Congratulations to the following Faith-Justice Studies and Service-Learning Faculty for receiving a
2008-09 Faculty Merit Award:
Gerald Beyer, Ph.D., Assistant Professor, Theology
Josephine Shih, Ph.D., Assistant Professor, Psychology
George Sillup, Ph.D., Assistant Professor, Pharmaceutical Marketing
Richard Warren, Ph.D., Associate Professor, History
Gerald Beyer, Ph.D., Assistant Professor, Theology
Joao Neiva de Figueiredo, Ph.D., Assistant Professor, Management
James Caccamo, Ph.D., Assistant Professor, Theology
Judith Chapman, Ph.D., Professor, Psychology
Elizabeth Linehan, RSM, Ph.D., Associate Professor, Philosophy
John McCall, Ph.D., Professor, Philosophy
James Boettcher, Ph.D., AssociateProfessor, Philosophy
Current Faculty Research and Presentations:
Dr. Susan Clampet -Lundquist spent the summer revisiting Baltimore, a city she says she loves almost as much as Philadelphia. According to Clampet-Lundquist, Baltimore is one of those places ripe with learning opportunities for a sociologist interested in the inner-workings of urban neighborhoods and how places inform lives.
Her return visit was funded with over $400,000 from the W.T. Grant Foundation to follow up with families who were part of the Moving to Opportunity (MTO) initiative of the mid-‘90s. MTO is a federal research-based demonstration that offers the chance for very low-income families living in public housing to move to low-poverty neighborhoods. Clampet-Lundquist, along with Kathryn Edin, Ph.D., of Harvard and Stefanie DeLuca, Ph.D., of Johns Hopkins, spent the summer working with a team of graduate students interviewing young adults (ages 15-24) whose familes signed up for MTO. They sought to understand how MTO may have improved their well-being, and how youth transition to adulthood, particularly in the areas of education, employment, family formation, risk behavior and mental health.
“There’s been a great deal of research on transitions to adulthood,” said Clampet-Lundquist. “But the majority of this research does not look specifically at low-income young people. I’m interested in what happens to economically disadvantaged kids who don’t have access to the same opportunities as middle-class youth.”
Ultimately, Clampet-Lundquist hopes her summer research in Baltimore will inform policy regarding public housing and community development programs aimed at improving the health and well-being of American at-risk youth. For the full article from SJU News click here.
Dr. Melissa Goldthwaite presented Local Practice, Global Concerns: Food Writing in the Service-Learning Classroom at the Conference on College Composition and Communication in March 2009. In "Local Practice, Global Concerns: Food Writing in the Service-Learning Classroom," Melissa A. Goldthwaite reports on the personal and community relationships to food developed in her writing course, Books that Cook—a service-learning class in which students read food literature, work in the local community, and write about both. She argues that writing courses that link reading, reflections on personal experience and choices, and community involvement can help create a renewed awareness of how individual and community choices can affect not only one's relationship to food but also the environment from which that food comes. In her presentation, Goldthwaite examines the concerns of students and teachers as consumers and creators in a particular locale (an urban Jesuit university), even as she gestures toward more global concerns about writing and the environment. Melissa also presented as part of the Food Writing: A Tasting Menu Panel at Drexel University’s Week of Writing in May 2009.
Dr. Ann Green and her colleagues Dr. Virginia Chappell, Marquette University and Dr. Cinthia Gannett, Fairfield University presented a panel Beyond Service Learning: Writing Projects that Contribute to Social Justice at the Commitment to Justice Conference in June 2009. The panel offered examples of engagement with Jesuit tenets from the perspective of three different Jesuit university writing programs. Each participant offered a brief narrative of a particular program or partnership and connected the narrative to their work as Writing Program Administrators at Jesuit Universities. The panel considered the processes by which first-year writing can promote multiple facets of students' literacy skills; reflected on a service-learning project that builds eloquentia; and discussed how the Magis can be used as a touchstone for deepened relationships with community partners.
Dr. John Neiva, Management, is conducting a mission-related community-based research project in partnership with Fe y Alegría: Bolivia (FyA) (http://feyalegria.org/portal/default.asp?caso=17&idrev=43&idedi=43). The objective of the research project is to use quantitative managerial efficiency measurement techniques (Data Envelopment Analysis) to offer preliminary answers to two research questions. The first question is to verify whether the pedagogical and managerial techniques used in the FyA-operated schools which are perceived by FyA to be best performers indeed result in higher efficiency levels than other in-network schools. This will provide comparative data from different schools run by FyA and shed light on the efficiencies of different FyA-operated schools helping the organization identify, assess, and disseminate best practices across schools in the network. The second question is to confirm whether the pedagogical and managerial techniques used by FyA-operated schools indeed result in higher efficiency levels when compared to schools not run by the organization. This will allow for a quantitative measure of comparison of FyA-operated schools with those not run by FyA and hopefully become a useful tool in fundraising. The first stage of this project began during a mission-related trip to Bolivia in May 2008, involved the development and execution of prototype computer runs, and lasted until May 2009 when Fe y Alegría: Bolivia confirmed their interest in moving forward. The second stage, which is ongoing, began in June 2009 with joint work with Fe y Alegria Bolivia to specifically address the questions above and to develop local capabilities in using the methodology. This research is partially funded by SJU’s Office of the Mission.
Dr. George Sillup presented Assessing the use of a “Wiki”for a Patient-Centered Service Learning Course at the 16th EDiNEB Conference in June 2009. His qualitative data analyses indicated that a course-specific wiki improved communication in a service-learning course, Patient Access to Healthcare. Patient access to healthcare ranges from very sophisticated levels in the United States to virtually none in developing countries, where a quarter of the population cannot get clean water. However, just because sophisticated levels of healthcare are available, not everyone in the country benefits equally from it. This is the situation across the U.S. where over 47 million have only limited access to healthcare largely due to insufficient or no insurance coverage and is clearly observable within blocks of Saint Joseph’s University (SJU). Recognizing the plight of these patients, a service-learning course was developed with the goal of giving students an opportunity to assist patients improve their access to healthcare. Half of the course is in-class study of ethics and healthcare delivery and half is on-site work with patients by students to help patients understand and improve their access to healthcare in a real-world setting near SJU, the Mercy Wellness Center (MWC). For a full abstract log onto: http://www.edineb.org/sessiondetail.asp?conferenceID=24&entryID=1202
Fall 2010 Faith-Justice Studies and Service-Learning Faculty
Dr.Frank Bermt, Education
Dr. Gerald Beyer, Theology
Dr. James Boettcher, Philosophy
Dr. James Caccamo, Theology
Dr. Judi Chapman, Psychology
Dr. Susan-Clampet-Lundquist, Sociology
Dr. Michael Clapper, Education
Dr. Peter Clark, SJ, Theology and Religious Studies
Dr. Tenaya Darlington, English
Dr. George Dowdall, Sociology
Ms. Becky Mathers-Lowery, Biology
Dr. Julie McDonald, Philosophy
Dr. Marty Meloche, Food Marketing
Dr. Robert Moore, Sociology
Dr. Jason Mezy, English