The Community-Engaged Scholars Program: Designing a Professional Development Program to Enhance Individual Capacity, Community Benefit and Institutional Support

Authors

  • Catherine M. Jordan University of Minnesota

Keywords:

community-engaged scholarship, community-engaged research, learning circle, adult learning

Abstract

The University of Minnesota Extension’s Community-engaged Scholars Program is a competency-based, multidisciplinary, cohort-based faculty development program offering a “Learning Circle†grounded in adult learning theory paired with funding for community-engaged research. It aims to build capacity for community-engaged scholarship, catalyze institutional support, and benefit community partners. This special issue introduction describes the theoretical underpinnings, development, and implementation of the program and provides context for papers that follow describing the Learning Circle, participating scholars’ insights, and evaluation results.

Author Biography

Catherine M. Jordan, University of Minnesota

Catherine M. Jordan, Ph.D., is associate professor of pediatrics and extension specialist in the University of Minnesota Extension Center for Community Vitality. She is the immediate past director of the University of Minnesota Extension’s Children, Youth and Family Consortium. She serves as the founding editor of CES4Health.info and works on efforts to create academic institutional changes that support community-engaged scholarship

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Published

08/18/2016

Issue

Vol. 8 No. 3 (2016): Volume 8, No 3 (2016) Special Edition: University of Minnesota Extension Scholars Program

Section

Perspectives

License

The Journal of Community Engagement and Higher Education (JCEHE) requires authors to transfer copyright to the JCEHE at the time of submission.

If the JCEHE decides not to publish a submission, then copyright is transferred back to the author at the time the submission is declined.

After publication, if an author would like to reprint portions of the article (generally up to 25%), then the author should contact the JCEHE's Editor, Catherine Paterson, to request permission.

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