Drew Leder (Professor of Philosophy) has published "Coping With Chronic Pain, Illness, and Incarceration: What Patients and Prisoners Have To Teach Each Other (And All Of Us)" in the journal Medical Humanities, June, 2018. Dr. Leder discusses how those experiencing chronic illness and chronic (long-term) incarceration struggle with many of the same disruptions and limitations, and have found many similar strategies of how to live well in extreme circumstances.
This was also delivered as the 3rd annual Jehangir Saleh Public Lecture at Ryerson University in Toronto, in memory of an inspiring young graduate student who died of cystic fibrosis.
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
Ella Baker Day, Emmalee Quickel, Department of Psychology, April 2018
The second annual Ella Baker Day was a successful Campus-Community Partnership in Knowledge, in the spirit of Ms. Baker's legacy of community empowerment. This year's Messina-themed event for "Self and Other" went off-campus, hosted by Wombwork Productions, Inc. in their Black Box Theatre, over doubled in the size since last year. 15 youth artists/activists in our community presented their work as part of the event; three youth left with a monetary award for their courageous and beautiful social justice-themed art. Baltimore Algebra Project partnered to judge the event. Loyola alum, QueenEarth (singer/songwriter/activist), performed. Two Messina Intro to Communications sections participated actively in marketing campaigns, and we provided transportation for them and other Loyola community members to the event.
Photo credit Wombwork Productions, Inc.
Toxic Tour, Elizabeth Dahl, Department of Chemistry, November 2017
The Toxic Tour, led by Dante Swinton of Energy Justice Network, explored environmental justice and provided a visual for students and faculty of the impact of industry on South Baltimore. This area contains some of the most polluted air in the country, and the most polluted air in the State of Maryland. The tour visited Wheelabrator Baltimore - the 10th largest trash burning incinerator in the United States, and the largest industrial polluter in Baltimore City; the former FMC chemical plant, which was the proposed site for the largest incinerator in the country as recently as last year; the nation's largest medical waste incinerator, Curtis Bay Energy; and the city's landfill, Quarantine Road, where the toxic ash that is produced from Wheelabrator is placed. A total of 80 people signed up to attend, and two fairly full school buses took the tour. Community partners on both buses answered questions and promote discussion. The tour was followed up with a panel discussion later in the week. Check out the tour booklet!
Baltimore smokestack by Tony.Gonzales with Flickr Creative
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.
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.