Office of Community-Based Learning Announces Student Fellows

The Office of Community-Based Learning (CBL) announces the fourth cohort of the CBL Student Fellows Program. CBL is an academic experience that involves students working with community partners - individuals, groups and local organizations - in ways that meet community-defined needs. The Student Fellowship Program aims to foster the professional and personal growth of students who are pursuing a CBL project alongside a faculty mentor.

Fall 2026 projects focus on varied topics and issues including:

• creating a math tutoring program for Scranton middle schoolers using student volunteers from the University;
  
  
• utilizing a data-centered Predictive Risk Model to help support early interventions aiming to prevent homelessness in Scranton and Lackawanna County;
  
  
• fostering accessible and culturally competent forms of coping strategies for Bhutanese refugees to improve mental and emotional health;
  
  
• increasing access to literacy support and family resources for elementary-aged children in underserved Scranton communities; and
  
  
• using books, games, crafts, and American Sign Language instruction for youth in Scranton to support and engage with the Deaf community.

All projects are in collaboration with community partners and aim to build on or expand the services they provide. The fellowship program runs throughout the fall semester.

The Fall 2026 CBL Student Fellows are listed below, including their involvement and a description of each intended project.

Osben (Ben) Oriehi '28

Osben "Ben" Oriehi '28 is a junior from Detroit, Michigan, in the College of Arts and Sciences studying neuroscience with a minor in chemistry. His project focuses on establishing a free-of-charge after-school STEM tutoring program at Scranton's Northeast Intermediate School. The project aims to improve access to math and science help for underserved students in the Scranton community.

Oriehi seeks to spread the word about this program and, in turn, pair University of Scranton student volunteers with students who require academic support. The goal is to build a sustainable, clearance-ready tutoring team that can help these students in academic areas as well as time management, college preparation and academic confidence.

The STEM Access Initiative aims to increase access to academic support, mentorship and educational opportunities for underserved students in the Scranton area. Through free peer tutoring, mentorship and workshops focused on math, science, study skills, time management and college preparation, the program helps to strengthen students' academic skills while building confidence and motivation.

William Martin '27

William Martin '27 is a senior from Bryn Athyn in the Kania School of Management with a double major in business analytics and philosophy as well as a minor in computer science. His project, in collaboration with United Neighborhood Centers of NEPA, aims to explore how data and predictive risk modeling (PRM) could be used to proactively address homelessness in the Scranton and Lackawanna areas.

Predictive Risk Modeling (PRM) uses existing data to identify individuals who may be at higher risk of homelessness and allow for earlier intervention. Martin will assess the current homelessness data infrastructure in Scranton and Lackawanna County to determine whether it could support a future PRM system. This project will examine how local homelessness data is collected, coordinated and used, while also exploring successful PRM models implemented in other communities that could serve as potential models for the area. Martin will then develop a roadmap to outline what would be necessary to establish a similar system locally. By identifying opportunities to improve data collection, coordination, and early intervention practices, the project could help establish a foundation for a more proactive and effective approach to preventing homelessness in the Scranton and Lackawanna County communities.

Sarika Mongar '27

Sarika Mongar '27 is a senior from Scranton in the College of Arts and Sciences studying biology. Mongar's research showed that the Bhutanese refugee community in Scranton has experienced significant challenges related to trauma, displacement, isolation and language barriers. These experiences can have lasting effects on emotional well-being, while stigma surrounding mental health can make it difficult for individuals to seek traditional mental health services.

This project, in collaboration with the Bhutanese Cultural Foundation, aims to explore accessible, culturally responsive approaches to stress and emotional wellness through practical mind-body practices such as abdominal breathing and grounding. These techniques can help individuals manage stress, reconnect with their bodies, and create a greater sense of calm and stability without requiring participants to verbally disclose difficult or traumatic experiences. By offering strategies that can be practiced individually or within trusted community settings, this project aims to reduce isolation, strengthen social connections, promote emotional well-being and increase access to culturally respectful forms of support.

Emma DiLemme '28

Emma DiLemme '28 is a junior from Newburgh, New York, in the Leahy College of Health Sciences studying nursing with a minor in Spanish as well as a concentration in nutrition. She aims to strengthen literacy skills and build confidence among elementary-aged children in underserved communities throughout Scranton through her project called Read to Rise Literacy Initiative, which is a collaboration with the Lackawanna County Children's Library.

Through one-on-one and small-group tutoring with children ages 6-8, Reading Buddy mentorship, family literacy resources and access to books and community resources, DiLemme's goal is to help children develop foundational skills in reading fluency, vocabulary and comprehension while fostering a positive and lasting relationship with reading. Beyond tutoring, the initiative supports and empowers families by providing practical strategies and connecting them with accessible community resources. Read to Rise hopes to help children build stronger literacy skills and promote greater academic success, confidence and opportunities for children in the Scranton community.

According to DiLemme, "Developing strong literacy skills at a young age can benefit children both academically and in their everyday lives, as reading and communication are skills they will continue to use throughout their education and future careers."

Mallory Bertrand '28

Mallory Bertrand '28 is a junior from East Windsor, New Jersey, in the Leahy College of Health Sciences with a major in communication sciences and disorders and a minor in psychology.

Bertrand's proposed project, Inclusive Communication in Early Childhood Education, aims to promote inclusion and accessibility by introducing young children to American Sign Language (ASL) and Deaf Culture. Taking place at the University's Early Learning Center, the project will provide pre-kindergarten students with age-appropriate opportunities to learn basic ASL signs while developing an understanding of the importance of inclusive communication. Through weekly lessons incorporating books, hands-on activities and games with beginner ASL instruction, students will learn practical signs and explore how communication can take on many different forms. Families will also be provided with resources showing the signs introduced in each lesson and asked to encourage children to practice ASL at home to extend their learning beyond the classroom.

According to Bertrand, "My goal is to increase inclusion and accessibility while educating others on how to respectfully support and engage with the Deaf community. I want to show children that inclusion can be both engaging and rewarding, and that learning simple ways to communicate with others can create a more welcoming environment for everyone." This project hopes to build empathy, encourage respectful communication, and create a more inclusive environment for all forms of communication.

Community-Based Learning Presentation of Outcomes Dec. 10

The Office of Community-Based Learning is excited to see how these programs develop and to see the impact that they will have on the Scranton community. A final presentation of project outcomes is scheduled for Dec. 10. For more information on CBL at the University, visit www.scranton.edu/cbl