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Connecting the mission of Wake Forest University to the broader community
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Dear *|FNAME|*,
 

The Institute for Public Engagement newsletter has worked this year to highlight public engagement by our students and with our community partners.  This month our newsletter highlights the great work of another constituency: the faculty at Wake Forest.
 
Wake Forest teachers provide an essential connection to public engagement across our university.  Through teaching and research, our faculty members connect the mission of the University to the broader community most naturally.  The Institute for Public Engagement is dedicated to supporting faculty engagement efforts through a number of initiatives.
 
In the classroom, the ACE Fellows Program supports those interested in incorporating service learning into their teaching.  The ACE Fellowship Program, now in its fifteenth year at Wake Forest, represents the University’s strong commitment to service learning and engaged teaching. We are excited to announce below the newest cohort of ACE Fellows.  The Institute also furthers community based participatory research efforts through financial and administrative support to faculty led engagement efforts.
 
Let me also draw your attention to the examples below of mini-grants the Institute has provided to support faculty community engagement. The sum of each individual grant may not be large, but they may be our most impactful dollars spent as they underwrite teaching that connects directly within the community.
 
As the national occasion to give thanks approaches, let me express my gratitude to all those at Wake Forest for their commitment collectively and individually to service, justice, learning, and community.


Steve Virgil
Director, Institute for Public Engagement
Professor, School of Law
Wake Forest University

New ACE Fellowship Faculty Recipients for 2013-2014

Lisa Blee, Assistant Professor, History, relatively new to Winston-Salem, is looking forward to connecting with community, and finding a balance in her teaching between content, active learning, and responsible community engagement.  She intends to develop a service-learning component for HST 365 Public History designed to introduce students to the basic issues of publicly-engaged historical work. The task will be for students to design their own research projects, based on needs and resources of local communities, and publicly present their findings as an exhibit or documentary film.  Dr. Blee hopes to bring students more in-tune with community needs and concerns and to create intentional class activities to link student learning in and out of the classroom.  
 
Lynn Book, Associate Teaching Professor; Associate Director, Program for Innovation, Creativity & Entrepreneurship, Theatre and Dance, believes in nurturing community partnerships through interactive courses that stimulate action-based learning and serve to empower and transform students and community partners. She is developing a new service-learning course that will focus on women, entrepreneurship, food stewardship, social responsibility and environmental sustainability. In addition she is creating a summer course with a study abroad component designed to give students hands-on experience exploring the dynamic world of arts entrepreneurship and how the arts are changing in Berlin, rated among the top five leading edge cities.




Carla H. Emerson, Clinical Program Director, Counseling and Heidi Robinson, Lead Instructor & Director, College to Career Courses, Counseling,  regard service to the community as a central tenet of the discipline of counseling and the Pro Humanitate motto of Wake Forest University. They are incorporating a service-learning component into the new online program offered by the Counseling Department. As part of their first weekend residency experience, online students engage with a number of organizations addressing needs of the local community and share their learning in a reflective process with their fellow students. They hope to deepen student learning from experience and learn from faculty with a similar focus in their teaching.
Jasmine Harris-LaMothe, Visiting Assistant Professor, Sociology,  incorporates service-learning as an important pedagogical tool for teaching students how to become deep learners. She has included a service-learning component in her SOC 152B Social Problems course, analyzing social issues including racism, sexism, homophobia, homelessness, health care  aging, and poverty. Dr. Harris LaMothe provides opportunities for her students to engage with the community and, through integrative reflection exercises, helps her students to connect with and synthesize abstract concepts.
Amanda Jones, Assistant Professor, Chemistry, sees her goal as an educator to teach the fundamentals of organic chemistry and to communicate a broader message about the importance of pursuing a wide range of interests and knowledge. She wants her students to be "chemically, scientifically, globally, and artistically literate." Dr. Jones will fuse her course with biographical/historical stories of the artistic and creative in organic chemistry and reach more broadly to younger students who may be considering a career in science. She hopes to develop a First Year Seminar on the supposed science/humanities split and to link her class with the development of a related reading club at a local middle school.
Angela Kocze, Visiting Assistant Professor, Sociology, a leading Hungarian Roma rights activist and scholar, will receive the 2013 Ion Ratiu Democracy Award from the Woodrow Wilson International Center for Scholars.  Dr. Kocze will incorporate service-learning in SOC 103 Women and Entrepreneurship:  Innovation, Sustainability and Social Responsibility course.  Her students will engage in immersive hands-on experiences with local innovators and entrepreneurs and practice social responsibility through working directly with nonprofits addressing community needs.
Sharon D. Raynor, Visiting Associate Professor, English Writing Program, plans on including service-learning within WRI 111 When Writing Goes to War.  She wants students to move beyond the classroom into communities in which veterans live to engage with local war veterans and make real-world connections to their studies.  Forms of engagement may range from sponsoring storytelling sessions or art contests to hosting a veteran for lunch.  Such experiences have benefits for both students and veterans and the potential to be life-changing for both.
 
 
Jennifer Rogers, Assistant Professor, Counseling, emphasizes the importance of building partnerships to facilitate the delivery of mental health care and psychoeducation to underserved communities.  She is eager to explore the possibility of incorporating service-learning in CNS 741 Group Procedures in Counseling that introduces graduate counseling students to group facilitation and includes a required experiential component.  Dr. Rogers intends to create the opportunity for her students to work with an underserved group in the community and to follow up with deep-level clinical processing of the experience utilizing group counseling skills.  She also hopes to have her students identify and address a specific need at their site for their CNS 744 Clinical Mental Health Counseling Internship and to create and implement a responsive project. 

 
Phoebe Zerwick, Lecturer, English, came to teaching after more than 20 years as an investigative journalist for the Winston-Salem Journal.  Bringing her significant public engagement experience to Wake, she designed her first WRI 111 seminar around a public humanities project she co-produced concerning people whose lives are defined by the Yadkin River.  Phoebe Zerwick has since taught four journalism classes requiring students to engage with the local community.  She will continue to have her students cover public events, interview sources, and study local news in a new Writing Justice course relating to the effect of DNA technology as it has exposed deep flaws in the criminal justice system.  She hopes to better integrate the experience of students in and outside the classroom to maximize their learning.
 

Mark Your Calendars For...


November 21, 2013 - Nonprofit Essentials: Budgeting & Finance
December 12, 2013 - Nonprofit Essentials: Human Resources
January 16, 2014 - Nonprofit Essentials:Ethical Practices

February 10, 2014 - Foodways & Roadways Film Screening, Panel Discission, and Reception, 5 -7 pm in ZSR Library Auditorium

February 20, 2014 - Nonprofit Essentials: Fund Development
March 20, 2014 - Nonprofit Essentials: Collaboration

April 9-10, 2014 - STEM at Wake Laboratory Tours

April 17, 2014 - Nonprofit Essentials: Evaluation
May 15, 2014 - Nonprofit Essentials: Advocacy
June 19, 2014 - Nonprofit Essentials: Grant Writing

Examples of Recent Institute for Public Engagement Mini-Grants

  • Travel and accommodation expenses for service learning and community engagement project with students in the Himalayan Mountains
  • Textbooks and supplies for education professor’s afterschool reading program for high school students that builds on the professor’s research linking young adult literature subject matter and literacy
  • Transportation costs for students in freshman writing class “Animals Make Us Human?” to volunteer at the rabies clinic at the Dixie Classic Fairgrounds Cattle Barn
  • Costs to produce a video graphic to accompany a professor’s entry in a breast cancer business plan competition
  • Travel expenses for professor teaching cross disciplinary course and service project focused on international economic development
  • Transportation costs for students taking “Public Speaking and Community Service” class to volunteer with three nonprofit community partners: Salemtowne, Habitat for Humanity, and SECU Family House
  • Books and materials for a literacy program in Winston-Salem/Forsyth County Schools
Public Engagement Mini-grants are small grants (up to $700) to be used to offset costs associated with service learning and public engagement projects for any individual project that integrates academic community based learning into the teaching of a course or research, addresses a community defined need or delivers a needed service to our community, and engages students and faculty in substantive ways within the implementation of the project. Proposals are considered on a rolling basis.
Professor Sharon Raynor's class, "When Writing Goes to War" had a recent conversation that was made possible by grant funds from the Institute for Public Engagement. The conversation which was also open to members of the community was a dynamic success and was featured the following day on the cover of the Winston-Salem Journal. Visit the Institute for Public Engagement's Facebook page to see more photos from the event.

Public Engagement Student Fellows Seminar: Engaging Locally, Thinking Globally

 
Public Engagement Fellows, many of whom had recently returned from the Fellows' trip to Washington D.C., spoke via Skype with  Marc Forni and Victoria Salinas of The World Bank (TWB). Marc spent four years in the Latin America and the Caribbean Region helping to build the disaster risk management practice, worked as an investment banker and returned to TWB in 2011 to support the expansion of the disaster risk management practice in South Asia. Victoria, former Deputy Branch Chief for Long-Term Recovery at US Department of Homeland Security, FEMA, currently works with TWB's Global Facility for Disaster Reduction and Recovery. . They spoke about challenges and rewards of the work they do, and how they had reached their respective positions.  Fellows asked questions and were invited to continue the conversation one on one with Marc and Victoria.
 
The seminar also focused on opportunities on campus to affect public policy and develop advocacy skills.  Nehemiah Rolle, President of Roosevelt Institute at Wake Forest, discussed opportunities for student engagement/research in a wide range of areas.  Moriah Gendy, founder of new RESULTS chapter at Wake, invited Fellows to join this fledgling political advocacy group on campus for global and domestic poverty issues.  A RESULTS advocacy training session with Ken Patterson, RESULTS Global Grassroots Manager, will take place in Reynolda Hall Room 304 on Thursday November 21 at 7:00 p.m.
Public Engagement Student Fellows listen to a presentation from Nehemiah Rolle, President of the Roosevelt Institute at Wake Forest

Fellows and Friends Lunch for Engaged Teaching Series: Engaging Locally to Develop Intercultural Competence

 
On Monday, November 18th, faculty, students and community partners discussed opportunities that abound for interacting with people from different cultures within minutes of our campus.
 
Jason Wilkinson of World Relief, talked about the organization’s support for refugees resettled in Winston-Salem, particularly from Burma and Malaysia.  He talked about the involvement of Wake students in assisting refugees to navigate systems and learn English. Catherine Ross, Director of Wake's Teaching & Learning Center, has taken the opportunity to incorporate Wake students in holding small classes for the refugees to teach them English.
 
Mary Bolton, Director of El Buen Pastor Latino Community Services, contrasted the lack of support for economic refugees from Mexico living now in Winston-Salem’s Old Town Area.  She talked about El Buen’s efforts to strengthen first generation Latino families and help them adapt to their new lives. El Buen is host to many Wake students who tutor and mentor Latino students.  Sarah Rudasill, first year Wake student, focusing on the integration of science and policy making, discussed her recently started robotics program with students at El Buen and the ongoing opportunities it provides for her own learning.
 
Dr. Betina Wilkinson, assistant professor of political science, focused on how she integrates working with these organizations and others to further her  research and teaching related to race and ethnicity, Latino politics, public opinion, and political behavior.  
Institute for Public Engagement Staff

Steven Virgil 
Director

Norma-May Isakow
Associate Director

Lance Henry
Assistant Director

Nan Smith
Administrative Coordinator


Institute for Public Engagement
Wake Forest University
Reynolda Hall Suite 305

Post Office Box 7213
Winston-Salem, NC 27109
(336) 758-3310
ipe@wfu.edu