NERCHE Announces 2015 Lynton Award Finalists
NERCHE and the Center for Engaged Democracy at Merrimack College are delighted to announce the selection of eight finalists for the 2015 Ernest A. Lynton Award for the Scholarship of Engagement for Early Career Faculty. The pool of candidates was extraordinary and represents a range of institutions and disciplines.
Ernest Lynton framed faculty scholarly activity as inclusive, collaborative, and problem-oriented work in which academics share knowledge-generating tasks with the public and involve community partners and students as participants in public problem solving. The community-engaged work of the following faculty members serves as a model of the public scholarship that Lynton championed:
- Eric DeMeulenaere, Education Department, Clark University
- Robert Glover, Department of Political Science and Honors College, University of Maine
- Elizabeth Hordge-Freeman, Sociology; Institute for the Study of Latin America & the Caribbean, University of South Florida
- Rebecca Shlafer, Pediatrics; Developmental Child Psychology, University of Minnesota
- Shannon Sparks, Civic Society and Community Studies and American Indian Studies Program, Applied Medical Anthropology, University of Wisconsin-Madison
- Linda Sprague Martinez, Macro Practice Department, Social Work, Public Health, Boston University School of Social Work
- Mara Tieken, Education, Bates College
- Alma Trinidad, School of Social Work, Portland State University
The Award recipient will be announced in early August 2015, and the Award will be presented at the 4th Annual Lynton Colloquium on the Scholarship of Engagement on November 14, 2015, at the University of Massachusetts Boston. (Register for the Lynton Colloquium here.)
NERCHE and the Center for Engaged Democracy would like to thank the Lynton Award finalists, as well as all of the nominees, for their commitment to connecting their teaching, research/creative activity, and service to community engagement in the context of social justice and for pushing the boundaries of faculty work in fundamentally new directions.