2013 Lynton Award Finalists
NERCHE is pleased to recognize six finalists for the 2013 Ernest A. Lynton Award for the Scholarship of Engagement for Early Career Faculty. These finalists were selected from an impressive pool of 35 nominees, all of whom are pushing the boundaries of community-engaged teaching, research/creative activity, and service in fundamentally new directions.
The recipient of the Award will be announced in late July or early August 2013, and the Award will be presented at the 19th Annual Conference of the Coalition of Urban and Metropolitan Universities (CUMU), “Transforming and Sustaining Communities through Partnerships,” which will be held from October 26-29, 2013, at the University of Louisville in Louisville, Kentucky. CUMU is a co-sponsor of the Award.
Lynton Award Finalists
Education and Counseling
Jerusha Conner is an Assistant Professor of Education at Villanova University. Her community-engaged scholarship examines student engagement and voice in school reform. Her research and teaching foreground the insights of high school students into the conditions, policies, and practices that best support their learning and development. She has collaborated with youth organizing groups to co-construct a research agenda that addresses the individual and institutional outcomes associated with youth organizing. Working with Villanova’s Director of Service-Learning, she has established partnerships with three under-resourced Philadelphia high schools, where her students learn from and alongside high school seniors and together build a base of friendship and mutual understanding that can support collective action for school and community improvement. Dr. Conner complements her research and teaching with service to local schools and student voice organizations, providing free professional development, consulting, and reform coaching focused on promoting equity and engagement. The values of social justice, respect, and reciprocity inform all of her professional undertakings. A former high school teacher and college counselor, she received her B.A. from Princeton University and her Ph.D. from Stanford Graduate School of Education.
University of Cincinnati
Farrah Jacquez is a licensed clinical psychologist and an Assistant Professor in the Department of Psychology at the University of Cincinnati. Her research, teaching, and service activities all focus on partnering with communities to address health inequities experienced by children and families. In partnership with Latino community stakeholders in Cincinnati, she is working to understand and improve the health and healthcare experiences of Latino immigrants in nontraditional destination areas. In addition, Dr. Jacquez is the academic partner in a community coalition dedicated to fighting obesity in rural Appalachia. Together with her community partners, Dr. Jacquez has helped to secure funding for community organizations to develop health interventions for children and to disseminate the results of community-partnered work into both academic and community settings. Dr. Jacquez integrates community engagement into her teaching by working with her community partners to provide experiential pedagogical opportunities for undergraduates to learn about health disparities. She also mentors graduate students through community-partnered theses and dissertation projects. Dr. Jacquez completed her graduate training at Vanderbilt University, a clinical internship at the Children’s Hospital of Philadelphia, and postdoctoral training in pediatric psychology at the Mailman Center for Child Development at the University of Miami.
Kansas State University
Katie Kingery-Page is an Assistant Professor in the Department of Landscape Architecture/Regional and Community Planning at Kansas State University. Kingery-Page’s teaching centers on service-learning. She has supervised more than 25 student projects serving partners in urban and rural communities. Kingery-Page’s scholarly work explores the value of arts and humanities knowledge for landscape architecture and is applied through design outreach with learning and restorative landscapes. She has led seven graduate-student projects to propose learning landscapes designed for teaching curriculum of the public schools of USD 383, Manhattan-Ogden, Kansas. She recently helped the largest public elementary school in her community fund and build a quarter-acre learning garden featuring the region’s limestone and native plants. Currently, she is collaborating with Kansas State University's Beach Museum of Art to design and construct a half-acre meadow landscape. The meadow will bridge art and science research occurring at the university, offering a place for informal learning and contemplation to diverse public visitors to the museum ( https://blogs.k-state.edu/meadow/). Whether working with communities of school children or elders, Kingery-Page values an inclusive, transparent process that brings marginalized voices into the design discourse. Kingery-Page received a Bachelor of General Studies (emphasis in fine arts) from Wichita State University, studied ecology and art theory through Antioch College and the School of the Art Institute of Chicago, and earned a Master of Landscape Architecture degree from Kansas State University. She is currently working on a manuscript related to art in the public realm.
Public Policy and Administration
James Madison University
Liliokanaio Peaslee is an Assistant Professor in the Department of Political Science at James Madison University, where she teaches in the undergraduate Public Policy and Administration and the Master of Public Administration programs. Dr. Peaslee’s teaching and scholarship center on addressing issues of poverty and inequality, particularly for at-risk youth. Her research includes work on mentoring, youth development, rural education and employment policies for young adults, police-social service partnerships for youth delinquency and violence prevention, and university-community collaboration. She is currently a principle investigator on a two-year grant from the Department of Justice’s Office of Juvenile Justice and Delinquency Prevention to evaluate mentor training and program support at Big Brothers Big Sisters of Harrisonburg Rockingham County. Dr. Peaslee’s research, teaching, and much of her service activity at JMU is also focused on increasing students’ civic and political engagement and on strengthening connections between students, faculty, and their communities through service learning and community-based research. She earned her B.S. in Political Science from the University of Vermont; a Masters in Social Policy from Brandeis University; and a joint Ph.D. in Politics and Social Policy with a specialization in child, youth, and family policy also from Brandeis University.
University of Montana
Daisy Rooks is an Assistant Professor of Sociology at the University of Montana. She earned her Ph.D. in Sociology in 2007 from the University of California—Los Angeles. Dr. Rooks has focused her community-engaged scholarship and teaching in two areas: the intersection of work, activism and social justice, and rural homelessness. She has published articles on the career trajectories of union organizers and recently completed a book manuscript about activism in the 1990s entitled Venture Activism: Incubating Agents of Change inside American Public Education and Organized Labor. Since arriving at the University of Montana, Dr. Rooks has been collaborating with a local homeless agency to examine pathways into and out of homelessness in rural areas and small towns. In a service-learning class about hunger and homelessness that Dr. Rooks teaches, students volunteer at the agency and learn how to conduct qualitative research. Along with a colleague, Dr. Rooks published an article about this class and its use of interdisciplinary service learning. The data that she and her students collect about pathways into and out of homelessness in the Intermountain West will eventually be turned into a book called Home(less) on the Range: Understanding Homelessness in Rural Areas and Small Towns.
K.C. Nat Turner
Teacher Education and Curriculum Studies
University of Massachusetts, Amherst
K.C. Nat Turner is an Assistant Professor of Teacher Education and Curriculum Studies in the School of Education at the University of Massachusetts, Amherst. Currently he heads the concentration of Language, Literacy and Culture and coordinates programs in Bilingual, ESL, Multicultural and Reading & Writing. He has published in peer review journals such as the Journal of Adolescent and Adult Literacy and in The Handbook of Emergent Technologies in Social Research. Dr. Turner has an established reputation as an educator working in schools in the U.S., Ghana, and Japan and has received research funding from such foundations as the Spencer Foundation, Mellon Foundation, and the National Science Foundation. Dr. Turner’s research and courses span the areas of language and literacy practices of culturally and linguistically diverse urban adolescents (particularly African Americans) in school and non-school settings; racial justice/reparations in education; hip hop culture and studies of emergent technologies in community/school/university collaborations. In addition Dr. Turner served as faculty advisor for Student Bridges, a student-initiated outreach program that connects UMass students with local community-based organizations and schools through tutoring-mentoring partnerships, college awareness activities, and policy advocacy in the Holyoke-Springfield area. Dr. Turner also served on the board of the non-profit organization Nuestras Raices (Holyoke, MA) and Youth Action Coalition (Amherst) where he continues his research on the role of multimodal media production curriculum and pedagogy in the development of multi-literacies (especially critical media literacies). Dr. Turner received degrees in Education Administration at Harvard University and in Africana Studies and Political Science at Brown University, and holds a Ph.D. from the University of California, Berkeley.