T he first imperative of Duquesne University’s 2018-2023 Strategic Plan commits our academic community to developing learning opportunities that provide students with “the knowledge and skills they will need for productive and fulfilling lives and careers in the 21 st century.” An important means for doing so is to “integrate practical applications and experiences into academic offerings.” is edition of Affairs in Review highlights the role of experiential learning across Duquesne’s curriculum. It provides an opportunity to celebrate exemplary instances of experiential learning already taking place at Duquesne and share some information about efforts to encourage more incorporation of experiential learning into our curricula. Experiential learning encompasses a wide variety of instructional formats and pedagogies, such as internships, practicums, community-engaged teaching and research, project-based learning, fieldwork, classroom exercises and forms of research. It affords students opportunities to transfer and apply their knowledge, and to learn through iterative processes of action, reflection, conceptualization and active experimentation. Experiential learning happens across academic disciplines and programs, within traditional academic settings and beyond them. In the following pages, you will get a glimpse of the creative and impactful experiential approaches your colleagues use and find inspiration for your own innovation. A SEMIANNUAL PUBLICATION OF SCHOOL HIGHLIGHTS, EVENTS AND NEWS Fall 2019 CONTINUED ON PAGE 2 The deadline for submission to the fall issue of Academic Aairs in Review is April 4, 2020. For submission information, please contact Renee Stockey at [email protected]. Academic Affairs inReview www.duq.edu SCHOOLS Center for African Studies 13 Enrollment Management 6 Group ESL Program/Center for 9 Global Engagement e Gumberg Library 3 Office of International 10 Programs Rangos School 14 of Health Sciences School of Business 11 School of Law 2 School of Music 3 School of Nursing 5 School of Pharmacy 7 School of Pharmacy 8 Community Outreach and Advocacy University Honors College 12 Message from the Associate Provost for Academic Affairs BY DR. DARLENE WEAVER Associate Provost
Transcript
The first imperative of Duquesne University’s 2018-2023 Strategic Plancommits our academic community to developing learning opportunitiesthat provide students with “the knowledge and skills they will need forproductive and fulfilling lives and careers in the 21st century.” An
important means for doing so is to “integrate practical applications andexperiences into academic offerings.”
Uis edition of Affairs in Review highlights the role of experiential learningacross Duquesne’s curriculum. It provides an opportunity to celebrate exemplaryinstances of experiential learning already taking place at Duquesne and sharesome information about efforts to encourage more incorporation of experientiallearning into our curricula.
Experiential learning encompasses a wide variety of instructional formats andpedagogies, such as internships, practicums, community-engaged teaching andresearch, project-based learning, fieldwork, classroom exercises and forms ofresearch. It affords students opportunities to transfer and apply their knowledge,and to learn through iterative processes of action, reflection, conceptualizationand active experimentation. Experiential learning happens across academicdisciplines and programs, within traditional academic settings and beyond them.In the following pages, you will get a glimpse of the creative and impactfulexperiential approaches your colleagues use and find inspiration for your owninnovation.
A SEMI-ANNUAL PUBLICATION OFSCHOOL HIGHLIGHTS, EVENTS AND NEWS
Fall 2019
CONTINUED ON PAGE 2
The deadline for submission to the fall issue of Academic A�airs in Reviewis April 4, 2020. For submission information, please contact Renee Stockeyat [email protected].
AcademicAffairsinReview
www.duq.edu
SSCCHHOOOOLLSS
Center for African Studies 13
Enrollment Management 6Group
ESL Program/Center for 9Global Engagement
Ue Gumberg Library 3
Office of International 10Programs
Rangos School 14of Health Sciences
School of Business 11
School of Law 2
School of Music 3
School of Nursing 5
School of Pharmacy 7
School of Pharmacy 8Community Outreachand Advocacy
University Honors College 12
Message from the Associate Provost for Academic AffairsBBYY DDRR.. DDAARRLLEENNEE WWEEAAVVEERR Associate Provost
Wills and Healthcare Directives ClinicUe Duquesne University School of Law Wills and
Advance Healthcare Directives Clinic has partnered withUPMC Mercy to offer students the opportunity to engagein experiential learning and serve the community. In theWills and Healthcare Directives Clinic, students learnhow to prepare life planning documents, including wills,advance healthcare directives and powers of attorney.Urough their work in the clinic, students are able todevelop drafting skills, engage in critical legal analysisand consider important ethical questions that ariseduring client representation. Moreover, the opportunityto work in a hospital setting alongside professionals inthe medical field introduces law students to importantinterdisciplinary themes in practice.
Visit www.duq.edu/academics/schools/law/clinics/clinics-and-practicum/transactional-law---wills-and-advance-healthcare-directives-clinic for additionalinformation.
ACADEMIC AFFAIRS IN REVIEW FALL 2019
Experiential Learning at Tribone CenterUe Juvenile Defender and Education Law Clinics were
developed and designed with the goal of providing high-quality, zealous representation to children who are facedwith legal challenges in systems that have been bothhistorically and presently difficult for them to navigate.Ue Juvenile Defender Clinic represents children ages 10-21 who are facing delinquency proceedings. UeEducation Law Clinic represents young people and theirparents (the educational rights holders) from grades K-12who are facing school exclusion due to school disciplineproceedings or who need legal assistance with specialeducation matters. In many ways, the clinics operatetogether to dismantle the school-to-prison pipeline.
Our approach to representation is the HolisticRepresentation Model (HRM). Ue hallmark of HRM isinterdisciplinary legal teams of professionals workingtogether on youths’ cases. Our holistic teams arecomposed of student and supervising attorneys,doctorate-level school psychology students fromDuquesne University’s School of Education and masters-level social work students from the University ofPittsburgh’s School of Social Work. All professionalswork under the umbrella of the legal team, and areprotected by client-attorney privilege. Ue goal ofholistic representation is to address as many of the clientproblems that we can while the youth is a client of theclinic. In short, we often describe our mission succinctlyas: keeping kids in school and out of court!
Students who participate in these clinics have anopportunity to gain invaluable live-client representationexperiences, ranging from client meetings to high-leveltrial practice in delinquency proceedings and formalspecial education due process hearings.
4e Intersection of Legal and Computer CodesUere are few, if any, professions that will not be
changed fundamentally by modern computing. Manyperceive a threat to a number of professions, includingthe legal profession, previously believed to be insulatedfrom automation. At the law school, we view disruptivetechnologies as providing an opportunity in the moderneconomy for lawyers willing to bridge the gap betweencomputer codes and legal codes. Tech-savvy lawyers willunderstand the work of their clients and will find manylabor-intensive tasks simplified.
Our goal is not to create technologists or computerprogrammers, but to introduce lawyers to enough
Ue University Core Curriculum revision process is asignificant occasion to promote experiential learning in ourgeneral education. Ue current draft of the new commonlearning experience includes a competency focused oncritical thinking and problem-solving, a global or localengagement requirement, and a capstone experience. While these three requirements are obvious locations forexperiential learning to flourish, every element of the newcurriculum can be enlivened by experiential learning.
Dr. Richard Gurasci, former president of Wagner Collegeand architect of the Wagner Plan for Practical Liberal Arts,will visit Duquesne November 7-8 to consult and provideinput on integrating experiential learning into Duquesne’scurriculum in new and exciting ways. Dr. Gurasci’sconsultation provides an exciting opportunity to advanceexisting efforts to embed a variety of practical experiences in Duquesne’s curriculum for the benefit of our students. Ue consultation will galvanize faculty and staff interest inexperiential learning. Further details about Dr. Gurasci’svisit will be shared as they become available.
In the meantime, I hope you consider this edition aninvitation to explore the work of your colleagues and ponderways your own courses and programs might amplifyexperiential learning to provide additional practical contextsand opportunities for our students.
computational reasoning that they are comfortable in aworld that increasingly is governed by algorithms as wellas law. In Wes Oliver’s criminal law course, for example,students use a very simple programming language, QnAMarkup, designed specifically to introduce lawyers tocoding, to create an expert system that asks a series ofquestions to inform the user whether a burglary has beencommitted in any given jurisdiction.
Uis very simple programming language teachesstudents how to create a version of an outline of a statutethat a computer can process. Ueir legal analysis thusbecomes tighter as the students are introduced to a newstyle of thinking. Uis introduction to how computersprocess information then whets their curiosity to morethoughtfully consider the ethical implications ofautomation and algorithmic decision-making, to thinkabout the power and limits of computers and to considerhow biases can be unwittingly included and how theycan be identified and minimized.
School of Music
Community-engaged Music 4erapy Clinical PracticumsA critical component of music therapy majors' training
in the Mary Pappert School of Music is exposure to avariety of treatment settings from schools to hospitals tolong-term care facilities. In those practicums, studentsdevelop the clinical musicianship, knowledge and skillsnecessary to be effective healthcare professionals.
Last year, in an innovative effort to ensurecomprehensive and timely preparation for the shiftingdemands of the American healthcare ecosystem, seniormusic therapy majors initiated three community-engaged clinical practicums: Allentown Senior CitizenCenter (independent, well older adults),Healthcare@Home (home-based hospice care) and St.Joseph's House of Hospitality (homeless men's shelter).Each of these sites challenge our students to considerwhat it means to be entering clients' community andliving spaces to provide healthcare services, rather thanclients entering a traditional treatment setting. Shiftingthe setting of care introduces a different powerdynamic; whereas traditional settings imbue healthcareprofessionals with greater power than clients,community settings empower clients as the experts ontheir health. For music therapy, this also means clientsare the experts on the role of music in positivelyimpacting their health. Within this framework clients
are elevated to equal stakeholdership with musictherapists.
A central feature of the community-engaged musictherapy clinical practicum is cultural reflexivity andcultural responsivity. Students are challenged to becomeaware of both their own and their clients' cultural values as related to music and health, and to use that knowledgein designing culturally informed clinical interventions that align with clients' cultural constructs. Urough suchrigorous self-examination and ownership, music therapystudents who graduate from Duquesne University areuniquely equipped to work with diverse client populationsin a variety of treatment settings.
Gumberg Library
Gumberg Librarians Provide Innovative Support for Research and Publication
Gumberg Library faculty are using their expertise inresearch methodologies to offer a variety of innovativeservices and experiential learning opportunities for DuquesneUniversity researchers and students. Beginning with a grantreceived in partnership with the School of Nursing in 2015,librarians at Gumberg are training and educating Duquesnefaculty and graduate students in systematic, scoping andintegrative reviews through hands-on workshops, webinars,consultations and online guides.
Since the program’s start in 2016, librarians at Gumberghave contributed as co-authors and consultants for severalpublished advanced reviews. Ue innovative yet practicalapproach to instruction and support for advanced reviewsmakes an impact on scholarly output at Duquesne at large —
4
ACADEMIC AFFAIRS IN REVIEW FALL 2019
researchers at the University published approximately 40 advanced reviews, an increase from six total reviewsbetween 2007 and 2015. During the 2018-19 fiscal yearalone, 20 advanced reviews conducted by Duquesne faculty and graduate students were published.
Advanced reviews also offer another avenue forDuquesne students to publish and present their research.Students in the schools of Pharmacy and Nursing regularlypublish systematic and integrative reviews, with GumbergLibrary providing extensive consultation services.Students also submitted advanced reviews to previousundergraduate and graduate research symposiums,resulting in award-winning poster presentations.
David Nolfi, Head of Research Engagement, HealthSciences/STEM Initiatives and Assessment at GumbergLibrary, plans to build on the success of the library’sprogram of support for advanced reviews. In 2018, Nolfiorganized and led a faculty roundtable for teaching withsystematic and other advanced reviews, which was co-sponsored by the Center for Teaching Excellence. Ueroundtable drew faculty from the Schools of Education,Nursing and Pharmacy and the College of Liberal Arts.
To learn more about Gumberg Library’s support forsystematic and other advanced reviews, visitguides.library.duq.edu/systematicreviews.
4e Social Justice Book Club: Gumberg Library Brings Impactful Book Discussions to Duquesne
Ue Social Justice Reading Club (SJRC) provides anenvironment for meaningful dialogue around a good book.Developed by the Gumberg Library in 2018, this innovativeprogram unites faculty, students and staff in impactfuldiscussions of books with social justice themes. Ue currentSJRC book, Persepolis: <e Story of a Childhood, a graphicautobiography by Marjane Satrapi, recounts the author’syouth in Iran during the 1979 Islamic Revolution. Inaddition to being integrated into a sophomore educationcourse, there will be a campus-wide book discussionfeaturing an expert panel on November 14.
Uis past spring, the SJRC discussed Evicted: Poverty andProfit in the American City by Matthew Desmond, whichwas integrated into a sophomore education course, SocialJustice in Education Settings. Ue reading of Evictedculminated in a discussion in the Africa Room with over 100 students. Dr. Anita Zuberi, an assistant professor ofsociology, presented her research into landlord issues inPittsburgh. Participants were asked how they wouldrespond to someone disparaging public assistance.Responses included: “It’s OK to get help when needed. You never know what someone is going through” and “Give people time to get on their feet and don’t judge.”
=e SJRC’s firstselection, e Arrivalby Shaun Tan, alsodemonstrated the club’simpact on students.=is graphic novel is animmigration story thatrelies on imagery tocommunicate themes ofsurvival and hope. In fall2018, several sections ofEnglish as a SecondLanguage (ESL) coursesincluded the book intheir curriculum.A culminating bookdiscussion withabout 40 studentsled to conversationsabout home, familyand friendship.Looking to spring 2020, the SJRC will read eHate UGive by Angie=omas, a 2017 novel about race andpolice violence seen through the eyes of a 16-year-oldgirl. For more information about the Social JusticeReading Club, visit duq.edu/social-justice-reading.
School of Nursing
New BSN Clinical Immersion at UPMC=e importance of incorporating clinical experience
within the professional skills development of studentnurses is undeniable. Our undergraduate nursingstudents, taught by expert facultywithin their respectivefields, apply the knowledge and skills learned in theclassroom, lab, and Learning and Simulation Center,while caring for diverse and vulnerable patientpopulationswithin hospital and community settings.=e culmination of these experiences fosters a richlearning environment from classroom to clinical setting.Direct patient care experiences prepare our students
to deliver ethical, competent and culturally congruentcare to diverse populations in acute settings; therefore,every four-year BSN student’s plan of study now includesa 21-week paid clinical immersion experience at theUniversity of PittsburghMedical Center (UPMC). Studentswill participate during either their junior or senior year
Zuberi SJRC in the Africa Room
Clinical experience is an essential part of nursingeducation.
as part of the new course Clinical Leadership inProfessional Nursing.
Uis new course will focus on the development of theprofessional nursing role, clinical judgment anddecision-making, application of concepts and skills,and functioning in multidisciplinary teams in thecurrent clinical environment.
Students will work under the auspices of a registerednurse and be designated as UPMC Scholars. Uis uniqueinitiative will enable students to perform establishednursing procedures for patients as UPMC employees,work in controlled care settings and carry out patientcare assignments. Students will gain valuable hands-onnursing experience and a competitive edge, all whileearning academic credit.
Enrollment Management Group
Innovative and Impactful Experiential-learningExperiences Important to New Student Recruitment and Retention
Innovative and impactful experiential-learningexperiences are an important component of new studentrecruitment and retention at Duquesne. Ue EnrollmentManagement Group (EMG) incorporates in its messaging toprospective students the variety of experiential-learningopportunities available to Duquesne students. During therecruitment phase, prospective students and their parentsare given information regarding study abroadopportunities, career enhancing internship experiences andacademic sponsored community-engaged learning courses.Uese types of experiences can help to differentiate the
Nursing’s new Clinical Immersion is a valuable experience that will help enhance clinical judgment.
7
ACADEMIC AFFAIRS IN REVIEW FALL 2019
program, school and University from othersin the college selection process.
Academic advisors meet regularly with the various offices that support theseexperiential-learning initiatives to keepabreast of changes and new efforts availableto students. Uese experiences help define astudent’s experience at Duquesne and assistin solidifying future career or continuedacademic pursuits. Given the value placed on such opportunities, the EMG is pleased tohave the University Registrar and Director of Retention serving on the Core Curriculumsteering committee where a global/localengagement component is being consideredas part of future general educationfoundation of the institution.
School of Pharmacy
School of Pharmacy Offers Unique Experiential Learning Opportunities
Duquesne University School of Pharmacy is proud to offer a diverse array of rotations throughout theexperiential education curriculum. Ue final year of theprogram is dedicated to the Advanced Pharmacy PracticeExperiences (APPE). Students complete seven APPErotations, three of which are elective experiences. Uese include uniqueopportunities such as nuclearpharmacy, pharmaceuticalindustry, veterinarymedicine, public health,investigational drug serviceand several clinicalspecialties.
Every year, we offer APPEstudents the opportunity tocomplete a rotation inPerugia, Italy. Uis rotationoffering allows students tolearn about global healthsystems firsthand. Studentsrotate between a communityand hospital setting, and theyare immersed in pharmacypractice that varies greatlyfrom American traditions.
PharmD candidates of 2020, Chloe Lusk, Amy Schmitt, Jessica Murray and Alexis Lohr, explore the beautiful city of Perugia, Italyprior to beginning their pharmacy practice rotation there.
Students return with an experiential understanding ofthe differences in healthcare systems, as well as anappreciation for the diversity in pharmacy practice.During the rotation, students learn a great deal aboutcompounding and the holistic approaches to treatment.Students are often surprised about the limited role
Duquesne Pharmacy Alumni Dr. Kaitlin McLaughlin and Dr. Casey Schultz, along with Italian pharmacy preceptors during their hospital rotation in Perugia, Italy.
8
ACADEMIC AFFAIRS IN REVIEW FALL 2019
opioids have in Italy. In addition, students have theopportunity to share insights about our education systemand the focus on interprofessional education/team-basedcare. Our experiential office is pleased to have such astrong partnership with the Cleveland Clinic. We are ableto offer 31 different experiences at the Cleveland Clinicranging from cardiology, critical care and emergencymedicine to transplant, drug information and outcomesresearch. For the 2019-20 academic year, we were elatedto have 50 rotation placements at this prestigiousinstitution. Students commented how inspiring andencouraging it was to rotate at these facilities, along withappreciating the depth of the preceptors’ clinicalknowledge and experience.
We are very appreciative of our strong relationshipswith such incredible teaching facilities. Both near and far,we provide a platform for student pharmacists toexperience all that the profession has to offer.
School of Pharmacy Community Outreach and Advocacy
Ue School of Pharmacy is involved in a multitude ofcommunity outreach efforts. Urough a community-engaged learning course, as well as outreach initiativesled by our professional pharmacy student organizationsand the Center for Pharmacy Care, our students touchunderserved populations throughout southwesternPennsylvania. Student pharmacists participate in healthscreening events and immunization clinics in areaswhere people have limited access to medical care.Programs for school-aged children in underservedschools and neighborhoods include asthma camps andclinics, education regarding proper nutrition andevidence-based information regarding substances ofabuse. In September, our students support our neighborsin recovery by providing information regarding
Student pharmacists advocate for both their patients and their profession on Capitol Hill.
9
ACADEMIC AFFAIRS IN REVIEW FALL 2019
medication-assistedtreatment for substanceuse disorders at the City ofPittsburgh Recovery Walkand Expo. Our professionalpharmacy studentorganizations host ourannual School of PharmacyHealth and Wellness Fair in Market Square duringAmerican PharmacistsMonth in October. Ue fairfeatures a variety of healthand wellness offeringsincluding immunizations,blood pressure screenings,blood glucose screenings,body composition analysis,tobacco cessation andinformation surrounding anumber of health-relatedtopics. Finally, our studentpharmacists advocate onbehalf of our patients and our communities by visitinglegislators on Capitol Hill in Washington, D.C. to promotethe services that pharmacists can provide to improvehealth outcomes. Approximately 200 studentpharmacists and law school students participate in thisinterprofessional event.
ESL Program/Center for Global Engagement
Center for Global Engagement/ESL Program to Co-hostSummer Institute to Reflect on Graduate Student Support
Duquesne University’s graduate departments arecontinuously expanding. However, as the number ofgraduate students increases, so does the need for supportfor this population. International graduate students, aswell as domestic graduate students, sometimes requireadditional support to succeed in their academic programs.In an effort to address this need for support, the ESLProgram and Center for Global Engagement will host theConsortium on Graduate Communication SummerInstitute June 18-20, 2020. Ue Summer Institute offers aunique opportunity for faculty to dialogue with colleaguesabout issues in graduate communication. It bringstogether an interdisciplinary group of faculty, graduatestudents and faculty support specialists from many
Student pharmacists provide complimentary screenings and health informationat the annual School of Pharmacy Health and Wellness Fair in Market Square.
institutions across the U.S. and abroad to discuss thisgrowing professional field and share strategies forproviding graduate communication support. Attendance is expected to be close to 150.
As stated on the website of the consortium, “UeConsortium on Graduate Communication is aninternational association whose members provideprofessional development in written, oral, and multimodalcommunication to students before and during their (post-)graduate academic and professional programs”
Ue goal of the consortium’s Summer Institute is to shinelight on the kinds of support that graduate students need,share ideas on how universities in various contexts arecurrently meeting those needs and explore ways toimprove services to meet those needs, whether by creatinga "communication center" where services can be centered,or through devising other ways in which departments andgraduate students can access the expertise of experts.
We believe that co-hosting of the Summer Institute is ademonstration of Duquesne University’s commitment toequity in education and look forward to providing a spacein which to strengthen national and international dialogueand partnerships as well as build stronger ties regionallyand on campus to improve graduate student experiencesand foster graduate student success.
New Internship at the American BattleMonuments Commission in Italy
Ue Duquesne University Italian Campus isexcited to announce a new internshipopportunity for students while studying inRome, beginning in the spring 2020 semester,with the American Battle MonumentsCommission (ABMC).
Ue ABMC administers, operates andmaintains 26 permanent American militarycemeteries and 27 federal memorials,monuments and markers located in 16countries, the United States Commonwealth ofthe Northern Mariana Islands and the Britishdependency of Gibraltar; three of the memorialsare located within the United States. Uesecemeteries and memorials are among the mostbeautiful and meticulously maintained shrinesin the world.
Duquesne University offers well-roundededucation that challenges students academicallywhile nourishing spiritual and ethicaldevelopment. Our flagship campus in Italyprovides students the opportunity to spend asemester studying in Rome, developing a globalperspective while making progress toward theirdegree programs. Uis is a perfect opportunity
to offer the professional and personalexperience of interning at the Sicily-Rome American Cemetery, locatedabout one hour south of Rome inNettuno, Italy. Here, Duquesne studentswill work with a United Statesgovernment agency in an internationalsetting and with local ABMC staff tosupport their archival work on fallensoldiers. Interns will also interact withvisitors from around the world,representing the United States andDuquesne University whileexperiencing first-hand historical andcultural material.
For additional information, visitabmc.gov/cemeteries-memorials/europe/sicily-rome-american-cemetery.
Duquesne University wreath at the Brothers in Arms Statue
Business Students Enhance Marketing Strategy withMondelēz International Challenge
Real-world learning is one of the key components inmany business classes. For example, Dr. Ryan Luchs,Associate Professor of Marketing and Chair of theManagement and Marketing Department, embedded a“Marketing Challenge” in one of his courses.
Specifically, four executives from Mondelēz International,a $26 billion snack food company with products sold inapproximately 160 countries, presented a series ofchallenges for students in Luchs’ class. Ue Mondelēz teamflew in from New Jersey to share their valuable experienceswith students and provide a briefing on the parameters of a challenging, real-world consulting project.
Mondelēz International presented several challenges tostudents and asked them to develop strategic marketingsolutions based on scalable and innovative ideas. Inparticular, executives were looking for mobile devicesolutions that would engage potential customers in a waythat enhanced the in-store retail experience with Mondelēz products.
In tackling this important project, students wereformed into teams to do research and develop their ideas,mentored by a Mondelēz executive who providedfeedback and guidance over the course of the semester.
Toward the end of the term, all student teams presentedtheir plans to internal faculty judges who selected threefinalists. Ue three finalists then presented theirmarketing ideas and solutions to the Mondelēz team.
Ue team’s goal was to get potential customers thinkingof and buying Mondelēz products. As a marketingstrategy, the team engaged shoppers with unique andinteractive content through Snapchat.
Ue Mondelēz team was impressed with the innovativeideas that students developed to improve the firm’sapproach to retailers as well as its mobile marketingstrategy. While students on the top teams all won prizemoney to share, members of the first-place team werealso offered paid internships at Mondelēz International.
Visit duq.edu/academics/schools/business/undergraduate/majors/marketing for additionalinformation.
Research and Community-engagedLearning Lead to Careers
In the University Honors College,experiential learning creates a widerange of advantages for students. Forexample, honors students haveopportunities to both enjoy musicalperformances (in Dr. Ed Kocher’sEnjoyment of Music: Pittsburgh Livecourse) and also participate in them (in Musics of the World). In tutorials,students present their ideas and engagewith one another on critical globaltopics. In our Signature Partnershipwith August Wilson House, students andfaculty explore the past and present ofworking for social justice in our originalneighborhood, the Hill District.
Ue enriching nature of experientiallearning is well-documented, andincreasingly Honors College graduates are drawing oncommunity-engaged research and learning to buildcareers. Honors College 2018 Liberal Arts graduate A.J. Arnett, in one case, began his work with Alliance for Refugee Youth Support and Education (ARYSE)through a community-engaged learning course with Dr. Jennie Schulze, Associate Professor of PoliticalScience. Upon graduation Arnett took a position asprogram coordinator of the After School Club forstudents in grades 9-12. Arnett’s leadership led tocontinued relationships between ARYSE and Duquesne,with the University hosting PRYSE Academy, a summercamp for refugee students in Arnett’s program.
Another exemplar of the career-building steps inexperiential learning is Kailey Love, 2019 Honorsgraduate who held the Liberal Arts Endowed HonorsFellowship at Duquesne. In her fellowship, Lovepartnered with Josiah Martin, fellow Journalism major,to document the refugee crisis in Rome. Aftergraduation, Love took a position as assistant to the vice president of research and strategic outreach atRefugees International, headquartered in Washington,D.C. Love enjoys her job “and the opportunity to dig into refugee policy research on the domestic side thistime around,” she says.
A.J. Arnett, courtesy of ARYSE
Kailey Love presenting her Endowed Fellow researchproject
13
ACADEMIC AFFAIRS IN REVIEW FALL 2019
Center for African Studies
Project-based and Community Engagement Opportunities
Ue Center for African Studiesstrives to create project-based andcommunity engagementopportunities for students andfaculty through grants, researchawards and University events.
Ue first ever Global HealthShowcase was an opportunity forboth students and faculty toshowcase a topic related to studyabroad experiences, healthdisparities, global health andinternational partnerships. Ueevent was so successful that it will be held annually.
We hosted the Teach Africa YouthForum which encouraged an integrated approach tolearning about Africa. Uis innovative Africa-focusedprogram featured 250 globally minded high school students in an Africa-immersion educational experience.
Law and Healing:Lessons from the RwandanGenocide was held to opendiscussion about the justicesystem in both Rwanda andPittsburgh. We were pleasedto host the Honorable Maria Wilson, judge of theSupreme Court of Trinidadand Tobago and former trial lawyer, Office of theProsecutor, United NationsInternational CriminalTribunal for Rwanda. In addition, we hostedseveral local high-profilespeakers including theDistrict Attorney ofAllegheny County, theHonorable Stephen Zappalaand the Honorable JohnWetzel, Secretary ofCorrections, Pennsylvania
Department of Corrections. Ue event was free and open to the public.
Visit duq.edu/cas for additional information for moreinformation.
Global Health Showcase participants
Panelists from Law and Healing: Lessons from the Rwandan Genocide.
Rangos School of Health Sciences Partnership with the Steadman Clinic
Why would the Steadman Clinic partner with the JohnG. Rangos, Sr., School of Health Sciences? Uose inorthopedics and sports medicine know the SteadmanClinic and the Steadman Philippon Research Institute(SPRI) to be one of the premier orthopedics and sportsmedicine clinics in the world, a place where elite athletesgo to have their bodies repaired. Ue clinic is home to acollection of elite orthopedic surgeons, clinicians andinvestigators committed to setting the standard inorthopedic surgery, patient outcomes and evenregenerative medicine.
Ue partnership between Duquesne and the SteadmanClinic was the vision of Dan Drawbaugh, CEO of theSteadman Clinic and SPRI. Drawbaugh is no stranger to
Dr. Fevzi Akinci and Dr. Bridget Calhoun at Steadman Clinic
Pittsburgh, graduating from Duquesne in 1991 with hisMBA from the Palumbo-Donahue School of Business andhaving served as the CIO of UPMC and in other capacitiesfor 31 years. Fortunately, for Duquesne and its students,Drawbaugh is committed to giving back to his alma mater.After a series of conference calls and in-personconversations between University and Steadman Clinicpersonnel, it became evident that this partnership wouldbe a natural fit.
Innovated and impactful learning will begin in Octoberwhen members of Steadman’s Athletic Training ResidencyProgram will mentor Athletic Training students in thedevelopment of critically appraised topic projects suitablefor professional presentation and publication. Starting insummer 2020, Athletic Training and Physician AssistantStudies students will have opportunities to engage inclinical education experiences in Vail, Colorado. Similarly,students from the Department of Physical Uerapy willhave clinical placement opportunities with the HowardHead Physical Uerapy Clinic, which operates as a part ofVail Health Hospital. In addition to the clinically basedexperiential learning, students will gain exposure tobiomedical and biomechanical research, outcomes-basedresearch and cutting-edge regenerative medicine efforts.Dr. Jason Scibek and Chris Carcia with Brandie Martin,
