Beyond the Classroom: Community-Engaged Teaching and Research 2023

You can save the full event here to your calendar should you like in advance. You may also select each of the individual sessions below and add them individually.

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Sponsors

Here you will be able to sign in, receive the conference program, mingle with other attendees, and enjoy some breakfast and beverage options. 

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Speaker: Diane Bessel

Abstract: Since 2014, Daemen University’s Social Work & Sociology Department has operated the Institute for Government and Nonprofit Innovation, Training, and Evaluation (IGNITE), offering high quality, affordably priced applied research, training, and technical assistance services. Through IGNITE, faculty and students work collaboratively with organizations to help build capacity to respond to continuously evolving environmental, funding, and regulatory climates and promote ongoing improvement to programs, services, organizations, systems, and communities. To date, IGNITE has completed more than 120 projects for 88 organizations, with over 100 students participating. IGNITE is a vital training ground for Daemen’s students - especially as it relates to their ability to serve various constituencies and develop leadership skills. In their consultative role, students are required to demonstrate proficiency in communications, relationship management, and responsiveness, while engaging their creativity using a variety of critical thinking, cognitive, and affective processes (Puccio, Mance, and Murdock, 2011). 

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Speaker: Kristen Luppino-Gholston

Abstract: Our experience shows that social work students tend to perform better academically when given the opportunity to serve others and their community. Additionally, we believe that when students have experiences that stretch them beyond their comfort zone and engage in ways that they have not had to before, they benefit. For these reasons, Daemen University’s Bachelors- and Masters-level social work programs decided to modify their two-course research methods sequence to facilitate the creative application of research skills through community-based projects. In the first course, students learn foundational research skills including how to explore and synthesize the scholarly literature and design research projects to address specific questions. In the second course, students employ these skills to complete community-based research projects designed to benefit local nonprofit organizations and the people they serve. Over the past several years, students have completed projects identifying the needs of individuals experiencing food insecurity, deaf and hard of hearing individuals, and various neighborhoods in addition to organizational perceptual analyses and program evaluations.

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Speaker: Helen Boylan

Abstract: The Environmental Project Management Academy (EPMA) program is delivered as a cluster course that combines BA 250 Principles and Practices of Project Management and ES 170 Project-Based Environmental Science with an embedded Leadership Seminar. While the business and science courses deliver discipline-specific content, the Leadership Seminar focuses on the development of student soft skills such as communication, conflict management, and leadership development. The EPMA program is structured around a semester-long service-learning project that is executed by cross-disciplinary teams composed of STEM and business students. The service-learning work is intentionally designed to require students to integrate knowledge of environmental science, project management, and soft skills while collaborating with a community partner on environmental projects relevant to the region. In four years of implementing the EPMA program, a wide range of service-learning projects have been completed including a feasibility study on solar energy, market analysis associated with mineral recovery from acid mine drainage, an informational website on industrial hemp, and business plans centered around Westminster College-specific natural resources. This presentation will review the course architecture, assessment and program evaluation, operations during the pandemic, and some best practices for team-based service learning. This material is based upon work supported by the National Science Foundation under Grant IUSE-171202.

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Speaker: Bethany Woods

Abstract: As a university rooted in the values of our founding order, the Sisters of Mercy, Mercyhurst has woven mission into the core curriculum, most notably through our required sophomore/junior service-learning experience, Beyond the Gates (BTG). James Keenan, SSJ has defined mercy as “the willingness to enter into the chaos of another.” Through academic preparation, hands-on service experience, and deep reflection, students are supported as they engage in concrete acts of service as they also begin to examine the structural underpinnings of social injustice.

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Speaker(s): Elizabeth Starns, Jenna Rappold, Lindsay Church, Stephanie Kubiak, Rebecca Wehler.

Abstract: An interprofessional learning experience was developed in collaboration with an Erie community fitness program, Functional Performance, to address this gap in the academic curricula and to fulfill a community need. An interdisciplinary team of professionals developed and implemented an interprofessional learning opportunity for exercise science students, as a course requirement, and occupational therapy students, as a volunteer opportunity. These students, one discipline with fitness expertise and one with disabilities expertise, collaborated to provide education and training to PLWD to access, participate, and engage in group fitness classes tailored to their individual abilities. A qualitative case study collecting data via semi-structured interviews was conducted following the implementation of this learning experience.

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This transition time will be used to travel to the off-campus site visit presentations. 

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Speaker: Jill Merrit & Julia Hawkins-Pokabla

Abstract: Gannon's OT Department and Education Department partnered with Hope on Horseback Therapeutic Riding Center is a 501(c)(3) nonprofit organization serving special needs children and adults in Erie County, Pennsylvania. HOHB has provided equine assisted therapy since 1981 for hundreds of students with Autism Spectrum Diagnosis, cognitive and emotional disabilities, developmental and physical challenges. Teaching staff is made up of nationally certified PATH International instructors trained in the use of equine therapy to supplement a standards-based curriculum. Founded in 1952 by Dr. Gertrude A. Barber, the Barber National Institute is a 501(c)(3) nonprofit organization that provides children and adults with autism, intellectual disabilities and behavioral health challenges and their families the education, support, and resources needed to be self-reliant, independent, and valued members of the community. In particular, the Elizabeth Lee Black School offers a range of educational program choices designed to help all children achieve their greatest potential. 

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Speaker: Constance Lewis

Abstract: In April of 2022, Gannon University celebrated with community organization Chosen Inc. a partnership uniting faculty, students, and Chosen personnel. The partnership allowed for expansion of the durable medical equipment exchange (DME) program that the community partner, Chosen Inc., began in 2015. This alliance will allow for proper marketing and education to public recipients of the refurbished DME as well as future educational community events. The ribbon-cutting celebration took place within the newly renovated clinic space at Chosen headquarters and was commemorative of the hard work and dedication of physical therapy (PT) and occupational therapy (OT) faculty and students alongside leadership of this local non-profit organization. 

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Speaker: Chris Magno

Abstract: This session discusses how students in Gannon University’s Department of Criminal Justice and Social Work utilized mapping technologies. In the first project, the “Urban Environmental Sustainability Survey,” students mapped signs of urban disorder in Erie, Pennsylvania. In the 2nd project, students mapped and planned Safer Routes to School for students in Erie School District. In the 3rd project, “Mapping the Human Service Directory,” students created an online map of the locations of public and private social service providers in Erie. In the 4th project, “Mapping Crime in Erie,” students mapped 10 years of crime data gathered by the City of Erie Police Department. This paper also addresses the following three questions: 1. Can mapping technologies empower students and organized communities? 2. What are the best projects and approaches for transforming mapping technologies into tools for community empowerment? 3. How can we use mapping technologies in generating and communicating information about urban deterioration as well as managing problems that emerge in situations of urban disorder?

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Speaker: Lin Zhao, Scott Steinbrink, Varun Kasaraneni, Saeed Tiari, Karinna Vernaza

Abstract: The “Scholars of Excellence in Engineering and Computer Sciences” (SEECS) program was established in 2008 at Gannon University, funded by the National Science Foundation (NSF) Scholarships in Sciences, Technology, Engineering and Mathematics (S-STEM) program. From 2008 to 2021, Gannon University was awarded three NSF S-STEM awards amounting to $2.2 million. These awards provided a total of 300 one-year scholarships to academically talented students in engineering and computer science having financial need. The program developed at Gannon University provided an educational experience emphasizing technical mastery, personal and professional development, and community engagement through partnerships with nonprofit organizations in the local community. At its inception, the program was one-of-a-kind, providing a unique tool to intentionally connect technical education with the community-service mission of the university. To-date, students of the SEECS program have completed ten community-service projects. Four ongoing projects are in either the implement stage or design concept finalization stage.

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Speaker: Bethany Woods

Summary: The Inner-City Neighborhood Art House is dedicated to providing a safe, nourishing, and caring environment for youth after school and over the summer. It is a ministry of the Benedictine Sisters of Erie that enables youth to experience beauty, grow in positive self-expression and self-discipline, and develop into full and productive human beings. Mercyhurst students provide hours of invaluable support to their art and academic programs. A visit to the Art House will introduce participants to the numerous programs that they run and highlight the importance of Erie religious communities in their efforts to end poverty and violence in the city.

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Speaker: Alice Edwards

Summary: The Multicultural Community Resource Center offers a full range of services for refugees, New Americans, and Erie's Hispanic community, from refugee resettlement and immigration services to daycare and elder programming. This site visit will include a tour of the Center with the Executive Director, Katie Kretz, and an overview of the services that Mercyhurst and Gannon students have provided. Examples will include several writing projects including writing for social change. 

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Speaker: Erika Ramalho

Summary: Join this community site visit to see an experience a variety of community resources in action, supporting the school and the community. In 2017, the Community Schools initiative launched with five urban Erie public schools.  Allegheny Health Network and Gannon University joined the initiative to bring a wide range of resources directly into a neighborhood middle school to support students and their families, removing barriers to learning so children can be successful in school….and life!  Gannon serves as the Lead Partner at this United Way of Erie County middle school, helping to mobilize community assets and coordinate resources, in cooperation with school staff, parents, and others interested in this community’s success.

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Summary: St. Joseph House is an outreach ministry of Gannon University's Erie-Gannon Alliances to Improve Neighborhood Sustainability (Erie-GAINS) initiative.  The mission of the St. Joseph House is to humbly serve neighbors in the spirit and example of St. Joseph the Worker through purposeful programs and actions based upon four pillars of service, simplicity, community and reflection. The purpose of the house is to offer a home base and living space for groups from Gannon and beyond to serve the Our West Bayfront (OWB) community, creating a retreat and community-based learning center for small group activities and gatherings. It also provides an opportunity for Gannon employees to use the house as their residence so that they may save for the opportunity to own their own homes in the neighborhood.

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This time will be used to travel back to campus to continue the conference and attend poster presentations.

David Horne speaking on "Erie's Total Solar Eclipse 2024: Academic Community Engagement in the Shadow of the Moon"

Mariana Syrotiak and Joseph Kumer speaking on "Partners in Service and Learning: the transformative power of collaboration"

Christopher Cubero speaking on "Increasing the Scope of Community Support Meetings for Those in Recovery Via Service Learning and Partnership"

Josette Skobieranda-Dau speaking on "Place-Based Community Engagement: Butler SUCCEED"

Matthew Zarit speaking on "An Assessment of the 2025 Nonprofit Workforce Needs"

J. Seth Lee speaking on "One of the most Meaningful Projects: ' Digital Narrative and Service Learning with Robin's Home'"

Joshua Nwokeji speaking on "Community Engaged Software Development: Towards Partnership Between Gannon University and the Community"

Lisa Nogaj and Keith Krise speaking on "Impact of Service-Learning on Perceptions of STEM Outreach for Chemistry Majors"

Susan Bowser speaking on "Using VISTA Volunteers to Engage our Community in New Ways"

Lisabeth Searing speaking on "Hosting a Health Fair to Learn about Health Behavior Theory and Health Literacy"

Steven Ropski and Melanie Gustafson-Ropski speaking on "Citizen Science and Service Learning with Pika in Yellowstone National Park"

Leighann Forbes speaking on " Lessons Learned from PBL Gone Awry: La Niña's Unfortunate Visit "

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Speaker(s): Jeffrey Rathlef, Jana Asher, Douglas Strahler, Alyssa Hilliard

Abstract: A professional competency among engaged faculty practitioners at Slippery Rock University is to identify learning strategies that cause civic learning and action to occur within a community-engaged learning experience. A critical component of civic learning initiatives is having good data and assessment mechanisms established which empowers practitioners to know if their learning strategies are effective. In this session, SRU presenters will share a model of civic learning and engagement outcomes and accompanying assessment instruments developed at SRU. Moreover, they will share the process and diverse stakeholders that helped create the model, conduct cognitive testing with SRU students on the assessment instruments, incentivize the use of the model with engaged faculty and designated courses, as well as share what aggregate findings are revealing across courses and disciplines.

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Speaker: Eric Goldfischer

Abstract: In this facilitated conversation, I aim to utilize the model of popular education itself in order to hold an interactive workshop on its role within university-level service learning and community-based research programs. Based on participants’ own experiences, we will explore a series of interconnected realms. How can the popular education cycle be utilized in both classroom and community contexts? What added benefit to students and programs might come through utilizing this model more explicitly? And how can the specific ways in which social movements both past and present have utilized popular education in working with university students inform our own programmatic design? 

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Speaker: Joseph Kushinikov

Abstract: Through a strong collaboration between the Dahlkemper School of Business, the Erie Technology Incubator, the Small Business Development Center, and the Northwest Pennsylvania Innovation Beehive Network (a collaboration of four universities), Gannon University faculty provide students with team-based semester-long real-world client consulting projects that incorporate all requisite content for their assigned courses. Faculty not only serve in the traditional role of instructors but also serve as mentors and coaches as students apply newly learned capabilities in real world settings. Instruction transcends the classroom into environments that simulate guided internship experiences. Real world clients in a variety of sectors, both profit and nonprofit, domestic and international, have been served. Truly a win-win-win synergistic environment for everyone involved. Over several semesters faculty have developed best practices so that this new instructional methodology can be replicated and scaled for each new semester. Success of the program is supported by stellar comments from participating students, clients who students have served, and faculty who instruct students in subsequent classes. The classes presented in this presentation adopt a real-world business consulting model as a pedagogical tool to achieve learning goals.T

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Speaker: Nancy Watterson, Lan Tran, Richard Kelly, 

Abstract: Movement-based ways of knowing connect directly to students’ explorations of their values, mindset, and learning styles—key foundations for effective community engagement and active learning. Such embodied learning informs course design and implementation in the Balance Learning Community (LC) at Cabrini University, a high-impact practice designed to help first-year students as they transition into college. Hear from three of the collaborating partners who have developed and deliver this distinctive pedagogy: Dr. Nancy Watterson and Mr. Lan Tran, from Cabrini University and Master of Practice, Mr. Richard Kelly, a senior US instructor in the Martial Art of Awareness. Together, we first outline and then guide participants through the LC’s full-body, full person approach to self-development, reflexivity, and cooperative learning experiences: movement-based exercises for turning a lens on one’s self and actions in local communities and broader world.

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Speaker(s): Alice Villaseñor and Talia Rodriguez

Abstract: Our session on pre-reflection combines a brief informational presentation with a practical demonstration. We will begin with a short overview from a course instructor point-of-view of the importance of pre-reflection for student learning in service-learning courses. This summary will include a model of a research-based, pre-reflection activity that could easily be modified for service-learning classes in various disciplines. We will then focus on a community partner point-of-view, as we discuss a specific food security reflection activity that the West Side Promise Neighborhood invites its new stakeholders (including service-learning students) to complete. Finally, participants will complete their own food reflections and discuss what they learned about biases from completing activity.

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Speaker(s): Parris Baker and Brandon Wiley

Abstract: Research confirms the importance of establishing empathy in helping relationships. However, the development of empathy in undergraduate students is difficult. Using a psychodrama technique entitled Airport, this workshop describes an innovative pedagogical approach where participants can experience and discuss the process of establishing empathy, the importance of interpersonal communication, and salience of critical thinking. After the workshop participant reflections are shared.

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Speaker: Barrett Brenton

Abstract: The Center for Civic Engagement (CCE) serves as Binghamton University’s central unit for strengthening and expanding university-community partnerships. It promotes the attainment of academic, personal, and professional growth to develop active and engaged citizens. This interactive workshop will review and share the challenges and opportunities of the various programs that CCE administers to support faculty development in community-engaged learning and research. This includes: Faculty Workshops on establishing mutually beneficial and reciprocal community partnerships; critical community-engaged learning pedagogies and assessments (locally and globally) along with a course designation process; and community-driven research and related tenure and promotion guidelines for community-engaged scholarship. Additionally, the CCE facilitates a Faculty Fellows program in community-engagement, and provides course development stipends, and grants to support community-engaged learning and research.

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Speaker: Bruce Kibler and Natalee Steinbiser

Abstract: We have worked with an internationally active social entrepreneurial venture which supplies modular mobile infrastructure solutions (mostly solar energy based) to unserved and underserved Sub Saharan African communities. Two class projects have dealt with market identification and fundraising for said projects. This has also led to a student being hired as an intern at this German based social impact investing company. The student and I are actually now engaged in assisting this German based company to establish fundraising and investment opportunities from US based sources in order to better achieve their social and economic development as well as female empowerment goals. Within this fray the student and I have also published several articles in peer reviewed journals. The session will be held with the student as a central informational resource.

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Speaker: Shreelina Ghosh

Abstract: Throughout my teaching career, I have attempted to insert service-learning in both my first-year composition courses and my upper-level writing courses. However, these courses are often a challenging and unpredictable. Our community partners were often busy and understaffed and therefore did not respond to questions that students had to proceed with the projects. While projects are generally always delivered to clients successfully and most students appreciate the chance to work with real clients, my student evaluations in the categories of Course Organization and Clarity have always been consistently low in these categories. Students have consistently scored these courses high on Learning Experience. After speaking with past students, I have understood that despite the loss of control that instructors can potentially have when including external stakeholders in a class project and the million moving parts that might not go as planned, including service learning in Writing courses is still a rich learning experience for students.

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Panelists: Eric Hartman, Anna Frantz, Seph Kumer, Laurie Worral, Barrett Brenton, Jeffrey Rathlef

Our panel of staff, faculty, and community partners will offer their experience through a dialogue of Q&A with the audience. 

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