By: Susan Walter, Associate Professor, Spanish Language, Literary & Cultural Studies One of the greatest benefits that I gained as an instructor during the CCESL faculty fellows work in AY 2020-21 has been the time dedicated to reflection both during the cohort meetings and, at times, outside of meetings as we were asked to engage with different … Continue reading Reflection and Contemplative Practices
September 2021
STEM Mentoring Through a Virtual Platform
By: Barb Hurtt, Teaching Associate Professor, Biological Sciences LDRS 3980 STEM Mentoring Internship is the community-engaged course I taught/facilitated throughout the 2020-21 academic year (Fall, Winter, and Spring quarters) and was the focus of my “Teaching in Covid-19 times” project. This internship was a collaboration between DU and Adams County Westminster High School (WHS) biomedical innovations class. One purpose of the internship was to provide DU STEM undergraduates a … Continue reading STEM Mentoring Through a Virtual Platform
Collaboration and Listening: Lifelines for Teaching Writing in a Pandemic
By: Sarah Hart Micke and Angela Sowa, Teaching Associate Professors, University Writing Program We chose to write this reflection collaboratively because collaboration, dialogue, and listening were the most meaningful aspects of the CCESL Faculty Fellows experience for both of us--albeit in different ways, and for different reasons. We both teach first-year writing in DU’s Writing … Continue reading Collaboration and Listening: Lifelines for Teaching Writing in a Pandemic
Community-Engaged Teaching in COVID Times
By: Alisha Stanton, Program Manager, Office of Internationalization When the COVID-19 pandemic confined us all to our quarantine spaces, one of the things I missed most was the freedom to explore and understand the world from my own experiences. Technology and media became important resources for finding information about what was happening globally. While technology provides access to more information, people and social media … Continue reading Community-Engaged Teaching in COVID Times
Public Reflection on Community-Engaged Teaching in Covid Times
By: Benjamin Nourse, Assistant Professor, Department of Religious Studies I taught my first course with a serious community engagement component this past year. What are my take-aways from jumping into community-engaged teaching in the Covid-era? While many people have discussed the "new normal" of the Covid and post-Covid eras in terms of the increasing integration of technology into teaching and learning, I … Continue reading Public Reflection on Community-Engaged Teaching in Covid Times
Clear is Kind, An Infographic
By: Kateri McRae, Associate Professor, Department of Psychology This reflection was completed during the 2020-2021 “Faculty Fellows: Community-Engaged Teaching in COVID Times” program. To learn about this year’s Community of Practice, please visit our website here. The program was a collaborative effort organized by the Center for Community Engagement to advance Scholarship and Learning, the … Continue reading Clear is Kind, An Infographic
6 Theses On Teaching During The Pandemic: Reflections and Provocations
By John Tiedemann, Teaching Associate Professor, University Writing Program “[The professoriate] has only interpreted the world; the point is to change it.” 1. Teachers are endlessly resourceful. Funny, too. If you don’t believe me, check out the Facebook group Pandemic Pedagogy, which sprang up spontaneously in March of 2020, when we all, suddenly, “pivoted” to emergency … Continue reading 6 Theses On Teaching During The Pandemic: Reflections and Provocations
Fieldnotes From a New (Read: Nervous) Community-Engaged Instructor
By Robin Tinghitella, Associate Professor, Biological Sciences If you’re anything like me, when you started planning your courses last summer, the prospect of the up-coming schoolyear made you more than a little bit nervous. We were facing new challenges, teaching in new environments (our homes), and supporting students who were likely to encounter or to have already encountered some very real and scary life situations. But … Continue reading Fieldnotes From a New (Read: Nervous) Community-Engaged Instructor
Burnout and Turnout in the Time of Covid
By Heather Martin, Teaching Professor, University Writing Program The term burnout was coined in 1973 by American psychologist, Herbert Freudenberger, when he noticed changes in “mood, attitude, motivation, and personality” among healthcare workers at the busy healthcare clinic where he worked. The concept resonated and exploded into common parlance, quickly coming to “convey a great … Continue reading Burnout and Turnout in the Time of Covid
Engaged Students, Course Design, and Child Welfare as Course Topic: Reflections from a Community Partner, University Professor, and Communication Studies Undergraduate Students
By: Elizabeth Suter, Professor, Communication Studies & Lauren Dartt, Tennyson Center for Children Across the 2020-2021 academic year, we, Lauren Dartt and Eliza(beth) Suter, collaboratively developed a community-engaged project. Lauren is Director of Marketing & Communications for Tennyson Center for Children, a non-profit serving children and families in Colorado impacted by trauma from child neglect and abuse. Beth is a Professor in the … Continue reading Engaged Students, Course Design, and Child Welfare as Course Topic: Reflections from a Community Partner, University Professor, and Communication Studies Undergraduate Students
Public Good Impact 