ACE® and ACE Fellows Program® are registered trademarks of the American Council on Education. Wake Forest University’s ACE Fellows program is not affiliated with the American Council on Education.
The Academic and Community Engagement (ACE) Fellowship Program, in partnership with the Institute for Public Engagement, the Teaching and Learning Center, and the Dean of the College, provides support for selected faculty fellows interested in incorporating service-learning into their courses. The Program provides stipends of $1,250 as well as programs and services designed to enhance teaching and enrich learning. ACE Fellows have the opportunity to work with new and veteran ACE Fellows as they establish relationships with community partners, develop syllabi, and assess pedagogical strategies and outcomes.
Exciting new developments will take place as the ACE Fellows Program becomes the ACE Fellows Learning Community in fall 2015 and includes sessions covering:
- What the research says about service-learning/community-based learning
- Service-learning course and program design, student learning objectives (Part One)
- Service-learning course and program design, student learning objectives (Part Two)
- Connecting with suitable community partners for community engagement to achieve course objectives
- Incorporating reflection to achieve course objectives
- Bringing it all together with each faculty member sharing his/her new or adapted service-learning course syllabus that integrates course objectives, community engagement, and reflective learning
2013-14 ACE Fellows Presentations of Service-Learning Courses
Great News from Dr. Hana Brown, ACE Fellow 2011-12
See ACE Fellows Master List for complete list of ACE Fellows since 1998-1999.
What is ACE Fellows?
Through the Academic and Community Engagement Fellowship Program (ACE Fellows Program), the Institute for Public Engagement will provide support for selected faculty fellows who are interested in learning more about incorporating service learning into existing or new courses. In addition to providing pedagogical programs to enhance teaching, ACE Fellows share their knowledge and experiences in an effort to increase the quality of our courses and generate enthusiasm for community engagement and service throughout campus. Now in its fifteenth year, the ACE Fellows Program is a collaborative effort facilitated by the Institute for Public Engagement in partnership with with the Dean’s Office, Provost’s Office, and Teaching and Learning Center, It is an initiative linking the University’s commitment to academic excellence and service to humanity. At its core, this program seeks to provide opportunities and incentives for faculty fellows to explore and implement service learning into the curriculum at all levels. Service learning as a vehicle for instruction and exploration encourages civic development, multicultural understanding, leadership, ethical decision making, and critical thinking.
For an Overview of the ACE Fellows Program for 2011-2012, please see this document. Anyone who is interested in resources for ACE Fellows available on the WFU ACE Fellows Sakai site should email Norma-May Isakow, Associate Director, Institute for Public Engagement at isaknm to gain access to the site.
- To unite the curriculum and the Pro Humanitate motto
- To support and encourage the application of knowledge to the betterment of humanity
- To provide resources and services for faculty which enhance teaching and enrich learning
A great example of what this program is about is the work of Sharon Andrews, who was an ACE Fellow for 2009-2010. Her student playwrights from Wake Forest University, in conversation with residents at Salemtowne Retirement Community wrote scenes and monologues that were presented as readings in November 2010 at Salemtowne. See this flyer for more details.
Click What 2011-12 ACE Fellows say to find out about benefits of being in the program.
Upcoming Service-Learning Courses planned by 2011-2012 ACE Fellows:
Sociology students of Hana Brown in her Social Inequality course learning about how race, class and gender inequalities affect diverse social problems such as medical care, food access, homelessness, domestic violence, housing, education, and immigration in Winston-Salem. Students do a final project creating a profile of a particular issue, its prevalence and organizations seeking to address it. Based on these projects and findings students in future classes will engage with the different organizations identified.
Freshmen in the seminar of Woodrow Hood, Documentary Film as a Catalyst for Social Change, connecting with community off campus, coming to a deeper understanding of issues such as aging, immigration, homelessness and poverty, and telling personal stories of individuals with whom they engage
Environmental Studies students in Lucas Johnston’s Environmental Issues course engaging in projects that raise awareness and address issues concerning the environment.
American Ethnic Studies students of Sherri Lawson Clark in her Race, Gender and Housing Disparities in America course conducting community asset mapping projects in Winston-Salem neighborhoods and engaging in community projects.
English 210 Students in Grace Wetzel’s Academic Research & Writing course centered on “Poverty, Food and Hunger” engaging with a community organization in Winston-Salem on an issues of particular interest to each student (homelessness, women and children, community gardens) and presenting on how the issues is being addressed. Based on these presentations students in future classes will engage in a more extensive service project in a Spring 2013 English 111 course on a related theme. In addition, as part of English 111 students will have the opportunity to participate in a student-inmate collaborative writing project.
Sociology students in David Yamane’s Sociology of Sport Class researching and reporting on the ways in which sport is individually and socially beneficial and how different community agencies in Winston-Salem use sports to enrich and enhance children’s lives. Based on these projects and findings sociology students in future classes will engage with community partners identified in a mutually beneficial reciprocal relationship.
Projects developed by the 2010-2011 ACE Fellows:
Classics students of Andrew Alwine tutoring Latin in local high schools.
English students of Collin Craig joining IPE’s partnership at Northwest Middle School to introduce multimodal literacy projects for 8th graders.
Education students of Adam Friedman establishing a social studies enrichment club at a local high school.
Math students of Sarah Mason analyzing data for the community and doing linear programming.
Communication students of Ananda Mitra doing service learning abroad as part of his Communication, Culture, and Sustainability in India course.
English students in Patrick Moran’s Writing Seminar partnering with Wake Forest University Baptist Medical Center as they write and research about the role of health, illness, and stigma in the modern cultural imagination.
English students of Erica Still writing about HIV and AIDS, as a service learning component to her writing course
Political Science students of Betina Wilkinson engaging with community organizations as part of her Latino Political Behavior service learning course and Race and Ethnic Politics service learning course
Academic Community Engagement Courses
The results of a Summer 2012 Survey on Engaged Teaching at Wake Forest are being compiled. In the interim click here to see a list of Academic Community Engagement Courses offered in Fall 2011.
The ACE Fellows program application for 2013-14 are due October 31, 2013. Click HERE for the application form.
For more information about the ACE Fellows program you may contact:
- Dr. Ananda Mitra, Professor and Chair of Communication, Faculty Director of the ACE Fellows Program email@example.com
- Norma-May Isakow, Associate Director, Institute for Public Engagement firstname.lastname@example.org