We are not currently accepting applications to be a faculty or community teaching fellow. Information for the 23-24 cohort will be released in May.

The Community-Engaged Teaching Fellows Program provides current NU faculty and community partner educators the opportunity to co-design a community-engaged course.

Commitment and Compensation:

Faculty Fellows will:

  • Attend a half-day retreat in the end of August,
  • Participate in eight 1.5-2 hour meetings between September and May, 2023 (about once a month), and
  • Complete pre-work, reflection, and cohort relationship building throughout the academic year.
  • Produce a co-designed, community-engaged course, alongside a Community Fellow.
    • Note: It is not the expectation that your Community Fellows is the only community partner organization for your course. The implementation of your co-designed course will be rooted in evolving community-goals and capacity of organizations.
  • Receive a $750 personal stipend for your time and collaboration and have access to a $500 “course fund” to support the implementation of the co-designed course.

Community Fellows will:

  • Attend (4) 1.5-2 hour sessions between January-May, 2023.
  • Complete pre-work, reflection, and participate in cohort relationship building throughout the program.
  • Produce a co-designed, community-engaged course, alongside a current NU faculty member. 
    • Note: for the implementation of this course, it is the expectation that your organization participates as a course partner for at least 2 semesters. We recognize this is not always possible with organizational goals and capacity and you as the community fellow will still receive your personal compensation. 
  • Receive a $500 personal stipend for your time and collaboration and have access to a $500 “course fund” to support the implementation of the co-designed course.
How it works: 

Faculty Members apply to participate beginning in Fall 2022. During this first semester, Faculty Fellows will be guided through discussion and activities around community-engaged learning outcomes for students, ethical community engagement, educator identity and positionality, and more. Faculty Fellows will provide information to recruit a community-based co-educator for the Spring 2023 semester, during which the Faculty and Community Fellows will engage in discussions and activities toward relationship building, collaborative design for community engagement, and shared evaluation & assessment (of student learning and community impact). Please read the specific commitments and compensation in the section above.

How to join:

2022-2023 Cohort of Faculty Fellows have already been selected and begun the program, and we have closed our application for Community Fellows.

Courses seeking a co-design partner for the 2023 Community-Engaged Teaching Fellows Program:

Course 1: Globalization and International Affairs

This course enrolls primarily first and second year students and is an introductory course for students studying international affairs. Course content incorporates concepts of globalization, global poverty, international development, migration, global health, global economy, culture and identity in our globalized world, environmental issues (including climate change), global crime and human trafficking. An experiential experience is used as a learning mechanism for this course and students support (in a variety of ways) organizations that have some relevance to the main course themes. ​We hope the community-partner will bring to the course a real-world/practical approach to the challenges and realities of dealing with these issues, which would complement the students’ academic learning. The community-partner can offer insights and recommendations regarding course readings, class activities and assignments, in order to better align the classwork with the work the students will be doing at the organization.

Course 2: First Year Writing (Community Literacy)

This course enrolls first year students and covers topics such as: writing for academic and public audiences; finding appropriate sources; and collaborative writing. To understand the relevancy of topics as they relate to community engagement, students engage with organizations as co-writers or researchers and peer support, to conceptualize the course themes in practice. Someone who is interested in engaging students in collaborative media outreach, literacy and/or field research projects could be a good fit for this course.

Course 3: Environmental Science Interdisciplinary Capstone

This course enrolls graduating students and acts as a summative experience to their undergraduate experience. Environmental science and environmental studies students have multiple tracks to choose from in their undergraduate semesters and this course brings together all students to form interdisciplinary problem-solving teams around topics related to environmental science and environmental studies. To understand the context of these topics in community, this course matches students with an organization to produce recommendations toward solving an “environment science” problem. I am hoping that the partners will work with me and students to develop projects that will directly benefit their organization’s mission and goals.

Course 4: First Year Writing (Immigration)

This course enrolls first-year students and covers writing topics such as rhetoric, audience analysis, research skills and media literacy. To understand the relevancy of topics as they relate to the experiences of immigrants and refugees, students engage with organizations (in a variety of ways) to conceptualize the course themes in practice. Community partners who bring insight about the specific needs and aspirations of Boston’s immigrant residents always help to make this course a more powerful one.

Please complete this short application if you are interested in participating in the Spring 2023 Community-Engaged Teaching Fellows Program.