Leah Katherine Saal (Assistant Professor, Literacy) and Clair W. Minson (MD New Directions), “Working to Learn Together: Engaged Scholarship Addressing Long-Term Unemployment” has appeared in online pre-publication in Adult Learning (2017). Minson, an administrator for a workforce development program for the long-term unemployed and a scholar dedicated to community literacy and social justice, Saal, share reflections on the context, learning, processes, and potential of their partnership.
Drew Leder, (Professor, Philosophy): In his introduction to The Soul Knows No Bars (Rowan & Littlefield, 2001), Cornell West describes Philosophy professor Drew Leder as a "latter-day Socrates." The book is co-authored by Leder and a group of maximum-security prison inmates who together explored the works of philosophers including Heidegger, Nietszche, and Foucault. "A latter-day Socrates." —Cornell West
Partners in Literacy: A Writing Center Model for Civic Engagement (2016), by Allen Brizee (Associate Professor of Writing) and Jaclyn M. Wells (University of Alabama Birmingham) was produced through a three-year partnership between the Purdue University Writing Lab and two community organizations in Lafayette, Indiana: the Lafayette Adult Resource Academy and WorkOne Express. This partnership resulted in the development of adult literacy resources for the globally known Purdue Online Writing Lab (OWL). "Brizee and Wells offer a remarkably readable and deeply personal account of what it means and what it takes to engage in a research project whose primary foci are community outreach and civic engagement."—Michael Pemberton, Director, Georgia Southern's Writing Center
Funded Engaged-Scholarship Projects, 2016-2017
Loyola Community Teach-In, Karsonya Kaye Whitehead, Department of Communication
A Campus-Community Partnerships in Knowledge Grant brought discussion leaders from Leaders of a Beautiful Struggle, the Teachers Democracy Project, Revolutionary Mothering, and Marc Steiner of Emerging Media, to Loyola’s campus to participate in the campus-wide teach-in held on Inauguration Day, January 20, 2017. The Messina program covered the Teach-in in a blog post, and WBAL featured the event in their evening news broadcast.
“Silent Generation” Oral Histories Project, Patrick Brugh and Andrea Thomas, Department of Modern Languages and Literatures
This project brings together undergraduate students of foreign languages and immigrants from the so-called “silent” generation, born between 1925 and 1945. Students interview members of this generation in the target language (Arabic, Chinese, French, German, Italian, and Spanish) and then produce five-minute videos with English subtitles, improving their language skills even as they learn the countless stories that this generation has to tell. In exchange, our interviewees, many based in Maryland, find an outlet to share with the public their stories of integration in American culture. The project enhances language learning and fosters mutual respect and empathy while bridging a generational divide. Engaged Scholarship Funds supported the production of a 30-minute training video on oral histories and qualitative research used to help student participants prepare for their interviews.
ESOL Curriculum for Arabic Speakers, Emma Muir '17
Engaged Scholarship Funds were approved for Emma to develop a curriculum that facilitates ESL learning for Arabic speakers at the Esperanza Center, introducing grammar and vocabulary with practice worksheets and questions for facilitating dialogue employing the new vocabulary. These materials will be developed in collaboration with Loyola Arabic professor Inas Hassan and Arabic-speaking students at the Esperanza Center, and will fill a significant gap in the curriculum of the Center.
Toxic Tour of Baltimore, Elizabeth Dahl, Department of Chemistry, and the Energy Justice Network
Engaged Scholarship Funds were approved to enable Loyola faculty, staff, and students on a Toxic Tour of South Baltimore with Dante Swinton from the Energy Justice Network. The tour connects the Loyola community with some of the issues with pollution that parts of Baltimore face so that we can start to understand more about the racial and economic divisions in the city. Decades of redlining kept African Americans out of certain communities in Baltimore and has contributed to problems with environmental justice and fair development.
Ella Baker Day Social Justice Art Contest, Emalee Quickel, Department of Psychology
This contest, co-sponsored by the Messina Program, African and African American Studies, and the Women’s Center, awards cash prizes to Baltimore City middle- and high-school students for social-justice themed artwork, poetry, and performance pieces in celebration of the life and work of Ella Day Baker, who is often described as the mother of the civil rights movement. A Campus-Community Partnerships in Knowledge Grant will help offset publicity costs and will also fund the presentation of finalists and awards in an event held at Loyola.
To apply for internal grants, see the CELS Funding Opportunities page. To add your project to our Engaged Scholarship Publications list, email CELS@loyola.edu.