Abstract
Over the last decade, the University of New Hampshire (UNH) has promoted mutually beneficial partnerships between faculty and community partners vis-à-vis the Engaged Scholars Academy (ESA), a faculty development program aimed at enhancing faculty understanding of the principles of partnership and engaged scholarship. This research seeks to determine whether and how the ESA has impacted faculty-community partnerships around engaged scholarship. Findings suggest that Engaged Scholar Academy participants – as compared to non-participants – have a deeper understanding of the principles of partnership, are more likely to feel their scholarship is enhanced, spend more time with partners, engage their partners throughout the process of inquiry, and focus more on sustaining partnership outcomes.
Department
Natural Resources and the Environment
Publication Date
2013
Journal Title
Journal of Public Scholarship in Higher Education
Publisher
Missouri State University
Document Type
Article
Recommended Citation
French, C., Williams, J.E., Tang, J., Abrams, E., Townson, L., Sabin, M., Sandmann, L, & Wake, C. 2013. The University of New Hampshire Engaged Scholars Academy: Instilling in Faculty Principles of Effective Partnership. Journal of Public Scholarship in Higher Education. Vol. 3, pp. 19-42.