I N S I D E T H I S

I S S U E :

Community-Based

Learning Fellows

SAILing with the De

La Salle Institute for

Advanced Teaching

and Learning (DLSI)

Catholic Relief Ser-

vices: Faculty Learning

Commons

Living Room Conver-

sations

La Salle Faculty & Stu-

dents at St. Mary’s

Cathedral

City as Classroom:

Social Policy & Eastern

State Penitentiary

International Student

and Scholar Services

Cultural Passport

Explorer Cafes

Recommended

Reading

O C T O B E R 2 0 1 7

ARC Academic Resources Collaborative

V O L U M E 2 , I S S U E 1

The Community-Based Learning Fellows (CBLF) program, now in its fourth year, brings La Salle faculty members together to collaborate on the development of high-impact, community-based learning (CBL) projects. These projects engage students in service, research, and/or dialogue with a community partner for 10-20 hours each semester. This semester, CBL Fellows turn their focus toward the development of CBL courses that will address the Lasallian commitment of “Active Responsibility” within our new Institu-tional Learning Outcomes (ILOs). These CBL courses will challenge students to evaluate ethical principles from multiple perspectives, recognize the history, values, beliefs, and practices of other cultures, and/or engage students in respectful collaborations to ad-dress issues of personal and public concern. Fall 2017 CBL Fellows represent La Salle’s three schools (School of Arts & Sciences, School of Business, and School of Nursing and Health Sciences) and six departments/programs (Religion, Philosophy, Marketing, Public Health, Education, and Social Work). Since the program began in 2014, La Salle faculty have created and deepened partner-ships with many local organizations and schools including: Central High School, Face-to-Face, Calcutta House, Broad Street Ministries, Pennsylvania Society for the Prevention of Cruelty to Animals, Citizens for a No-Kill Philadelphia, Lutheran Settlement House and the Bethesda House. If you are interested in participating in the Spring 2018 CBLF cohort, please contact me: mcgeeh@lasalle.edu

CBL Fellows pictured left to right: Laura Roy, Ph.D. (Education); Sara Shuman, Ph.D. (Public Health); Whitney Howell, Ph.D. (Philosophy); Jack Downey, Ph.D., (Religion); Meghan Pierce, Ph.D. (Marketing); Rosi Barbera, Ph.D. (Social Work)

Community-Based Learning Fellows Heather McGee, Ph.D. Community-Based Learning

In collaboration with the De La Salle Institute for Ad-vanced Teaching and Learning, two faculty members in the School of Business are launching La Salle’s stipended Student Accompaniment In Learning (SAIL) position. The first student “SAILor,” Madison Miller, ’18, will serve as a site coordinator and discussion leader for Meghan Pierce’s Marketing Research and Carolyn Plump’s Legal and Ethical Environment of Business courses. Madison

will provide logistical and administrative support for marketing students working on qualitative and quantitative research at Face to Face Germantown and business stu-dents enrolled in a legal affairs course that engages with inmates at Graterford State Correctional Institution. In addition, Madison will assist with the design and facilitation of discussion sessions intended to deepen students’ awareness of the social justice is-sues both courses raise.

SAILing with the De La Salle Institute for

Advanced Teaching and Learning (DLSI) Tara Carr-Lemke, M.A. Explorer Connection & Service-Learning

Climate change. Human trafficking. Migration. The world is fac-ing some of its most serious challenges ever. Just as humanity has contributed to these problems, we have a shared responsi-bility to help solve them. Learn how you can help create lasting change by visiting the CRS Faculty Learning Commons (FLC), which provides online course materials for use in existing col-lege and university classes. Developed by a team of CRS experts and faculty advisors, the CRS FLC topics draw on CRS’ overseas development work in almost 100 countries around the world.

Grounded in Catholic Social Teaching, Catholic Relief Services works to strengthen the capacity of local partners to better serve poor and vulnera-ble people through; programs that respond to emergencies, strengthen the well-being; of families and communities, and nurture peaceful and just soci-eties. Drawing on CRS experience, as well as academic research, the FLC topics will enhance your understanding of these issues from both an aca-demic and practical perspective. For more information, please visit: http://university.crs.org/#unicanchor

Catholic Relief Services: Faculty Learning Commons

The October 18th Explorer Café cosponsored by the Student Government Association will feature a structured conversation modeled after Living Room Conversations (LRC). LRC was de-signed to develop individuals’ capacities to engage in deliber-ate, honest discussions with peers whose political perspectives do not immediately appear to match their own. A series of question prompts that first address personal context and moti-vations for interest in a topic and then move to a discussion of the topic intend to build groundwork for authentic discus-sion. Following a fishbowl-style Living Room Conversation with six students, participants and observers will reflect on the expe-rience. Jim Smither, Management and Leadership, will provide an introduction and summary at the café. At the conclusion of the café, we will extend an invitation to students, faculty and staff to use the model in locations of their choosing, such as residence halls or classrooms.

Living Room Conversations Tara Carr-Lemke, M.A. Explorer Connection and Service-Learning

La Salle Faculty & Students at St. Mary’s Cathedral

17 members of the La Salle community (students and fac-ulty from our Chemistry & Biology departments) took time out of their busy schedules on Saturday, September 23rd, to work in the soup kitchen at St. Mary's Cathedral in Trenton, New Jersey. This was a special 25th anniver-sary celebration of working with the church and they hon-ored La Salle by putting our name on the cake, which was a big surprise for us. The students were complimented on how well they conducted themselves with the clients who came in for food and clothing. Our true Lasallian spirit came forth! Please join me in congratulating our students and staff for their selfless acts.

Rhonda Hazell, DPM Biology Department

In Social Policy class (SWK 291), we look at some of the historic roots of social policy as well as what the underlying values (or unvalues) are that frame social policy today in the United States. We particularly study issues that were inherited from the English Poor Laws. This includes an examination of how the concept of the worthy and unworthy poor continues to influence social policy today. It also includes looking at how the conditions of aid have to be worse that the conditions of the lowest paying job (the principle of less eligibil-ity). Both of these issues say something about values in U.S. society that have permeated the decisions our elected officials make regarding how the political economy is structured and functions. I decided to bring my class to Eastern State Penitentiary because the history of the penitentiary in many ways mirrors the history of how poor and vulnerable people have been treated in the U.S. We were able to understand the history of the late 1800’s and through most of the 1900’s by learning about the changes in how prisoners were treated, changes that are also reflected throughout the history of U.S. social policy. The tour concluded with a discussion of mass incarceration, examining how poor people of color have been demonized and incarcerated at astonishing rates all while the crime rate has been dropping. Many formerly incarcerated people are then not eligible to participate in social welfare and education programs that might permit themselves and their families to get out of poverty.

City as Classroom:

Social Policy and Eastern State Penitentiary Rosi Barbera, Ph.D., Social Work Department

Listening to our tour guide, Paul, who is in the Masters of Public History program.

This display looks at incarceration rates in the U.S. through time and then looks at the rate of incarceration in the U.S. compared to other countries.

International Student and Scholar Services (ISSS), an office under Academic Affairs, serves as a designated support unit for all of our inter-national students and scholars. ISSS’s purpose is to provide immigration assistance to all interna-tional students and scholars, as well as a sense of community. La Salle University is home to 132 international students from 47 different coun-tries and 3 visiting scholars from the Peoples Republic of China. This Fall, we welcomed 39 new international students in a variety of differ-ent levels and disciplines. ISSS is currently housed at the Multicultural and International Center. The center provides a wide range of ser-vices which enhances and supports academic and personal development of students and scholars from diverse backgrounds.

International Student

and Scholar Services Vanessa A. Cintron M.S. Ed. Director, International Student & Scholar Services (ISSS)

2017-18 Cultural Passport Heather McGee, Ph.D. Community-Based Learning

We are delighted to announce that La Salle’s Cultural Passport program is back for its 7th year. The Cultural Passport provides all incoming students with free or discounted admission to 28 area cultural institutions. We are proud to welcome a new partner to our program for 2017-18: The National Constitution Center (NCC), known as a one-stop civic education headquarters. NCC now offers one free admission to all of our Cultural Passport holders. Additionally, the Philadel-phia Museum of Art offers one free admission to all passport-holders (admission was previously $5).

For a complete list of our Cul-tural Passport partners please visit our website. If you would like to engage your students with any of the cultural insti-tutions in the passport, please contact me (mcgeeh@lasalle.edu). Each year a number of passports are set aside for use in City as Class-room projects.

All cafes are held from 3-4pm in the Holroyd Atrium. Coffee, tea, fruit and sweets are available. Click here for a full schedule for the semester.

October 4 What are the consequences of consumption? Meghan Pierce, Marketing

October 11 The Opioid Crisis: Are we asking the right questions? Candace Robertson-James, Public Health

October 18 Addressing the Political Divide: Can we talk? James Smither, Management and Leadership and La Salle Undergraduate Students

October 25 Check Your Bias at the Door: How do we become more conscious consumers of news? Kelly Daily, Communication

November 1 Is Cold War II inevitable? Mark Thomas, Central European Studies

November 8 Sustainability: When will the world change as we know it? James Church, Biology and Sheldon Zink, Sociology and Criminal Justice

November 15 Say What? Communicating across gender lines Caribbean Student Association

November 29 A Discussion on HIV/AIDS and Society: Are we con-fronting the stigma? Paul Rotzal, Chemistry ‘19 and Joanna Szyszkiewicz, Nursing ‘18, AIDS Outreach

Upcoming Explorer Cafes Tara Carr-Lemke, M.A. Explorer Connection and Service-Learning

Each month, Connelly Library staff feature a list of recommended books, articles, and audio-visual resources related to pedagogy.

Teaching Across Cultural Strengths : A Guide to Balancing Integrated and Individuated Cul-tural Frameworks in College Teaching by Alicia Fedelina Chávez, Susan Diana Longerbeam, and Joseph L. White Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide ad-dresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understand-ing of and teaching to their strengths. Echoes from Freire for a Critically Engaged Pedagogy by Peter Mayo

In this concise and accessible text, Peter Mayo outlines some of the major concepts in

Freire's praxis. In pursuit of a critically engaging pedagogy, Mayo compares Freire's work

with a range of other thinkers and educators, including Lorenzo Milani, Antonia Darder,

John Dewey, Margaret Ledwith, Antonio Gramsci, and Henry Giroux.

Engaged Scholarship : The Politics of Engagement and Disengagement by Lynette Shultz

and Tania Kajner

This volume brings together diverse theoretical reflections and practices of community

engaged scholarship in order to stimulate critical discussion, deepen theory, and invite

critical practice. It is an international trend that higher education institutions and agen-

cies are encouraging and promoting community engagement. At the same time, there is

recognition of a lack of consistent definitions and understandings of what it is they are

promoting. As a counterweight to the dominance of pragmatic and technical discussions

in the literature on engaged scholarship, the chapters in this book shift the discourse to

ask foundational questions that emphasize the political nature of engagement.

Transforming Students : Fulfilling the Promise of Higher Education by Charity Johansson

and Peter Felten

Drawn from extensive interviews with students and graduates, faculty and staff, Trans-

forming Students gathers diverse stories to show how students experience the transfor-

mation process, which rarely follows a neat or linear path. The interviews illustrate central

themes from the literature on transformative learning and the undergraduate student ex-

perience.

Recommended Reading Eithne Bearden, Reference Librarian Connelly Library