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.

2021-2022 Gaultier Fellows

Dr. Lucía Osa-Melero - Associate Professor, Department Modern Languages and Literatures, McAnulty College and Graduate School of Liberal Arts

The Duquesne community, as well as the Pittsburgh area, is a mainly monolingual space in need of transformation towards a bilingual one. The globalized world that our graduates will encounter when they graduate is definitely bilingual, if not multilingual. Around the world, linguistically inclusive classrooms are the norm and not the exception. However, most schools in the US still disregard the bilingualism of students insisting on teaching only one national language. How can foreign language educators and community-engaged scholars help with this close-minded common practice? Educators and community engagement scholars have the creative tools and knowledge to alleviate monolingualism in this area to some degree. The questions that we face are how, when and with what funds our city can start flattening the monolingual curve.

The program Niños y Niñas Biligües y Biculturales (NNBB) founded by Dr. Lucía Osa-Melero, has been offering young learners an early exposure to a foreign language and culture since 2013. It started in the heart of Duquesne campus, cooperating hand in hand with the YMCA- Child Development Center. In 2016 NNBB connected with the preschool at Edgewood Daycare, and in the midst of the pandemic, when all instruction went online, we connected with The Campus Laboratory of Carlow University, where students sent recorded cultural lessons for second graders. In an effort to include more ethnically diverse communities around us, NNBB plans to connect face-to-face with Pittsburgh Public Schools, and have a presence in the magnet school Dilworth Traditional Academy where a total of 64% of identify minority, specifically African American. Additionally, NNBB plans to cooperate with Environmental Charter School (ECS) After School Program.

As part of the Gaultier Fellowship Program, Dr. Lucía Osa-Melero (Modern Languages & Literatures) will organize a program focused on bilingualism, biculturalism and inclusion. As the American Association of Colleges and Universities explains, inclusion is "the active, intentional, and ongoing engagement with diversity (intellectual, social, cultural, linguistic and geographical) with which students and community partners connect to increase awareness, content knowledge, cognitive sophistication and empathy." In the proposed workshops, we will examine the experience of NNBB students working with community partners with varied backgrounds in order to raise awareness about bilingualism. We will explore the intricacies of exposing children to a foreign language and culture within different community contexts. Dr. Lucía Osa-Melero's plan entails a program that gathers faculty/graduate students/co-teaching community partners interested in initiating or sharpening a community engagement teaching and research (CETR) program that emphasizes inclusion at different levels.

Program goals:
(1) Guidance to develop and customize CETR programs that emphasize inclusion of a range of backgrounds, cultures, socioeconomical and geographical contexts while targeting the needs of the community partner.

(2) Assistance to build a program fully centered on college students as the soul of the CETR program. College students are able to transform academic knowledge into accessible lesson plans for younger leaners in different contexts. Students learn to adapt, modify and transform academic knowledge into accessible and inclusive lesson plans.

(3) Offer participants the experience to observe how different teaching approaches that include multidisciplinary knowledge function in a CETR program. Participants will examine how students, professor, adjunct instructor and community partners learn about music, history, art, and science and bilingualism while using the target language as a vehicle to teach inclusive and multicultural knowledge.

At the conclusion in April 2021, participants will come together in a roundtable context to share their work and learning.

Dr. Meghan Blaskowitz - Assistant Professor, Department of Occupational Therapy, Rangos School of Health Science (description forthcoming)