College of Liberal Arts & Social Sciences > Faculty > Faculty Grants & Fellowships > Community- and Project-Based Learning Co-Teaching Fellowships
Faculty in the College of Liberal Arts and Social Sciences are invited to apply for the following fellowships, both of which are designed to support the development and delivery of co-taught inter-disciplinary courses in which our students work collaboratively with a community partner on a project of mutual interest and benefit.
CPBL Co-Teaching Fellowships support DePaul's commitment to offering our students robust opportunities for experiential learning. The key qualifying characteristic for course eligibility is the presence of a project, designed in collaboration with a local or international non-profit, non-governmental organization, or governmental entity, that will draw on the skills and knowledge of the students in your course.
This fellowship will be awarded to two faculty with different disciplinary expertise; faculty partners may work in the same department, as long as the project in the course will interdisciplinary and draw on the faculty's distinct methodological or content expertise. At least one faculty member must be tenure-line within the College of LAS. The team will teach a single class (capped at 30) dedicated to a project designed with and for a partner organization.
This fellowship will be awarded to a single full-time LAS faculty member working in a lead educator role to teach a class (capped at 20) dedicated to a project designed with and for a community partner. In this scenario, the lead faculty member will recruit additional faculty (with different disciplinary expertise, and at any rank, from anywhere at DePaul University, including the same department) to work with students on smaller component parts of the project, per their expertise.
Faculty must submit all application materials according to the below timeline:
Faculty are encouraged to consult with Associate Dean Margaret Storey (email@example.com) to discuss ideas and as they draft their applications.
As the application deadlines suggest, faculty need to keep the complexities of planning in mind when applying. If you already work with an external organization in one of your courses, you may be in a position to move quickly to adapt this course to the structure of the fellowship.
It is important that faculty do preparatory work in advance of proposing a course for this fellowship. Key guidance and support is available through the
Steans Center and the
Egan Office for Urban Education and Community Partnerships, whose staff stand ready to consult with and assist faculty who are interested in
finding a community partner for a project, or in learning how best to collaborate with an organization you have already identified as a partner. Faculty will also find important guidance, as well as professional development opportunities, through the
ABCD Institute, which is dedicated to sharing best practices for building community collaborations that work and that are rooted in community assets.
All faculty, including those who have incorporated project-based-learning in their courses in the past, should take the time to learn about best practice in this area before applying. The Steans Center offers
workshops and other
supports for faculty interested in developing a range of skills and competencies around project- and community-based learning. An additional resource in this regard is
“Gold Standard PBL: Essential Project Design Elements” from the
Buck Institute for Education. This structure informs our application questions, so faculty will find it useful to take the time to review. The Buck Institute offers many useful online resources beyond this, as well—though many are aimed at K-12 educators, many of the strategies and ideas are applicable to higher education as well.
Finally, in all cases, faculty should consult with chairs and program directors to confirm that the unit schedule can accommodate the course and the release of one of the team faculty members from their currently-assigned course load.
Applicants for CPBL fellowships must complete our online application, as follows:
Upon submission of your application, brief endorsement forms will be automatically sent to the contact person at your partner organization and to your department chair/program director. Only upon those endorsements being received will your application be complete.
Review of applications will be conducted by a joint committee from the LAS Dean’s office and the Steans Center.
Faculty who are awarded fellowships will be asked to complete or provide the following:
The application cycle for Spring Quarter 2020 is now closed.
Download the Application Guidelines & Preparation Packet for easy offline review
Upper division course in anthropology and public history, taught by Dr. Jane Baxter, through which the students will help the Friends of the Pullman State Historic Society process a rich collection of leases for the Pullman Building dating to the 1880s and 1890s. The material has never been processed nor really used. Students will assist in processing here at DePaul’s Special Collections, help to develop a database, and develop website mockups for the collection.
Upper division course, taught by Cheryl Bachand, for History of Art & Architecture majors and Museum Studies minors, taught with subject matter experts at the Chicago History Museum. Students will put collection management principles into action through hands-on collection documentation and care tasks under the direction of CHM staff, as well as the instructor. They will work, in part, on a new and totally unprocessed collection of Sun Times photography.
Students in the course are collaborating with the staff of Swedish Covenant Hospital, their instructor, Dr. Sonya Crabtree-Nelson, and DePaul Traumatic Brain Injury specialist Dr. Dorothy Kozlowski, to create and offer a symposium for domestic violence professionals on the subject of TBI and domestic violence. Students are helping to develop the training materials for the symposium.
This upper division anthropology of childbirth course, taught by Dr. Marcia Good, focuses on the stories of childbirth from mothers and the doulas and midwives who attend them. Students can choose one of two pathways through the course: doula certification or participation in the Chicago Volunteer Doulas Monologue project. Subject matter experts included midwives and doula trainers.
Upper division French translation course taught by Pascale-Anne Brault (Professor, Modern Languages), as lead faculty, in collaboration with subject matter experts in languages and community practitioners.
The course will be an innovative collaboration with the Translator and Interpreter Corps in which students will not only learn about the theoretical, historical, and ethical components of translation, but have rich opportunities to work on projects with and for community based organizations supporting diverse French-speaking immigrant populations in Chicago.
Honors Capstone Course co-taught by María Acosta López (Philosophy) and Matthew Girson (Art, Media, and Design), with community partner Chicago Torture Justice Memorials.
The course is focused on questions of historical memory and trauma, particularly in the context of events whose violence includes institutional oblivion. Students will study the process of memorialization from a range of disciplinary approaches, while also imagining, designing, and presenting their own memorials. The final project will include a research paper and memorial design based on the City of Chicago’s plans to create a memorial for the survivors of Chicago Police Toture as part of the reparations package ordained by the City Council in May 2015.
Community Service Studies course co-taught by Jacqueline Lazú (Modern Languages and Community Service Studies) and Xavier Lopez (Criminology), with community partner Cook County Jail, as part of the Inside/Out program.
Both “inside” and “outside” students will collaborate on a project to build a community asset map in neighborhoods with high levels of concentrated poverty and crime, to support the Cook County Department of Corrections’ efforts to address gaps in services, or “service deserts” throughout the city.