Annual Report 21-22

I M P A C T R E P O R T

Presented September 20, 2022 to The Office of the Provost, University of Denver

20212022

July 1, 2021 -

June, 30 2022

About Us

CCESL connects students, faculty, staff, and community partners through programming to promote far-reaching and sustainable outcomes for the public good.

Who we are

OUR VISION

1

A university collaborating with communities to improve lives

OUR MISSION

2

To activate university and community potential through partnership

OUR VALUES

3

Collaboration for the public good characterized by mutual benefit, fierce optimism, tenacity, rigor, democratic participation, equity, and inclusion

MEET THE CCESL TEAM

Cara DiEnno EXECUTIVE DIRECTOR

Anna Antoniou ASSOCIATE DIRECTOR

John Macikas STUDENT PROGRAMS MANAGER

Maddie Duven BUSINESS MANAGER

Angelica Ortiz SCHOLAR SHOP COORDINATOR

B R I D G I N G

L E A R N I N G & D O I N G

We work with faculty to transform teaching and curriculum while championing hands-on learning in collaboration with community partners. This approach gives students practical experiences in tackling some of today’s critical challenges as they learn key collaboration skills.

COMMUNITY-ENGAGED COMMUNITY-ENGAGED TEACHING 101 TEACHING 101

TheCommunity-Engaged Teaching 101 (CET 101) program supports instructors who are new to community-engaged teaching. The training is geared towards appointed faculty (Tenure Track, Teaching, Clinical, and Visiting), but as space allows, adjunct and graduate student instructors are also able to participate In AY 2021-2022, participants attended a hybrid workshop over two days in June

LEARNING OBJECTIVES LEARNING OBJECTIVES

Increase participants’ knowledge about community-engaged learning key concepts, including different approaches to community-engaged learning

Enhance participants’ understanding of:

the definition of community-engaged learning confidence in their ability to implement communityengaged learning classes confidence in their ability to assess the impact of community-engaged learning classes impact of community-engaged learning on their professional development.

Thank you so much for this. I was not skeptical at the beginning, but certainly afraid that community engagement would be so overwhelming to make me want to reconsider it. Thanks to this workshop I have grown more enthusiastic about it and I will continue to pursue the goal of creating community-engaged courses in the form of adjusting my current syllabi or starting new ones from scratch.

I am taking away different strategies for creating a community-engaged learning environment When I started this workshop, I was unsure if I could incorporate community-engaged learning into my classroom, since the class I teach is large, a required course, and a healthfocused policy-driven course. However, I can now see ways to make the course more community-engaged, hopefully leading to more community engagement in the future Schools, Departments, Institutes, and Programs Represented at Trainings for New CommunityEngaged Learning Practitioners

AT A GLANCE AT A GLANCE

16 Participants joined from across DU including faculty members, post doctorate fellows, and graduate students

23

17

Appointed faculty who were teaching a communityengaged course partcipated

- CET 101 Participant

FACULTY COMMUNITY FACULTY COMMUNITY OF PRACTICE OF PRACTICE

14 Departments were represented in this year's "Engaging Onward" Community of Practice

Faculty and staff participated in this year's "Engaging Onward" Community of Practice

10

A Community of Practice creates a small cohort of cross-campus faculty who are experienced community-engaged teachers to engage in communal reflection, collective problem-solving, and knowledge sharing as the group discussed where their communityengaged teaching has been and where they would like it to go This was our second year offering A Community of Practice for faculty with previous engaged-teaching experience

This experience was a great opportunity to share knowledge and expertise across disciplinary boarders. The opportunity to hear about already occurring as well as aspirational projects from faculty/staff who you may not have met otherwise, was inspirational.

- Faculty Participant

The faculty support, informal conversation, troubleshooting, sharing of ideas...this is a space I really needed and a space I do not have within my department It really allowed me to be vulnerable and reengage with my creative energy---very much needed to be able to do good work.

- Faculty Participant

EATS & ENGAGEMENT: A EATS & ENGAGEMENT: A FACULTY LEARNING SERIES FACULTY LEARNING SERIES

In AY 2021-2022, we launched “Eats & Engagement” – a series of conversational-style meet ups for faculty to give and get feedback and advice around a specific topic relevant to community-engaged teaching while enjoying lunch

2021-2022 Sessions:

Creating and Sustaining Long-Term Partnerships

John Tiedemann, Writing Program

What Does it Take? Mentoring Student’s Community-Engaged Work

Anne DePrince, Psychology and Associate Vice Provost, Public Good Strategy and Research

Dismantling the Ivory Tower: Community Partnerships to Advance Health Equity – Julia Roncoroni, Counseling Psychology and the Health Disparities Research Lab

Radically Reimagining Community Engagement

Ozy Aloziem, Community Engagement Luminary, DU Alumna, and Racial Equity Advocate & Radical Imagineer

70

Registrants for the series

4

Eats & Engagement sessions were held throughout the academic year

COMMUNITY-ENGAGED TEACHING FUNDING

Community-Engaged (CE) Teaching Funds are designed to support instructors to be innovative in developing and promoting their communityengaged teaching.

The Community-Engaged Teaching Funds support:

Community-engaged class projects

The development of community-engaged courses

Institutional capacity building (e g , bringing together instructors who teach similar courses to develop collaborative ideas for communityengaged activities)

Community-engaged student assistants

Professional development (e g , scholarship of teaching and learning for community-engaged teaching)

QUALITATIVE RESEARCH METHODOLOGIES: WORKING WITH THE DENVER IMMIGRANT COMMUNITY

REBECCA GALEMBA

A CE Teaching grant was used to cover project expenses for a class where students worked in groups with 3-5 partner organizations to develop a research question around immigrant and/or labor rights and engage in service-learning while conducting research

WRIT 1133: FOOD MATTERS (SPRING 22)

VERONICA HOUSE

A CE Teaching grant was used to cover all sections of Dr. House's Food Matters course. This included class guest speakers and a field trip to Dharma's Garden, a small regenerative farm in Boulder, for a 3-hour tour, discussion, and hands-on experience

PPROJECT ROJECT SSPOTLIGHT POTLIGHT

AT A GLANCE AT A GLANCE

CCESL’s sponsorship of class field trips has impact beyond the field trips. It allowed students to delve into social and environmental issues as writers joining an ongoing and dynamic conversation. When they know that their writing matters, and that the community partner and I will also join in this work with them, we become colearners and co-authors together offering food literacy through writing. Building a just and resilient local food system in the face of extractive corporate production methods and systemic inequities in who has access to healthy, culturally sustaining foods is not something that we can achieve in a single quarter through single projects, single partners, single professors, or single academic disciplines.

Community-Engaged Teaching Funds Awarded

$29,482

Newly Awarded CommunityEngaged Teaching Awards

- Community-Engaged Teaching Fund Recipient

Community Engagement Luminaries

This year, CCESL piloted the Community Engagement Luminaries program, which supports faculty using community-engaged methods with expert consultations from experienced community-engaged faculty and community collaborators The Luminary program is a way for CCESL to invest in the ongoing leadership of community-engaged faculty to support a vibrant network of leaders across campus who can advocate for community engagement

Luminaries are faculty and community leaders who have experience in campus-community partnerships. They are a vibrant network of community engagement advocates who support DU faculty and students as well as CCESL staff

Who are Who are luminaries? luminaries?

3

FACULTY LUMINARIES

Alejandro Ceron Associate Professor

Department of Anthropology

Julia Roncoroni Assistant Professor Counseling Psychology, Morgridge College of Education

John Tiedemann Teaching Associate Professor University Writing Program

3

COMMUNITY PARTNER LUMINARIES

Kasey Neiss Data Activist

Frontline Farming and Project Protect Food System Workers

Bryan Rojas-Aruaz Scholar-Activist & Mental Health Provider, Reaching HOPE

Ozy Aloziem Social Worker & Racial Equity Advocate

Luminaries hosted 3 of the Eats & Engagement lunchtime learning sessions and 5 of the 6 luminaries were able to support the annual Community-Engaged Teaching 101 workshop

I N V E S T I N G

I N D I S C O V E R Y

We advance scholarship and creative work that is rooted in mutually-beneficial relationships with community partners. Our investment in faculty, staff, and students who work alongside community partners leads to outcomes and impact that are far-reaching and sustainable.

5

NEWLY FUNDED PGF GRANTS

3

COLLEGES AND DEPARTMENTS REPRESENTED

PUBLIC GOOD FUND GRANTS

The Public Good Fund (PGF) promotes faculty community-engaged research and creative work. This Fund supported projects that have established partnerships and are ready to make measurable impacts in the community

PROJECTSPOTLIGHT

CONTINUING THE SANKOFIC JOURNEY TO INCLUSIVE AND AFFIRMING EARLY CARE & LEARNING ENVIRONMENTS FOR BLACK CHILDREN

When most in-person learning opportunities were closed due to the pandemic, Dr Tara Raines of Morgridge College of Education and Jalen Taylor of the National Black Child Development Institute of Denver used a Public Good Grant to collaborate on creating accessible and affirming reading activities for Black children and their families.

C O N N E C T I N G C H A N G E M A K E R S

We serve as connectors and cultivators because we maintain an unrelenting belief in the power of partnerships. By supporting relationships between the campus and community that are forged from mutual trust, respect, and commitment, we see projects that focus on strengths and assets, build power, and rely upon a sharing of resources for mutual benefit.

CCESL SCHOLAR SHOP

CCESL's Scholar Shop connected DU students, faculty, and staff with community organizations to develop collaborations that advance discovery and meet communityidentified needs Projects included student-led and faculty-supervised thesis projects, student service projects, community-engaged learning projects linked to credit-bearing courses, and faculty-led scholarship projects.

Through the Scholar Shop MS Marketing students partnered with A Little Help to improve their retention of volunteers... This insight helps A Little Help redirect limited funding to initiatives more targeted to maintain engagement.

- Faculty member who partnered with a Scholar Shop partner for their marketing course

PROJECT IMPACT

The Center for Sustainability used Scholar Shop to connect with 6 community partners in need of volunteer work for the annual Earth Day of DU-ing, where 500+ DU Community volunteers go out to various project sites around Denver The Center of Sustainability has now established an ongoing partnership with these community partners.

13

Community Partners and their projects listed in the database

14

Successful collaborative partnerships

SSERVICE ERVICE OOPPORTUNITIES PPORTUNITIES

CCESL tracks student participation in community service opportunities to help capture DU’s contributions to the public good.

[I appreciated the event because] It reinforces the importance of us coming together as a community, meeting one another and it really strengthens our relationships as a University doing good together

- Earth Day of DUing Volunteer

[My favorite part of the event was] the community building aspect - getting to meet folx from across campus. Also, getting to be outdoors and working with my hands instead of on constant zoom calls at my desk

- Earth Day of DUing Volunteer

6,048

Approximate Number of DU Students Engaged in Community Service in the academic year

788,332 hrs

Approximate Total Hours of Service Engaged in by DU Students

NEWS & SOCIAL MEDIA

1098 31% 46%

NUMBER OF UNIQUE ACCOUNTS REACHED IN AY 2021-2022

CCESL INSTAGRAM PAGE INCREASED IN FOLLOWERS

PERCENT INCREASE OF INSTAGRAM PROFILE VISITS FROM AY 2020-2021

CCESL connects with both campus and community stakeholders through Facebook, Instagram, and Twitter. Additionally, we highlight campus and community accomplishments in our Public Good Impact newsletter and work with local and institutional outlets to share stories from across campus divisions.

HOW TO TRANSLATE THOUGHTS AND PRAYERS INTO ACTION

WORDS BEYOND BARS BROUGHT BOOKS AND HOPE INTO COLORADO PRISONS

WESTWORD

GRAND CHALLENGES, GRANDER SOLUTIONS

UNIVERSITY OF DENVER MAGAZINE

G A L V A N I Z I N G T O M O R R O W ' S

C I V I C L E A D E R S

We recognize that higher education’s civic mission is key to building 21st century careers and communities. CCESL students engage in meaningful service with communities. Working with communities allows students to develop knowledge and skills as well as a civic identity. Students become agents of collaborative change as they come to believe in their own power to act in concert with others.

The University of Denver Puksta Scholars Program is a fouryear civic development program that centers anti-oppression action and analysis.

Scholars are supported to integrate their academics, personal interests, skills, and career preparation with the development of their civic identity and accountability to social justice values and movements This is accomplished using the community organizing model and includes curricular and co-curricular personal and civic development training, personal and group critical reflection, and mentoring.

PUKSTA SCHOLARS

PUKSTA HIGHLIGHTS

A Puksta Scholar Collaborated with Girls Inc. of Metro Denver to develop a three-year program about advocacy and activism for high school aged participations.

A Puksta Scholar interned with Children’s Hospital Colorado and developed tangible resources for young adult patients who are seeking independence and/or higher education.

Puksta has given me the opportunity to explore my passions outside of my scientific background. Also it allows me to help and understand the purpose and meaning of being a civic engaging person. I also get to see my fellow scholars excel in their Puksta work and projects.

“Puksta has been the foundation of my DU experience, and the community and opportunities will not be forgotten! I am so excited to join a vast network of Puksta alumni and hope to continue supporting Puksta scholars to come.

AT A GLANCE AT A GLANCE

Puksta has been one of the biggest sources of community for me during my time at DU and I am extremely grateful to have been offered the chance to work alongside such incredible individuals. Beyond the social justice work, there were friendships made and memories had. I look forward to continuing my journey in civic engagement and using the lessons Puksta has taught me to help impact the lives of others and make the world a better place.

- Puksta Scholar

- Puksta Scholar

- Puksta Scholar

DU SERVICE & CHANGE

DU Service & Change (DUSC) is a studentorganization that engagesthe DU community in diverse service opportunitiesthatfacilitate positive change forthegreaterpublic good.

Due to the coronavirus pandemic and leadership transitions early in the year,DUSC was unable toengage in their usual robustlevel ofinpersonservice in fall quarter.

Students wrote Mother's Day cards for Sacred Heart House, a non-profit organization focused on meeting the needs of single mothers with children and single women experiencing homelessness.

In winter quarter, students held several “community hour” events to create tieblankets for kids who were patients at Children’s Hospital Colorado.

CCESL COURSE CCESL COURSE SSEQUENCE EQUENCE

CCESL’s course series equips students with the skills, knowledge, and commitments necessary to collaborate with communities for the public good. Through these courses, students of diverse backgrounds, politics, and values learn together and from one another in a safe and challenging learning environment.

Community Organizing

In this course, students first learn how to critically examine power, privilege, oppression, and white supremacy in the context of working for social change. Students then learn about the history of community organizing in the United States, the role of community organizing in contemporary social movements, and the components of the community organizing process.

Denver Urban Issues and Policy

In the course, students learn how Denver's past has impacted the critical issues Denver now faces today. Students are then introduced to local efforts and resources addressing those issues This course creates a space for students to explore social change actions that can be taken based on their interests and personal strengths

Public Good Theory to Action

In this course, students integrate personal, professional, and academic goals with a focus on social change, culminating in a personal action plan they implement to address a social justice issue of their choosing. Students gain a clear sense of their identity as a public good scholar, learn to apply an anti-oppression analysis, and center the knowledge/voices of the communities most impacted

600 hrs

After reflecting on this course, I believe it was one of the most influential courses I've taken at DU Denver Urban Issues and Policy directly relates to my job postgraduation and the work I hope to do in my future Prior to this class, I did not understand civic health, mutual aid, redlining, community in policymaking, community wealth building, and forms of community-based media. I now look forward to applying this knowledge when working on an affordable housing project and developing art in the community

- Student in Denver Urban Issues and Policy Winter 2022

During the process of taking this course, I’ve developed a greater understanding that true progress not only takes time, but it’s also usually not linear Rather than setting expectations for results, I’ve learned the importance of valuing every part of the process, from start to finish, and taking unexpected outcomes as opportunities to improve rather than viewing them as failure This knowledge not only applies to social work, but I have been able to apply these themes to “ my day-to-day life

- Student in Community Organizing Class Fall 2021

The content within each module was very intriguing and informative. I loved the interactive components that were incorporated in each module whether it was an activity such as mapping or watching a video I liked the vulnerability we were all able to achieve in developing a space where trust was ensured, and in turn this made discussions more raw and authentic I felt supported and was able to takeaway much skill and knowledge from the entire process.

- Student in Public Good to Action Spring 2022

VOTER REGISTRATION

CCESL partners with a nonpartisan community organization, New Era Colorado, to support members of the DU community in registering to vote CCESL also participated in National Voter Registration Day. Despite the unique challenges posed by the pandemic, New Era offered robust opportunities to register DU community members both virtually and in-person. 10 291

IN PERSON VISITS HELD BY PARTNERS AND SUPPORTED BY CCESL

DU STUDENTS, FACULTY OR STAFF WHO REGISTERED TO VOTE

COMMUNITY ENGAGEMENT TRAININGS

CCESL offers students a number of online, asynchronous trainings and supplements these with in-person events. The Community Organizing 101 content is designed to offer students a framework through which to think about community-university collaboration These modules introduce practical skills and concepts that CCESL students can use in their community-engaged work including identifying self-interest, using an anti-oppression analysis, identifying collective self-interest through relationship-building, power-mapping and analysis, and issue research

DU UNDERGRADUATE STUDENTS

DU GRADUATE STUDENTS

The process of becoming comfortable and open to acknowledging, critiquing, and accepting my own privilege hasn’t been easy. It didn’t happen all at once. Thinking about privilege and challenging it is an ongoing exercise It’s something that has become part of my daily consciousness. But it’s a difficult concept to grapple with - and one that I didn't come easily. I am constantly learning to challenge my position in the world and understand the power imbalances that I am a part of

- 2021-2022 CCESL Graduate Student

I have always been acutely aware of PPO as someone who holds marginalized identities, but I feel that one of my first interactions of explicit realization and ways that I had internalized my own oppression was when I met my best friend who has now become my chosen family and one of my biggest support systems. We have conversations regarding PPO in relation to ourselves and communities on a daily basis

- 2021-2022 CCESL Graduate Student

RECOGNIZING COMMUNITY-ENGAGED STUDENTS CRIMSON&GOLDAWARDS

Part of institutionalizing community-engaged work involves developing and recognizing campus leaders Thus, CCESL recognized the outstanding communityengaged work of students this year with awards recognized during the Crimson & Gold Awards Ceremony

Public Good Student of the Year

Jessica Villena Sanchez | Brandon T

Community Organizer of the Year

Bert Evans-Taylor | Daniela Chavez | Marissa Martinez Suarez

Service Student of the Year

Derek Brannon | Megan Holiday | Sarah Schuller

KIMMYFOUNDATIONCOMMUNITY SERVICEPROFESSIONALAW

Annually, the Kimmy Foundation Commun Professional Award recipients are chosen f graduating in the spring from DU's tradition program based on:

Past contributions to community servic

Future contributions to society via com engagement, including specific employ following graduation

Kimmy Recipients of the Year

Leah York | Josue Rodriguez

STUDENTCOMMUNITY ENGAGEMENTPHOTO EXHIBIT

DU Students were invited to submit a photo and accompanying statement or story that demonstrates and reflects on their community-engaged work and the impact community engagement has had on their experience at DU.

A M P L I F Y I N G U N I V E R S I T Y & C O M M U N I T Y V O I C E S

We pull on diverse traditions and fields to create a distinctively DU approach to university-community collaboration that bridges community organizing, collective impact, community-engaged scholarship, and anchor mission work. This broad approach puts students, staff, faculty, and community members in dialogue and relationship, and leads to financial, resource, and collaborative strength.

CO-SPONSOREDEVENTS ANDCONSULTATIONS

CCESL was responsive to ongoing requests for consultation on a range of topics, from communityengaged learning implementation and communityengaged research to volunteer development and community partnership building. Further, we supported and co-sponsored a variety of events, as described below

DU NATURE CHALLENGE 2022

Returning after a two-year hiatus, the DU Nature Challenge invited students, faculty, staff and neighbors to observe and record nature on and around campus through a series of activities. CCESL supported this event with space logistics and communication outreach

DU UNDERGRADUATE SHOWCASE FOR RESEARCH, SCHOLARSHIP, & CREATIVE WORKS

The DU Undergraduate Showcase, recognizes the research, scholarship, and creative work achievements of undergraduate students across departments CCESL was a key sponsor of the showcase and collaborated in the planning process alongside the Undergraduate Research Center and the University Honors program.

Other 2021-2022 Co-Sponsorships

Achieving Excellence Academy, Denver Public Schools

Public Achievement Youth Organizing Showcase

Center for Immigration Policy and Research (CIPR) Symposium

“Liminal Legality: Immigration Issues in the Rocky Mountain West”

EARTH DAY OF DU-ING

Earth Day of DUing, hosted by the Center for Sustainability, brought together the DU community for a day of volunteer service with different community partner sites across the Denver metro CCESL supported this event throughout the planning process, including connecting the Center with several community partners through Scholar Shop and funding two student projects affiliated with the event through ACE grants

TACKLING GRAND CHALLENGES

We are fiercely optimistic that universities and communities can tackle some of the most urgent and persistent problems when we work together. DU Grand Challenges was born of the belief that DU can work with the community to identify shared aspirations toward collaborative actions for the public good.

COLLECTIVE IMPACT COHORTS

The DUGC Collective Impact Cohorts were formed as a direct response to the aspirations we co-identified with community and university stakeholders in the 2017-2018 academic year around the theme of Improving Daily Living. Four Cohorts were established, with each focusing on one issue that is central to daily living, listed below

Although DU IMPACT 2025 funding for cohort work concluded by the end of 2021, many of the projects initiated through the cohorts catalyzed ongoing initiatives and projects that continue to collaboratively address Grand Challenges in the Denver region.

COHORT FOCUS AREAS

25

29

65

THIS YEAR'S NUMBER OF STUDENT PARTICIPANTS

THIS YEAR'S NUMBER OF FACULTY/STAFF PARTICIPANTS

THIS YEAR'S NUMBER OF COMMUNITY PARTNER PARTICIPANTS

CCOHORT OHORT IIMPACT: MPACT: AT A AT A GGLANCE LANCE

Urban Sustainability Cohort

Metro Denver Nature Alliance (Metro DNA)

Campus-City Partnerships: Valverde Movement Project

Campus-City Partnerships: Sand Creek Regional Greenway

Beyond GDP: Measuring Indicators of Human and Ecological Wellbeing

Teaching Care in the Climate Crisis: Partnering with Denver Public Schools

Crime & Safety Cohort

DU Team of Prison Research and Innovation Network

DU Prison Arts Initiative

Housing & Food Insecurity Cohort

Safe Parking Initiative

SNAP Gap @ DU

Chained Voices: New art show at DU displays pieces by incarcerated artists,”

Migration Cohort

Creation of the Business Development

Certificate through University College and

DU’s Center for Professional Development

The Center for Immigration Policy and Research was created

DUGRANDCHALLENGES FIRESIDECHATS &FORUMS FIRESIDECHATS

Fireside Chats were part of a new, four-part series this year hosted by DUGC and Fireside at Five that centered on "What Is Community?" This series aimed to discuss topics that affect each of us in our community through engaging panels of academic experts, students, alumni, and community leaders.

Making Moves: Migration in the Mile High City

A Safer Place in Denver Green Justice in Denver

Healing Past Incarceration

FORUMS

CCESL shifted from hosting forums to co-hosting them alongside other campus entities to support existing community-engaged efforts on campus instead of duplicating them We partnered with different departments and centers around campus to give support and resources as needed to create vibrant and engaging events throughout the year

DU Prison Arts Initiative: Chained Voices

DU Annual Sustainability Conference

Climate Justice Day

DUGC Celebration

323 TOTAL FORUMS PARTICIPANTS

A solution (to food/housing insecurity) involves the community. We need to talk to people with lived experiences, so we know what they’re going through and hear what they are asking for. With collaboration, it’s crucial for this type of work to get a 360 view of a situation.

- A Safer Place in Denver

Thank you for bringing the cohorts together. There are always new connections to cultivate. Connections–Courage–Cohorts cultivating collaborations + community.

When working with the immigrant population/refugees, work with the community, not for the community. Get to know the community so you can learn how to support them in the way they are asking to be supported. Do not assume you know the best way to help the community needs to lead all efforts.

- Making Moves: Migration in the Mile-High City

How to keep moving forward after DU Grand Challenges? Build sustainability, recognize that partnerships take time and resources, and be REAL with communities – listen and don’t assume you know their needs.

- Puksta Scholar

- DUGC Celebration Participant

- DUGC Celebration Participant

COMMUNITYENGAGED FELLOWS

18

20

Community-Engaged (CE) Fellows are DU graduate students/advanced undergraduate students who are passionate advocates for the public purpose of higher education and DU’s public good vision. They have experience working with communities to address identified needs and solve public problems

NUMBER OF FELLOWS IN THE PROGRAM NUMBER OF DISCIPLINES REPRESENTED

4960 HOURS CE FELLOWS SPENT ON PROGRAM WORK

The CE Fellows program helps facilitate cross/inter-disciplinary collaborations that would better position the University to do high impact community-engaged work.

My 4 months working in the fellows’ program has been rewarding I have developed skills in community engagement such as interpersonal skills which I believe will be an ideal for me even after graduating from DU I have also come to appreciate the need for individuals to get involved in community engagement within different programs and platforms....I can’t say enough on how the Fellows’ program has been an awesome experience if I don’t mention how I am now able to communicate with a diverse group of people in a team setting and virtual platform

- CE Fellow

CE Fellows were required to submit ePortfolios through which they presented findings and critically reflected on their work and learning.

Through DU Grand Challenges (DUGC) Student Scholars, we developed a structured opportunity for students to integrate learning across DU experiences that are relevant to the DUGC issue areas, and to reflect on their public identities and potential to contribute to work on complex public problems Students were mentored in critical reflection on the intersection between students' future aspirations, their DU education, and public good work

DU GRAND CHALLENGES STUDENT SCHOLARS

153

In striving to create sustainable, impactful change, I have learned a great deal about doing community-engaged work not just for, but also with and alongside our partners, and I will continue to look for opportunities to lift communities in the future, no matter the circumstance.

- DUGC Student Scholar

30

TOTAL STUDENT SCHOLARS THIS YEAR NUMBER OF COMMUNITY PARTNERS INVOLVED

42 NUMBER OF DISCIPLINES REPRESENTED

Through this experience, I witnessed the efficacy of community-centered solutions and gained an understanding of the power of collaboration. These are insights that I will take with me as I pursue medical school and the path to becoming a physician

- DUGC Student Scholar

Using e-portfolios, students developed critical reflection skills while demonstrating how their DU experiences connect to their future aspirations as well as their public good identities.

A COMMUNITY TABLE

A Community Table is a toolkit, provided freely on the DU Grand Challenges (DUGC) webpage, through which one can engage in structured, meaningful, solution-oriented conversations about the issues that matter most. DUGC provides the tools (sample invitations, conversation guides, facilitation training webinars, and more) that are needed to host a conversation.

TOOLKIT HIGHLIGHTS

A Community Table toolkit was used during Forums and Fireside chats to engage participants in these civic dialogues

It was used this year to build capacity amongst our CCESLmentored DUGC Student Scholars and CE Fellows to host and guide conversations in which diverse community members explore their thoughts, feelings, and ideas for action

ADVANCING COMMUNITYENGAGED (ACE) STUDENT SCHOLARSHIP GRANTS

With the support of the Arthur Vining Davis Foundations, CCESL supported student research through Advancing Community- Engaged (ACE) Student Scholarship grants. ACE grant projects were developed collaboratively with a community partner ensuring that the research was centered on a community-identified issue

PROJECT EXAMPLES

20 NUMBER OF NEWLY FUNDED ACE STUDENT GRANTS

$65,904 NEWLY AWARDED ACE STUDENT FUNDS

36 NUMBER OF STUDENTS INVOLVED IN FUNDED PROJECTS

Like DUGC Student Scholars, ACE grant recipients submitted an ePortfolio that documented their learning journey and project outcomes. Students reflected on what they did, how it contributed to their development as a scholar, and how they would apply what they learned moving forward. At their project’s conclusion, students shared their outcomes and findings with their community partner and/or the larger community.

I came to an understanding that completing this research was more of a learning experience than anything else. To keep going, I kept in the back of my mind that what [student name] and I [were] doing could be helpful to a lot of people, and hopefully bring about some positive change for lowincome families in Colorado. I am glad I was given the opportunity to embark on this journey, and continue my commitment to social justice.

I have a lot left to learn about what I can do, but through this experience I have gained valuable knowledge about how I can leave an ongoing footprint and invite others to contribute to making a meaningful and long-lasting difference

- From Student’s ACE Grant ePortfolio

- From Student’s ACE Grant ePortfolio