberal Arts

Dr. Appelt utilized qualitative social science research methods to evaluate the impacts of a multidisciplinary, mentored community-engaged research program on undergraduate student learning and multidisciplinary perspective taking.  She analyzed semi-structured interviews with students and a set of pre- and post-workshop writing exercises to assess students’ understandings related to the role of social context in health status and shifts in students’ explanations for observed differences in health among individuals, race-based health inequities, and community health.  

Dr. Jessica Devido
Assistant Professor, School of Nursing 

Dr. Devido worked with fellow research colleagues to involve students in their multidisciplinary, community-engaged research in order to evaluate, through semi-structured interviews, potential impact of this experience on provision of care and diversity as well as impact on student’s long-term career goals, specifically the pursuit of a graduate nursing degree in advanced practice or research.

Dr. Andrew Simpson
Assistant Professor, McAnulty College and Graduate School of Liberal Arts

Dr. Simpson worked with fellow research colleagues to involve graduate and undergraduate students in ongoing multidisciplinary, community-engaged research by helping them to create various research-based deliverables with the goal of being able to translate these skills into future career preparation for either graduate study in the health sciences or employment in the public and private sectors.

2017-2018 Gaultier Fellow

Dr. Sarah Woodley

Dr. Sarah Woodley
Associate Professor, Bayer School of Natural and Environmental Sciences

Dr. Woodley used critical reflection to guide students to thoughtfully examine their community-engagement to derive and enrich meaning.

Faculty Resources:

Critical Reflections: What's the Big DEAL? - November 8, 2017 Workshop Power Point Presentation

DEAL Model for Critical Reflection [Ash & Clayton, 2009; various]

Self-Reflection Assignment and Rubric

2016-2017 Gaultier Fellows

Dr. Emad Mirmotahari

Dr. Emad Mirmotahari
Associate Professor, McAnulty College and Graduate School of Liberal Arts

Dr. Mirmotahari utilized a series of readings to engage students in a discussion of the complexities, virtues and failings of community involvement and social change work.

Faculty Resources:

Gaultier Fellowship Bibliography

Dr. Melanie Turk

Dr. Melanie Turk
Associate Professor, School of Nursing

Dr. Turk partnered with her nursing faculty colleagues to utilize innovative methods to help students understand and be sensitized to the influences that poverty can have on one's health and well-being.

Faculty Resources:

Resources/Assignments for Preparing Students to Serve in Diverse Communities

If you are interested in receiving addtional resources from Dr. Turk and her colleagues, please contact us at cetr@duq.edu.

2015-2016 Gaultier Fellows

2014-2015 Gaultier Fellow

2013-2014 Gaultier Fellow

2012-2013 Gaultier Fellows