University Programs

Community Engaged Learning Model,  Duquesne University, 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: Define the civic issues(s) or public problem(s) that is/are being discussed in this class. Describe how the disciplinary-specific knowledge or skills of the class are relevant to addressing the civic issue or public problem being explored. And at least two of the following: Students will be able to describe the ways civic values and civic empathy (which are also Spiritan Catholic values) influence possible approaches to public problem solving. Civic values include intellectual humility, openness, an orientation toward justice, and respect for human dignity. Civic empathy is the capacity to imagine oneself in the place of others who face vastly different circumstances. Students will be able to describe why working with diverse stakeholders and across cultural approaches, ways of knowing, or kinds of expertise are central to addressing civic issues or public problems. Students will be able to examine their willingness to contribute to a more just world. Students will be able to define and describe “community”, “public sector”, or “methods of social change” as they relate to the civic issue or public problem of concern to the class.	Rigorous Learning: Community-engaged tasks are consequential and enable students to demonstrate these two advanced CEL outcomes: Students will be able to: Use a variety of disciplinary knowledge, methods, and models to think critically about the causes, consequence and possible responses to civic issues and the public problems embedded in those issues. Apply civic values and civic empathy (which are also Spiritan Catholic values) to collaborations with community stakeholders. Civic values include intellectual humility, openness, an orientation toward justice, and respect for human dignity. Civic empathy is the capacity to imagine oneself in the place of others who face vastly different circumstances. And at least one of the following: Students will be able to work effectively with diverse stakeholders and across cultural approaches, ways of knowing, or kinds of expertise to address a civic issue or public problem. Students will be able to: Demonstrate collaborative skills and civic professionalism. Examine how these capacities can be used to contribute to a more just world. Students will be able to synthesize knowledge of communities, the public sector, or methods of social change to be effectively involved in aspects of public problem solving.
Engagement with community: Students are exposed to community-based learning experiences that may or may not include direct service. Community-based learning experiences (e.g. tours, listening to community speakers, attending community forums, visiting community venues, etc.) are pre-arranged, enable direct interaction between students and community members, and are done in a manner that promotes respectful relationships between communities and the University. For those experiences that involve direct service between students and community residents or community-based projects: The service or project is aligned with the pre-existing agendas, needs, and opportunities of the community, There is an identifiable community partner (or partners) with whom decisions about the service or project are made, and The collaborative work done between faculty, students, and community partners upholds the partnership principles of respect, mutual benefit, sustainability, and “do no harm”	Engagement with community: Students are involved in non-scripted, consequential work on public problems. Community-engaged work is consequential and provides students a rigorous challenge through which to apply disciplinary knowledge to public problems. “Engagement” denotes that community-engaged work is done in collaboration with a public or social sector entity or with residents or issue-based stakeholders external to the University. Non-academic partners are aware of the course learning objectives. Work on public problems occurs in ways that mutually benefit faculty, students, and non-academic partners. Knowledge and resources are exchanged between the University and the identified community stakeholders with whom the class works. The collaborative work done between faculty, students, and community partners upholds the partnership principles of respect, mutual benefit, sustainability, and “do no harm”
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. Duquesne University.

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 Duquesne University'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.

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 Duquesne University 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 Duquesne University 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 Duquesne University 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)

Kathleen Glenister Roberts, Ph.D.
Director, University Honors College
honorscollegeFREEDUQUESNE
Assumption Hall
Phone: 412-396-1326, Fax: 412-396-2316

History

Duquesne University 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 Duquesne University’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.

List B: Additional Honors College Courses accepted for graduation requirement

• 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

List C: Courses by Petition Only

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 “Fellow”. 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 Duquesne University 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

https://www.duq.edu/gussin-spiritan-division

History

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.

Mission

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.

Goals

• Foster a student-centered environment
• Provide a holistic approach to learning by addressing both the affective and cognitive needs of Division students.
• Offer undergraduates individualized advising, counseling, tutoring, and instruction that promote successful completion of the Division's core curriculum as well as courses external to the division's offerings leading to eventual declaration of majors in various degree programs within schools of the university.
• Provide scholarly and cultural knowledge to effect successful transitions of first-year students into the life of the university.
• Facilitate student transitions to university programs of study.
• Advocate for a climate of inclusion, equity, and collaboration in working with colleagues across the university.
• Enforce greater transparency, efficiency measures, and accountability in Division processes and systems
• Expand service populations to create a more responsive and sustainable community.
• Pursue capital requests: endowments, grants, and fundraising campaigns.

Objectives

• Teach students the required skills to take responsibility for their own learning.
• Expand the use of active learning pedagogies.
• Maintain relationships with area school districts.
• Identify students' strengths and weaknesses in order to design individual programs which enable them to realize their full potential as members of the academic community.
• Enhance the academic skills development and self-confidence of students.
• Lend support to academic achievement.
• Implement a comprehensive approach to student advising.
• Assist students in their total intellectual and professional development.
• Stress the value of academic excellence to all students.
• Encourage a love of learning and service so as to promote the philosophy of life-long education and civic responsibility.
• Encourage student participation in cultural enrichment courses, programs, and activities.
• Create coherent and intentional student pathways toward transition.
• Improve retention/graduation rates and other success milestones among students with achievement gaps.
• Support cultural competency, awareness and skills.
• Increase programs that encourage interactions with people from diverse backgrounds and cultures.
• Seek input from students, employees, and other stakeholders in the evaluation and improvement of Division operations.
• Create operational processes that reflect the University's priorities and values.
• Leverage alliances with school systems, community local corporations, and foundations to expand service populations.
• Offer summer bridge programs to transfer and incoming freshmen.
• Expand endowment funding.
• Expand grant funding.

Admission Requirements

Please contact undergraduate admissions or call 412-396-6222.

Administration and Faculty

Administration

Judith R. Griggs, Ph.D.
Director

Uhuru Hotep, Ed.D.
Associate Director

Reggie Bridges, J.D.
ACT 101 Manager, Student Academic Advisor & Ombudsman

Vicki Bush, M.S.Ed.
Assistant Director of Counselling Services & Student Academic Advisor

Mary Dowd, B.A.
Administrative Assistant

Ameya Ranade, M.B.A.
Assistant to the Director for Retention and Evaluation

Josephine Rizzo, M.S.Ed.
Act 101 Advisor & Reading Specialist

April Wade, M.S.Ed.
Assistant Director

Support Staff

Jonathan Fisher, B.S.
Graduate Assistant

Rafael Iula, B.A.
Counseling Graduate Assistant

Academic Policies

The Gussin Spiritan Division of Academic Programs follows the University's academic policies. Please refer to Duquesne University'sundergraduate academic policies. In addition, we have specific academic standing and retention policies as follows:

Gussin Spiritan Division Student Standing: Academic Retention or Dismissal

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 Duquesne University 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:

• Academic Warning: for students with less than a 2.0 semester QPA. The student will be required to attend mandatory meeting(s) with the student standing committee, their GSD approved tutor(s), and their GSD academic advisor and counselor who may modify or restrict their academic program.

For second year students who have attempted less than 80 credits, the guidelines are:

• Academic Warning:for students with less than 2.0 cumulative QPA. The student will be required to attend mandatory meeting(s) with the student standing committee, their GSD approved tutor(s), and their GSD academic advisor and counselor who may modify or restrict their academic program. In addition, if the student wishes to continue as a Duquesne University student, she/he must submit a written appeal to the GSD student standing committee requesting a fifth semester in the Division.

For third year students who have attempted more than 80 credits, the guidelines are:

• Dismissal: for GSD students who fail to establish a 2.0 cumulative QPA by the end of their fifth semester in the Division. Appeals of academic dismissal must be directed to the Gussin Spiritan Division director

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)

 

Courses required to complete GSD Curriculum

Transfer Requirements

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).