The Scholar of the Quarter is a new award through the Center for Multicultural Perspectives on Social Science, Arts, and Humanities (CAMPSSAH), funded by an UC Office of the President “Advancing Faculty Diversity” grant. Instituting the Scholar of the Quarter award is based on research that clearly demonstrates that faculty gain the most job satisfaction when their work is recognized by their peers as valuable .
In our grant, “PLACE with CAMPSSAH,” we will recognize faculty at the Assistant or Associate ranks whose scholarship epitomizes “engaged excellence.” We define engaged excellence as scholarly or creative achievements that involve diverse communities with a commitment to social change. Successful applicants may have accomplished one or more of the following:
- Development of innovative curriculum which engages diverse student populations with collaborative work in communities
- Demonstrated long standing commitment to advocating on behalf of underserved communities
- Impactful creative/scholarly work which brings awareness to critical issues facing marginalized communities locally or globally
- Research that challenges “normative” disciplinary boundaries 
PLACE will amplify the contributions of the Scholar of the Quarter around campus through the Center and the Office of Diversity, Equity and Inclusion. Recipients will be asked to provide a brief, engaging narrative about the work they do which advances engaged excellence at UC Davis. These presentations can happen in real-time and/or virtually (on the CAMPSSAH website).
Graduate students, post-docs and faculty are invited to nominate scholars (at the Assistant or Associate levels). To nominate a Scholar of the Quarter, please submit:
- 1-2 page letter nominating a colleague who exemplifies one or more of the criteria above. Please be specific and give examples.
- A brief (1 page) description of your relationship with the nominee.
- The nominee’s CV or website link.
Nomination materials should be submitted to Kimberly Nettles-Barcelón, Faculty Director (email@example.com) and Thomas O’Donnell, Diversity, Equity and Inclusion Analyst (firstname.lastname@example.org).
 O'Meara, K., & Terosky, A. L. (2010). Engendering faculty professional growth. Change: The Magazine of Higher Learning, 42(6), 44-51; Stewart, A. J., & Valian, V. (2018). An inclusive academy: Achieving diversity and excellence. Mit Press; Sahl, A. (2017). The Importance of Faculty Appreciation and Recognition: A Case Study of One Institution. Humboldt Journal of Social Relations, Vol. 39, Special Issue 39: Diversity & Social Justice in Higher Education, pp. 246-259.
 Settles, Isis H., Martinque K. Jones, NiCole T. Buchanan, and Kristie Dotson. "Epistemic Exclusion: Scholar(Ly) Devaluation that Marginalizes Faculty of Color." Journal of Diversity in Higher Education (Mar 02, 2020), https://www.proquest.com/docview/2369560022?accountid=14505.