| Overall Rating | Silver |
|---|---|
| Overall Score | 47.82 |
| Liaison | John Stolz |
| Submission Date | March 4, 2022 |
Duquesne University
EN-5: Outreach Campaign
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Gabriella
Zuccolotto Graduate Assistant Center for Environmental Research & Education (CERE) |
Has the institution held a sustainability-related outreach campaign during the previous three years that was directed at students and yielded measurable, positive results in advancing sustainability?:
Has the institution held a sustainability-related outreach campaign during the previous three years that was directed at employees and yielded measurable, positive results in advancing sustainability?:
Name of the campaign:
A brief description of the campaign:
The conference featured speakers from a variety of disciplines, including science, law, business, agriculture, ethics and religion. Presentation topics included how human and social impacts on nature are disrupting natural cycles; food security and changing global climate; environmental ethics in China; and water shortages in refugee countries. This conference took place virtually on September 29th and 30th of 2020 and was free and open to the public.
“Sustainability is at the core of the Spiritan mission,” said Dr. Gerard Magill, the Gallagher Chair for the Integration of Science, Theology, Philosophy and Law, who also chairs the conference committee. "Our topic this year will focus on pivotal issues regarding safeguarding our planet and will feature national experts on sustainability. This year, the conference initiates a focus on workshops to showcase the scholarship of Duquesne students."
The goals of the conference include increasing public awareness about sustainability and providing an opportunity for conference participants to engage in emerging science and research on the topic.
A brief description of the measured positive impact(s) of the campaign:
Members of the Duquesne University, including students, faculty, and staff were educated about sustainability efforts in Pennsylvania, environmental justice, sustainable agriculture, and environmental issues in the US, Paraguay, and China.
Name of the campaign (2nd campaign):
A brief description of the campaign (2nd campaign):
Duquesne's Center for Community-Engaged Teaching and Research (CETR) helps students and faculty collaborate with the community in meaningful ways. Community engagement brings people and agencies together to build a positive and sustainable difference in the community. Through authentic partnerships between campus and community, modeled in our Spiritan tradition, we work together to build a more just and equitable world. Everyone benefits when the campus and our surrounding neighborhoods can freely exchange knowledge and resources related to teaching, research, programming and public service initiatives.
CETR is committed to sustainability outreach through four primary initiatives:
- Community-Engaged Teaching and Learning
Using a two-tiered model of community-engaged learning, we offer students the opportunity to engage in community-based experiences throughout our degree programs. Community-engaged learning differs from volunteerism and community service because it emphasizes students' civic development; uses structured, ongoing reflection; and focuses on sustained, reciprocal partnerships between faculty and community.
- Community-Engaged Research
Community-engaged research happens when scholars and community organizations partner to generate knowledge that contributes to the academic world and addresses community concerns. At Duquesne, community-engaged research emphasizes social and environmental justice.
- Community Engagement Scholars
This highly selective program immerses undergraduate students in a year-long experience that builds their understanding of social justice, fosters personal growth, empowers them to be responsible and participatory citizens, and strengthens the community.
- eCommunity Engagement
While many of you have already committed to establishing a practice of community-engaged teaching and learning in your classroom, the act of transitioning that practice to an online, or hybrid model is most likely a new process for you. Although this is new and unfamiliar territory for all of us, together we can make it work. One of the most transformational components of community engagement is its grittiness in the way in which we combine forces to navigate community needs and address social issues and public problems.
A brief description of the measured positive impact(s) of the campaign (2nd campaign):
We share knowledge and resources with our current partners to strengthen civic and democratic values and address critical community issues in many areas:
- Youth and Education
- Underrepresented Population Services
- Health and Wellness
- Restorative Justice/Policing/Police and Community Relations
- Arts and Culture
- Hunger and Homelessness
- Support for the Elderly and Individuals with Disabilities
- Community Development and Outreach
- Environmental Justice
More information regarding these partnerships can be found on the Duquesne CETR website (https://www.duq.edu/academics/community-engaged-teaching-and-research)
A brief description of other sustainability-related outreach campaigns:
For over 30 years students, faculty, and staff have partnered with local Pittsburgh community groups to assist with the Spring Clean-up, which helps clean up local neighborhoods in regards to litter and invasive species. This event raises the consciousness of the campus community about the larger Pittsburgh community and connects to campus neighbors. This event is coordinated by the student Evergreen club and the campus Office of Mission and Identity. Due to restrictions from the COVID-19 pandemic, the last Spring Clean-Up took place in 2019. However, it is scheduled to occur again next year (2022), assuming no farther complications from the pandemic. Measured positive impacts include decades of successful litter cleanups, invasive species clearnings, and community group meetings.
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.