On the morning of December 4th, we embarked on our flight to Washington D.C. to attend the 25th annual Appalachian Collegiate Research Initiative (ACRI). The following morning, we would present our finalized research project to a very different audience than the one in Connellsville. The audience consisted of over a hundred students and staff from twelve other schools throughout the Appalachian region. These included Seton Hill, Ohio University, Virginia Tech, Alfred State College, Marietta College, Marshall University, Appalachian State University, East Tennessee State University, Radford University, Indiana University of Pennsylvania, University of Tennessee, and Westminster College. To accommodate for this new audience, which may have lacked local familiarity with the region, we had to restructure our presentation. In particular, we had to provide more context about the region in which we worked (Fayette County) and some background on the Fayette County Cultural Trust (FCCT). To do this, we used GIS to produce two maps: 1) placing Fayette County within the context of Pennsylvania and 2) highlighting the three towns we worked out of during the course of the semester—Connellsville, Brownsville, and Uniontown. We also discussed the FCCT’s purpose and scope of work. While every student group was addressing the same goal—asset-based economic development throughout the region—it was through different perspectives and within different contexts. Naturally, every student group delivered a very distinct, locally-conscious project presentation.
Indiana University of Pennsylvania (IUP) took an especially unique approach to the project. Each student researched a different subtopic to support and inform the group’s larger research topic: Obstetric and Pediatric Care and Infant Wellbeing in Northern Appalachia. I was drawn to one of the student’s research on “folk-healing.” Through field-investigation and interviews with local practitioners, the student reported on the evidenced utility of the practice. Folk-healing, as the student described, is not a replacement for modern healthcare—but a holistic, accessible and affordable complement. Overall, IUP’s project was largely centered around research. I was also drawn to Appalachian State University’s presentation. They partnered with MountainTrue, an Appalachian nonprofit working across the region to preserve and protect natural ecosystems, to explore the recently launched Upper New Riverkeeper program and Watauga Riverkeeper. They facilitated several community engagement efforts such as youth outreach programs, marketing campaigns, and water testing initiatives to support MountainTrue and its mission. In contrast to IUP, Appalachia State University’s project was largely centered around engagement. Reflecting on our own project, I would say that our work fell somewhere in the middle—emphasizing both research and engagement.
Over the course of this past semester my perception of the Appalachian region, and Fayette County, shifted significantly. Prior to participating in ACRI, I had, candidly, internalized some of the common outside narratives about the region—however, after working closely with community members throughout Fayette County, I came to understand the region as one defined not by deficits (a common narrative about Appalachia), but by creativity, resilience, and a deep commitment to its own future. Development in Appalachia is not about “fixing” deficits, but about leveraging what they already have (assets)—unlocking investment. Appalachia, after all, is defined by assets—outdoor recreation opportunities (forests, mountains, rivers, trails, etc.), biodiversity and unique ecosystems, deep artistic traditions and heritage sites, and most importantly—the people. We worked with local leaders, business-owners, entrepreneurs, artists, teachers, and students—all who were deeply devoted to their community. As ACRI participants, we were not “problem-solvers,” but partners collaborating with already mobile communities. For example, it was the community (e.g. residents, artists, students) that informed our Connellsville Sticker Project. They were the active, creative drivers of the project—after all, it was not us who produced the sticker designs, but extremely talented local art students. Our role was to simply help facilitate the process, and offer our input when appropriate, and welcome. That should be the role of us ACRI participants—to use our time and resources to mobilize action at the direction of the communities in which we work. We could not have completed our collective project without the insight, context, guidance, and local expertise provided by stakeholders throughout Fayette County.
Looking back, this experience was unlike any course I have taken at Pitt. First off, unlike traditional coursework that simulates applied work, this course had real-world stakes. Our work was consequential and had funding expectations. We engaged in experiential, engaged-learning where we worked directly under the guidance of real communities and stakeholders (and in collaboration with the ARC, a federal-state partnership entity). Our success was measured through real-world impact, deliverables, presentations, and collaboration—not through traditional exams or assignments. In addition, our work was highly flexible. We had a high degree of autonomy in that were able to dictate what our research and project output would be (based on community guidance). In addition, the interdisciplinary structure of the course made the experience particularly unique and challenged me to think beyond the scope of my understanding. As an urban planning major working among senior business and sustainability students—I was exposed to perspectives and approaches that were often very different from my own. It was rewarding to contribute to our larger group project using my expertise, developed through my education at Pitt.
Overall, ACRI was an invaluable experience that cultivated my skills in communication, collaboration, adaptation (to unexpected changes and unforeseen circumstances), field-investigation, engagement, and presentation. By engaging directly with communities throughout Fayette County, my academic learning was not only reinforced, but able to be applied in tangible ways—effectively bridging the divide between classroom learning and real-world experience.