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.

2021-2022 Theme: Inclusion

The American Association of Colleges and Universities defines inclusion as:

The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions (2010).

When intentionally implemented with a purposeful focus on democratic engagement, community-engaged learning fosters a sense of belonging and trust among campus and community partners.  With the AAC&U objectives in mind, we invite applicants to apply to our 2021-2022 Gaultier Teaching Fellowship to examine the theme of inclusion.

 When crafting your submission, consider the following prompts:

  • What inclusive practice(s) have you employed in your own engaged classroom?
  • In what ways have you expanded the boundaries of campus to co-generate knowledge inclusive of our local and global communities and partners?
  • What is your experience with developing inclusive practices, processes, creative activities, policies, etc. alongside community partners and students? 

We also invite applications that critically analyze the obstacles to inclusive practice, both in and out of the classroom, as well as proposals that offer actionable steps towards radical inclusion.

2020-2021 Gaultier Fellows

Dr. Craig Maier

Dr. Craig Maier

Associate Professor, Department of Communication and Rhetorical Studies,
McAnulty College and Graduate School of Liberal Arts

Growing the Practice of CETR in Challenging Times: A Coaching Approach
Hosted by Dr. Craig Maier, Communication and Rhetorical Studies
Launched in August, Ongoing

Instructors, partners, and students engaged in or planning community-engaged projects face a daunting set of challenges. The coronavirus pandemic, an economic downturn, and the urgent call for racial justice are converging in our classrooms in complex ways and challenge us to grow in our practice of community-engaged pedagogy. 

This year, as part of the Gaultier Fellowship Program, Duquesne University's Center for Community-Engaged Teaching and Research will create a learning cohort hosted by Dr. Craig Maier (Communication and Rhetorical Studies) that fosters growth in CETR through transformative coaching.

Coaching differs from mentoring. Mentoring focuses on giving answers, even if those answers do not match the circumstances or needs of the person receiving the advice, while coaching focuses on asking questions that help persons reflect, grow, and discover their own solutions to the challenges they are experiencing. Coaching, in other words, does not tell you what to do. It serves as a catalyst that builds on the strengths you already possess to become the community-engaged teacher-scholar you want to become.

The coaching cohort, which will be open to both faculty engaged in community-engaged learning and community partners serving as co-instructors in those projects, will take place between September 2020 and March 2021. After an initial meeting to get to know each other and set expectations, participants will have six coaching sessions occurring once every two or three weeks during the Fall and early Spring Semesters. The initial meeting and the coaching sessions will all take place online and at times that fit participants' schedules.

During the individual coaching sessions, participants will pursue goals that foster their individual development. Coaching can foster growth in a variety of areas, including (but not limited to):

  • Managing current community-engaged projects within the current environment
  • Designing and planning community-engaged projects that bring value to students and community partners
  • Discovering how community-engaged learning fits into "non-traditional" disciplines
  • Opening conversations about race in community-engaged classrooms 

At the conclusion of the cohort in March 2021, participants will come together in a more public forum to share their work and learning.

Dr. Noah Potvin

Dr. Noah Potvin
Assistant Professor of Music Therapy,
Mary Pappert School of Music and School of Nursing

Community-based services involves negotiation among providers and community members in determining the needs of the community; the services providers can offer to address those needs; and the implementation of those services in a responsible and ethical manner. Such work asks providers to be mindful of and responsible for their unique cultural locations and how those locations shape their interactions with community members. Three aspirational processes - cultural humility and cultural responsivity - can assist providers to (a) identify the systems and experiences that have shaped their cultural identity, (b) recognize the systems and experiences that have shaped community members' cultural identities, (c) determine how services can be shaped in response to the various values, morals, assumptions, and constructs embedded in the unique cultural identities of each individual.

These processes promote the actualization of cultural reflexivity, a broad praxis that challenges direct service providers to critically examine how their professional services can be de-colonized and infused with equitable and justice-oriented practices, such as de-centering individuals from hierarchical locations such as "patient" and "client" and re-centering them as stakeholders with expertise that can be applied in mutually co-constructed practices serving collective community needs.

As part of the Gaultier Fellowship Program, Dr. Noah Potvin (Music Therapy and Nursing) will organize a learning community to explore culturally reflexive practices in their discipline, be it pedagogical, supervisory, and/or clinical. This learning community will be collaboratively shaped and informed by members, each of whom will be recognized as a stakeholders with expertise that can contribute to collective learning and growth. From September 2020 through November 2020, stakeholders will critically interact with diverse readings, artforms, and other resources that introduce cultural humility and cultural responsivity as both intellectual constructs and lived ideas. From December 2020 through January 2021, stakeholders will participate in a self-analysis using Bronfenbrenner's Ecological Systems Theory as a working model to identify the various dimensions of their cultural location and explore how those dimensions have informed their prevailing self-concept, professional identity, and philosophy of practice. From February 2021 to March 2021, stakeholders will utilize this same analytic method to analyze a community-based learning community's cultural location(s) and explore how the emergent insights about Self and Other can inform future service provision. At the conclusion of this process, stakeholders will collaboratively decide how, where, and when to share their experiences with others.