The Gaultier Community-Engaged Teaching Fellowship
The Gaultier Community-Engaged Teaching Fellowship, sponsored by the Center for CETR, enables faculty members to share successful community-engaged teaching strategies, assist emerging community-engaged teachers, and disseminate his or her promising practices in the form of an academic product. Through the Gaultier Fellowship, CETR hopes to contribute to future generations of community-engaged teachers by:
- Establishing cohorts of Master Teachers with expertise in particular facets of community-engaged teaching
- Advancing a form of mentorship between master and emerging community-engaged teachers
- Enhancing 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.
2020-2021 Theme: Transformation
Community-engaged teaching expands pedagogical boundaries and provides opportunities for participant development and transformation. Duquesne's community-engaged learning model emphasizes rigorous learning, reflection, and assessment, with a goal of stakeholder transformation. While student transformation has long been considered an outcome of impactful community-engaged learning, we invite applicants for our 2020-2021 Gaultier Teaching Fellowship to examine the theme of transformation more broadly. What types of transformation have you seen through your community engagement experiences that have indicated transformation at the individual, organizational, or social level(s)? How can Duquesne define and understand transformation in the context of community-engaged teaching? CETR also invites applications utilizing a critical perspective to address the limitations of community-engaged learning as it relates to transformation.
2019-2020 Gaultier Fellows
Dr. Amy Mattila
Assistant Professor, Department of Occupational Therapy, John G. Rangos, Sr. School of Health Sciences
Dr. Mattila currently partners with her occupational therapy faculty colleagues in a Pathways Grant, to facilitate and streamline the learning that students engage in throughout the community. Dr. Mattila's research agenda is heavily based in student learning outcomes in community-based practice, as well as the transformative learning that also occurs in these settings. Dr. Mattila incorporates innovative teaching methods to help students understand social determinants of health and the impact occupational therapy can have on populations in our area.
Dr. Sarah Breckenridge Wright
Assistant Professor of English, Medieval and Early Modern Literature, History of the English Language, Director of Undergraduate Studies
Dr. Sarah Breckenridge Wright is a professor of English with research and teaching interests in medieval literature and eco-criticism and theory. She founded and directed the TERRA learning community, which has been working with community partners Grow Pittsburgh, Grounded Strategies, and the Hill House Association since 2014 to promote sustainability in the Hill District. She and an interdisciplinary group of faculty and students have built and maintained a community garden and green spaces, working with neighborhood residents to achieve the "3 Es" of sustainability: environmental protection, social equity, and economic prosperity. Each of her projects are linked with a course in which students read poetry, non-fiction, and fiction that considers sustainable practice and ecological themes, including a class entitled "Confronting the Eco-Apocalypse" in which students read science fiction novels that hypothesize possible futures in which humankind confronts desertification, flooding, and GMOs.