Community-Engaged Learning
The Spiritan Catholic nature of Â鶹ֱ²¥ calls us to offer an educational experience that develops within students the desire and ability to respond to the issues that most undermine a just society. Many classes throughout the University utilize "community-engaged learning," which is a teaching strategy that involves students in community-based public problem solving. Doing so helps students use disciplinary knowledge, acquire civic skills, and develop knowledge of the larger world through work in its communities.
Requirements and Course Identification in Banner
Community-engaged learning classes are offered throughout undergraduate degree programs. In some instances (such as in the School of Science and Engineering) a community-engaged learning class is required as part of the degree program.
There are two levels of community-engaged learning classes: foundational and advanced. Classes that comply with the University's endorsedcharacteristics of community-engaged classescarry the FCEL (foundational) or ACEL (advanced) designation in the Banner course registration system.
Community-Engaged Learning Model
Community Engaged Learning Model, Â鶹ֱ²¥, Center for Community-Engaged Teaching and Research (Approved 9/28/15)
Community engagement (and the teaching and research with which it can be integrated) is not simply about providing services to the community. Rather, it is a way of learning and teaching that leverages "community-based public problem solving that not only generates new knowledge and higher order cognitive outcomes, but develops the civic skills of critical thinking, public deliberation, collective action and social ethics" (Saltmarsh, 2002, p. viii).
This document provides the key elements (rigorous learning, engagement with community, reflection, and assessment) that define community-engaged learning (CEL) experiences, the learning objectives appropriate to foundational and advanced experiences, and a range of structures through which community-engaged learning can occur.
The characteristics outlined here are a solid set of ethical and pedagogical boundaries that are at once flexible and also defining. Corresponding to best practices within community-university engagement, they delineate community-engaged learning at Duquesne University from a broader array of experiential learning experiences.
Definition of a Civic Issue
A civic issue is a public injustice, disparity, or problem that impacts a group of people and that needs to be addressed using civic processes, skills, knowledge, and values. In the Duquesne context, addressing civic issues starts with (a) learning from with those in communities working on the issue, then (b) collaborating with them, recognizing the indigenous strength, integrity, and assets already present within those communities.
Foundational-Level CEL | Advanced-Level CEL |
Rigorous Learning: Learning experiences in the community are consequential and enable students to demonstrate this primary CEL outcome: Students will be able to:
And at least two of the following:
|
Rigorous Learning: Community-engaged tasks are consequential and enable students to demonstrate these two advanced CEL outcomes: Students will be able to:
And at least one of the following:
|
Engagement with community:
|
Engagement with community:
|
Reflection: Rigorous, critical reflection enables students to make meaning of their experiences in light of course learning objectives and to concretize their growing awareness of public problems and their capacity to be involved in the redress of injustice. |
Reflection: Rigorous, critical reflection enables students to make meaning of their experiences in light of course learning objectives and their ability to be effectively involved in public problem solving. |
Assessment: Learning outcomes and community outcomes are assessed by the faculty facilitating the learning experience. |
Assessment: Learning outcomes and community outcomes are assessed by the faculty facilitating the learning experience. |
Illustrative types of experiences that may fit under the umbrella of community-engaged
learning, when the above elements
are present:
- Introductory seminars
- Co-learning arrangements (such as Inside Out)
- Traditional direct service-learning
- Project-based classes
- Internships
- Policy-based classes
- Advocacy-based classes
- Community-engaged research/ undergrad research
- Field Studies
- Faculty-facilitated Clinical Experiences
- Learning Communities
References:
Battistoni, R.M. (2002). Civic Engagement Across the Curriculum: A Resource Book for Service Learning Faculty in All Disciplines. Providence: Campus Compact.
Boyte, H. (2012). Civic Professionalism. Journal of Higher Education and Outreach, 14(2). 67-89.
Holland, B. (2014). Presentation to Community-Engaged Teaching and Research Advisory Committee. Â鶹ֱ²¥.
Sullivan, W. M. (2003). Engaging the civic option: A new academic professionalism? Campus Compact Reader, Summer 2003, pp. 10-17.
The National Task Force on Civic Learning and Democratic Engagement. (2012). A Crucible Moment: College Learning and Democracy’s Future. Washington, DC: American Association of Colleges and Universities
Policies
Students enrolled in community-engaged learning classes must complete the community-based learning component of the class as it is designed by the instructor. Community-engaged learning is not the same as a volunteer activity; it is a teaching strategy that connects specific community experiences to particular learning outcomes of the class. Students may not substitute their own ongoing service interests in place of the pre-designed community-based work that is part of the class. Participation in the community-based learning experience is required of all students enrolled in the class.
The Center for Community-Engaged Teaching and Research
The Center for Community-Engaged Teaching and Research (CETR) helps Â鶹ֱ²¥'s faculty and students collaborate with community partners to solve problems in the community while meeting learning and research goals. CETR is available to assist students, faculty, and their community partners and can be reached by calling 412-396-5893.
Global English Institute
The Global English Institute offers instruction to non-degree, English as a Second Language-only students and to students who are accepted to degree programs at Duquesne University. Classes meet on the Â鶹ֱ²¥ semester schedule: Fall (late August to December), Spring (January to April) and Summer (May to early August).
Mission
The Global English Institute serves international students and the Â鶹ֱ²¥ community by offering comprehensive English language education and services. We equip students with language skills and cultural understanding necessary to meet their educational and professional goals in an American university setting. We collaborate with University partners, providing English language evaluation, consultation and intercultural exchange to foster a diverse international community.
Accreditation
The Global English Institute at Â鶹ֱ²¥ is accredited by the Commission on English Language Program Accreditation (CEA) for the period December 2017-December 2027 and agrees to uphold the CEA standards for English Language Programs. CEA is recognized by the U.S. Secretary of Education as a national accrediting agency for English language programs and institutions in the U.S.
Programs and Courses
Level and course assignments are determined by submitted scores on TOEFL, IELTS, PTE, or Duolingo English Proficiency tests, by placement testing upon arrival, or by successful completion of Duquesne courses at prior levels. Students with admission to the Undergraduate Gateway degree program begin ESL courses at the Intermediate, Advanced A, or Advanced B level with a minimum TOEFL iBT score of 40, 50, or 60 respectively. Students with conditional admission to Graduate Pathway degree programs join the ESL Program at the Advanced B, CAP1, or CAP2 level with a minimum TOEFL iBT score of 60, 70, or 80 respectively. Each course meets for 4 hours per week unless otherwise indicated. Equivalency scores for IELTS, PTE, and Duolingo are available on the university website.
All ESL courses are non-credit unless otherwise designated.
Intensive Program
Full-time students take 20 hours of classes per week. Classes are offered at five levels. Students in the Duquesne Gateway (iBT minimum 40 or equivalent) complete ESL coursework while earning up to 15 credits towards an academic degree. All undergraduate degree program students earn 2 credits per level upon successful completion of the Intermediate, Advanced A, and Advanced B courses. All students may also earn a Certificate of Program Completion upon completion of the Advanced B level.
Basic Level Courses
Each course meets 4 hours per week.
- ESL 120/142 Basic ESL Grammar A/B
- ESL 119/121 Basic ESL Speaking/Listening A/B
- ESL 122/127 Basic ESL Reading A/B
- ESL 123/128 Basic ESL Writing A/B
- ESL 118/124 Basic ESL Note-taking A/B/Academic Discussion
Intermediate Level Courses (0-2 credits upon completion of level)
Each course meets 4 hours per week.
- ESL 125 Intermediate ESL Grammar
- ESL 126 Intermediate ESL Speaking/Listening
- ESL 129 Intermediate ESL Note-taking/Academic Discussion
- ESL 136 Academic Culture I (1 cr. for Undergraduate Gateway)
- ESL 140 Intermediate ESL Reading
- ESL 141 Intermediate ESL Writing
Advanced Level Courses (0-4 credits upon completion of A and B levels)
Each course meets 4 hours per week.
- ESL 130 Advanced ESL Grammar - A
- ESL 131 Advanced ESL Speaking/Listening - A
- ESL 132 Advanced ESL Reading - A
- ESL 133 Advanced ESL Writing
- ESL 134 Advanced ESL Note-taking/Academic Discussion
- ESL 137 Academic Culture II (2 cr. for Undergraduate Gateway)
- ESL 144 Advanced ESL Reading - B (3 cr. for Undergraduate Gateway)
- ESL 147 ESL Term Paper
- ESL 160 Academic Discourse
- ESL 151 Advanced ESL Grammar - B
- ESL 152 Advanced ESL Speaking/Listening - B
Freshman Writing Program
Undergraduate students with a home language other than English take the designated -E sections of three required Freshman Writing courses for additional language support. These courses fulfill University Bridge Curriculum requirements.
- BRDG101E Thinking and Writing Across the Curriculum (3 credits)
- BRDG102E Imaginative Literature and Critical Thinking (3 credits)
- BRDG100E Research and Information Skills (2 credits)
Comprehensive Academic Preparation (CAP) Program
- CAP Level 1: Four integrated courses offer up to 16 hours of instruction per week
for students preparing to enter graduate programs. English language proficiency equivalent
to TOEFL 70 (iBT) is required for entry.
- ESL 255 Academic Lectures for ESL (2 hours per week)
- ESL 256 Academic Reading in Context (4 hours per week)
- ESL 257 Academic Speaking in Context (3 hours per week)
- ESL 258 Academic Listening and Vocabulary in Context (3 hours per week)
- ESL 259 Academic Writing in Context (4 hours per week)
- CAP Level 2:Three courses address the specific needs of graduate students needing
additional support in writing, speaking, or reading. English language proficiency
equivalent to TOEFL 80 (iBT) is required for entry. Each course meets 4 hours per
week.
- ESL 343 Graduate Research Paper
- ESL 349 Seminar for International Teaching Assistants
- ESL 346 Graduate Academic Discourse
Test Preparation Course for students at the Intermediate, Advanced, or CAPlevels.
- ESL 146 TOEFL Preparation (2 hours per week)
University Honors College
Kathleen Glenister Roberts, Ph.D.
Director, University Honors College
honorscollegeFREEDUQUESNE
Assumption Hall
Phone: 412-396-1326, Fax: 412-396-2316
History
Â鶹ֱ²¥ established the University Honors College in fall 1997 under the leadership of Dr. Connie Ramirez, who was at that time Dean of McAnulty College and Graduate School of Liberal Arts. It was a successor to the Integrated Honors Program that began in 1984. Since then, Duquesne honors students have accepted Â鶹ֱ²¥â€™s challenge to demand more of themselves in academics, intellectual life, and care for others.
Mission
The University Honors College is like all programs at Duquesne in that its foundation is based on the five pillars of Spiritan Catholic identity: academic excellence, moral and spiritual growth, ecumenism, service to others, and attentiveness to global concerns. We expect honors students to embody these pillars by asking deeper, more profound questions in their academic work through the assistance of faculty in honors courses. The University Honors College aims to do more at Duquesne with respect to the five pillars by encouraging honors students to become leaders in their fields – not just through academic achievement and professional development, but through lifelong attentiveness to the needs and gifts of others. The University Honors College also provides unique, tangible opportunities for students in all undergraduate programs at Duquesne to merge their professional goals with the creativity of work in the humanities and liberal arts, and to pursue research projects.
Program
Academically gifted students are invited to participate in the University Honors College. In addition to fulfilling the aims of the University core curriculum, offered to all undergraduate students, this distinctive academic experience seeks to deepen students’ learning outcomes in four significant areas:
- Creative and critical thinking
- Leadership and service
- Education in the humanities
- Global perspectives
Courses
List A: Required Honors College Courses- HONR 101 Honors Writing and Analysis* 3 credits
- HONR 102 Honors Writing and Literature* 3 credits
- HONR 154 Honors Essential Questions 3 credits
- HONR 155 Honors Foundations in Ethical Reasoning 3 credits
- *AP, CHS, IB, transfer, etc. courses can be accepted to fulfill the Bridges requirements for these courses, but will not count as HONR classes. Refer to List B and then List C for additional courses to attain the six HONR courses required for graduation from the Honors College.
- HONR 001 Honors Bridges On-Ramp (summer before first-year only) 0 credits
- HONR 199 Honors Symposium (spring only, sophomore year or later) 0 credits
- HONR 203 Honors Tutorial: August Wilson House (spring only) 3 credits
- HONR 204 Honors Seminar: Creative Arts 3 credits
- HONR 205 Honors International Study Abroad 3 credits
- HONR 210-216 Honors Tutorials - topics vary by semester 3 credits
- HONR 260-26X: Various courses taught within schools/major 0 credits
- HONR 299: Honors Speed trap (summers only) 0 credits
- HONR 275 Advanced Honors I 0 credits
- HONR 295 Honors Research 0 credits
Students who are admitted the Honors College post-matriculation, are transfer students, or are granted credit for a wide variety of courses from high school may submit a proposal to enroll in any of the following to be included in their six HONR courses:
- HONR 275 Advanced Honors 0 credits
- HONR 300 Honors Directed Readings 1-9 Credits
- HONR 375 Advanced Honors II 0 credits
- HONR 475 Honors Portfolio 0 credits
University Honors College Fellows
In addition to completing the University Honors College Bridges CLE curriculum, honors students may pursue the optional designation of “Fellowâ€. Honors Fellows are expected to engage in advanced independent study and research with a faculty mentor. Students will present or defend their honors projects in a public academic forum, such as Duquesne's Undergraduate Research and Scholarship Symposium. Honors Fellows may petition the University Honors College for monetary grants to fund special academic projects or unique experiential learning opportunities.
Honors Fellows are required to successfully complete:
- HONR 395 Honors Fellowship 0 credits
- HONR 495 Advance Honors Symposium (required in final semester) 0 credits
Thesis option
Students writing an undergraduate Honors thesis within the Honors College must complete
this sequence:
- HONR 497 Honors Thesis Proposal 0 credits
- HONR 498 Honors Thesis 0 credits
- HONR 499 Honors Thesis Defense 0 credits
The MPW Learning Skills Center, located in the Administration Building, is a valuable
resource available to all Â鶹ֱ²¥ students who wish to excel academically.
Our mission is to maximize student academic performance via free tutorial, study skills
building and academic counseling services. We also offer credit-bearing classes, diagnostic testing, goal-setting, stress management,
values clarification and self-exploration opportunities in conjunction with other
University student services programs and offices. The Center also sponsors a one-week, residential Summer Institute for high-performing
high school students. The Center is open Monday-Friday, 9am to 6pm. Administration Building, Ground Floor 412-396-6661 /gussin-spiritan-division Established in 1997, the Gussin Spiritan Division of Academic Programs (GSDAP), located
in the Administration Building, is a one year, three semester college orientation
and retention program open to a select group of first-year students who exhibit the
potential for superior college success. GSDAP students are identified, interviewed
and then selected each spring by the Admissions Office from the pool of fall applicants
for admission to the University. GSDAP students begin the freshman year in a required, five-week, residential summer
semester that runs from late June to late July. During that period, they enroll in
college classes, earn six University credits and participate in workshops, seminars,
and clinics as well as tutorials and culturally-enriching programs designed to spark
their academic motivation and augment their academic skills thereby accelerating their
transition into the scholastic and social life of the University. The Fall and Spring semesters of the freshman year find GSDAP students completing
the University core curriculum as well as Division requirements. By the end of their
Spring semester, Division students who pass all of their summer, fall and spring courses
will have earned a minimum of 34 credits and may now transfer to their school of choice
or remain in the Division for another year while taking courses in their majors. The mission of the Robert and Patricia Gussin Spiritan Division of Academic Programs
is to teach, support, and build futures through a diverse and inclusive community
of excellence centered on ethics, service, equity and community engagement. Please contact undergraduate admissions or call 412-396-6222. Judith R. Griggs, Ph.D. Uhuru Hotep, Ed.D. Reggie Bridges, J.D. Vicki Bush, M.S.Ed. Mary Dowd, B.A. Ameya Ranade, M.B.A. Josephine Rizzo, M.S.Ed. April Wade, M.S.Ed. Jonathan Fisher, B.S. Rafael Iula, B.A. The Gussin Spiritan Division of Academic Programs follows the University's academic
policies. Please refer to Â鶹ֱ²¥'sundergraduate academic policies. In
addition, we have specific academic standing and retention policies as follows: To determine if a GSD student receives an academic warning or dismissal from the Division,
the GSD examines the student's overall attempt at achieving academic success. If the
student has not established the required 2.0 cumulative quality point average (QPA)
by the end of the first year at University, but has: (1) attended class minimum 75
percent of the time, (2) completed minimum 75 percent of her/his class assignments,
and (3) kept minimum 75 percent of his/her appointments with his/her tutors, the GSD
academic advisor and the GSD counselor, the Division has the option of setting aside
the University standards for probation and dismissal. Thus,extended retentionis an option exercised on behalf of all GSD students who are in full compliance with
their academic contracts and meet the Division expectations listed above Students who do not establish a 2.0 cumulative QPA by the end of their second year
will not be permitted to continue their studies at the University unless they submit
a written appeal to the GSD student standing committee requesting a fifth semester
as a GSD student. If their appeal is granted, the student will receive a fifth semester
to establish a 2.0 or better cumulative QPA. If the student fails to establish a 2.0
or better cumulative QPA by the end of her/his fifth semester, the GSD student standing
committee will notify the student in writing of his/her dismissed from the GSD and
the University. Progress toward a Â鶹ֱ²¥ degree is determined by the student's cumulative
QPA and credits attempted. The scholastic records of GSD students who earn semester
QPAs below 2.0 are reviewed each semester by the student standing committee. Underachieving
students are provided additional academic support services designed to restore their
cumulative QPAs to a 2.0 or better. For first year students who have attempted less than 35 credits, the guidelines are: For second year students who have attempted less than 80 credits, the guidelines are: For third year students who have attempted more than 80 credits, the guidelines are: If a student transfers to another school within the University, the student must matriculate
in accordance with that college's or school's admission policy. For additional information contact Dr. Uhuru Hotep, Associate Director (hotep@duq.edu) All GSD students must be in good standing and earn 34 credits to complete the GSD
curriculum. This includes University Core courses, major courses, and electives. In
addition, in consultation with their academic advisor, students must apply to their
intended school of major by the specified deadline and meet the internal transfer
requirements. For additional information contact Dr. Uhuru Hotep, Associate Director (hotep@duq.edu).
Michael P. Weber Learning Skills Center
Gussin Spiritan Division of Academic Programs
History
Mission
Goals
Objectives
Admission Requirements
Administration and Faculty
Administration
Director
Associate Director
ACT 101 Manager, Student Academic Advisor & Ombudsman
Assistant Director of Counselling Services & Student Academic Advisor
Administrative Assistant
Assistant to the Director for Retention and Evaluation
Act 101 Advisor & Reading Specialist
Assistant DirectorSupport Staff
Graduate Assistant
Counseling Graduate AssistantAcademic Policies
Gussin Spiritan Division Student Standing: Academic Retention or Dismissal
Courses required to complete GSD Curriculum
UCOR 101 / CLPR 107
Thinking and Writing across the Curriculum / Thinking & Writing Seminar
3 credits
UCOR 102 / CLPR 104
Imaginative Literature and Critical Writing / Imaginative Literature Seminar
3 credits
UCOR 132
Basic Philosophical Quest
3 credits
UCOR 141
Biblical & Historical Perspectives
3 credits
COMM 114
Exploring Intercultural Communication
3 credits
COMM 102
Public Speaking
3 credits
EDFD 207
Field Observation V
2 credits
EDFD 208
Field Observation VI
2 credits
CLPR 015 / CLPR 106
Intro to University Success / Spiritan Division Seminar
1 credit
UCOR 100
Research and Info Skills
1 credit
CLPR 008
Strategies-Academic Success
1 credit
Major Course
School of choice Course Selection
3 Credits
Major Course
School of choice Course Selection
3 Credits
Major Course
School of choice Course Selection
3 Credits
TOTAL REQUIRED FOR GSD Curriculum
34 credits
Transfer Requirements