2026-2027 P3 Scholar-in-Residence Program
ABOUT
The P3 Collaboratory is pleased to announce its call for applications for the 2026-2027 P3 Scholar-in-Residence program. The program is designed to support Rutgers-Newark faculty in learning about, and implementing, evidence-based pedagogies in their courses and work with students, while providing opportunities for the development and furtherance of their individual scholarly agendas. In addition, Scholars are expected to support the ongoing research and programmatic initiatives of the P3 Collaboratory. In recognition of their commitment to the P3, Scholars receive $15,000 for the academic year or $7,500 for a single semester. Scholars are expected to contribute approximately 20% of their professional time to their residency.
Application Process
The deadline for completed applications is Friday, 10th July, 2026. All tenured, tenure-track, and non-tenure-track faculty are eligible to apply. Applicants may request support for the 2026-2027 academic year, or for a single semester (Fall 2026 or Spring 2027).
The following application components should be compiled and submitted to the form below:
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Proposal (750 words): Describe how participation in the Scholar-in-Residence program will support the applicant’s growth as a teacher, scholar, and/or academic leader. Must include:
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A brief statement of teaching philosophy that reflects the applicant’s current approaches to teaching, including perspectives on methods of enhancing student learning;
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An outline of the applicant’s strengths as a teacher, scholar, and/or academic leader; and identified areas for future improvement;
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The applicant’s engagement with existing faculty development opportunities at RU-N, including but not limited to, any of the initiatives of the P3 Collaboratory;
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A description of a project to be undertaken during the residency;
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The applicant’s preferred term of residence and rationale (F26, S27, or AY26-27).
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Curriculum Vitae
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Letter of Support: From a department chair or dean. This letter should indicate the department’s approval of the candidate investing the time required by the residency. This letter may also be sent directly to the P3 Collaboratory at p3colab@newark.rutgers.edu.
Applicants will be selected based on how their participation will benefit their individual professional development trajectories, contribute to the efforts of the P3 Collaboratory, and impact our students and the broader RU-N community. Questions should be directed to the P3 team at p3colab@newark.rutgers.edu.
Meet Our 2025-2026 Scholar-in-Residence
Sarita Monjane Henriksen
Fulbright Scholar
Project Description
My research examines how language education policy and multilingual practices shape educational equity, access and civic participation in transnational contexts. With a particular focus on the Global South, I investigate how language choices in schooling, teacher education, and public institutions affect access to education, social mobility, and civic engagement for linguistically diverse communities. My work emphasizes community-engaged and practice-based research that connects universities, public institutions, and communities to address real-world educational challenges. Using comparative and participatory approaches, I examine how language policies are enacted in schools, teacher education, and public institutions, and how collaborative partnerships can support more inclusive and responsive educational practices. As a Fulbright Scholar-in-Residence at Rutgers University (2025–2026), I contribute to existing initiatives by strengthening global partnerships, fostering dialogue across differences, and advancing public scholarship that promotes equity, inclusion, and meaningful community impact.
Former Scholar-in-Residence
Stephanie Rodriguez, 2024-2025
Spanish and Portuguese Studies (SASN)
My project focuses on working collaboratively across Rutgers-Newark to increase awareness and understanding of translation studies and translation technology. Through this fellowship, I have developed the Lives in Translation program by designing new training curricula and delivering workshops aimed at preparing students for careers in language services. To increase the program's visibility and support enrollment, I am leading a recruitment initiative specifically for transfer and community college partners. With the support of the fellowship, I am conducting research on the use of machine translation with large language models in public services by language brokers.
Laura Porterfield, PhD, 2024-2025
Urban Education (SASN)
My project focuses on the pedagogical possibilities of engaging racial discomfort and civil discourse in the classroom and beyond. Through the use of structured dialogue and self-study, my project engages faculty by providing professional development opportunities and support for critical reflection around the use of 11 Guidelines for Engaging Racial Discomfort and Civil Discourse, developed and used for nearly a decade by a team of university researchers. Given the current national and global political climate, this project seeks to enact the university’s commitment to deliberately fostering “dialogues across difference” by demystifying the how and building a methodological framework using the 11 Guidelines, designing opportunities for using, experimenting, and revising these guidelines ad nauseam.
Ramona Ross, 2023-2024
Psychology
The Psychology Professionals of Tomorrow (PPOT) mentorship initiative aims to support diverse undergraduate and recent graduates who want to become mental health therapists. Lead by Dr. Ross and Dean Henderson, this program is entering its third year and was founded based on the dire need for clinicians in the workforce, the mental health public epidemic, and a huge lack of diversity in the field. PPOT seeks to fill a gap in the preparation of undergraduate students by providing support during the graduate school application process through professional development around application materials, financial literacy, and networking.
Goals of this program include producing a standardized mentorship initiative that can be replicated in other psychology departments to address this gap. Additional goals include the acceptance of our mentees into applied clinical psychology programs that would lead to practice. All of our mentees come from underrepresented backgrounds and/or are largely first generation.
Valerio Baćak, 2023-2024
School of Criminal Justice
My project is focused on adapting and applying evidence-based pedagogical practices to teaching incarcerated college students in prisons. These practices include active learning techniques, creating an inclusive classroom, and developing a growth mindset. The ultimate goal is to enhance their learning experience and build a sense of belonging to the academic community.
Gaiutra Bahadur, 2023-2024
English
At the P3 this year, I'll be studying the role of student publications in journalism education. I'll redesign our Newsroom Workshop course to serve as a Newark bureau of The Targum, the student newspaper at Rutgers-New Brunswick, and I'll redesign our Journalism Capstone course to produce an issue each semester of the magazine Scarlet. The goal is to create concrete opportunities for our students to develop a portfolio of work to help them land internships and jobs. I'm also working to create more internship opportunities for students and to bring more working journalists doing innovative work to campus.
Diane Jammla, 2022-2023
Physics
I am applying for grants to create pathways for underrepresented minority students in physics. This funding will support the new Physics Education Research Group at Rutgers, Newark, which seeks to provide cutting edge physics education in urban public institutions.
Luke Greeley, 2022-2023
Supply Chain Management
My project is two-fold. First, to enhance the curriculum of the Business Forum, a professional development and skill-building course, and possibly develop a model of professional development courses for other Rutgers schools and units to adopt. Second, to develop and execute a research study which explores psychological interventions in the classroom to help students improve performance by ‘priming’ the value of diverse personality attributes and intelligences through values-affirmation exercises.
Courtney Sobers, 2021-2022
Chemistry
The Scholar-in-Residence Fellowship’s greatest feature was the inclusion of time with the support of staff and educators to regularly talk through complex teaching issues. That time allowed me to deeply think about how my development as Teaching Track faculty can be beneficial to not only my department but also Rutgers-Newark. As a result, I ran a course introducing students at all levels to education-based research by practitioners and research faculty. I also made significant progress towards a campus learning community focused on exploring alternative assessment strategies and implementing a STEM specific training around inclusive teaching practices for teaching assistants. It even helped me identify accessibility concerns with my plans to incorporate AR/VR in my classes. I deeply appreciated that the fellowship allowing me the space to safely learn (even through failure) in community with other instructors and faculty.
Lois Warner, 2021-2022
Public Affairs & Administration
As Scholar-in-Residence, I explored and developed aspects of my teaching and research that I wouldn’t have had the opportunity to otherwise. Leveraging the multitude of resources available at the P3 Collaboratory, I was able to focus on professional development and other activities in support of my career goals, student success, and to address challenges facing my discipline. The experience truly broadened my vision for what I can accomplish in my role as faculty.
Patricia Akhimie, 2020-2021
English
When I took up the Scholar-in-Residence fellowship in early 2020, in the midst of the pandemic, I hoped to build support for other faculty members struggling to balance childcare with research and writing at a particularly challenging time. It was beyond gratifying to make connections with more than 90 other faculty members at Rutgers-Newark who identify as caregivers. Yet what has made this experience a career-changing one has been the opportunity to better understand and to proactively define the relationship between my own roles as caregiver, educator, and scholar, and my commitment to faculty development. I have deeply appreciated all I have received at P3 in the form of mentorship, advocacy, and logistical support.
Ramona Ross, 2020-2021
Psychology
The Scholar-in-Residence role has been one of the best professional development experiences I have had in my career. This role has given me the opportunity to work on a passion project, which supports underrepresented students who want to pursue clinical work in psychology. Having the support of P3 demonstrated to other entities in my field that the issue at hand was crucial and encouraged them to get involved as well. With the support of the P3, we successfully applied to grants within our first year. This role has also allowed me to connect with professionals across various disciplines, who are passionate about diversity, equity, and inclusion work.
Ian Watson, 2019-2020
American Studies; Arts, Culture & Media
The P3 Collaboratory's Scholar-in-Residence fellowship is a wonderful opportunity for those interested in taking time to think about ways in which they can bring together three of our challenges as teachers and faculty members at RU-N: professional development, teaching, and research. As I see it, the fundamental challenge the P3 presents faculty is how to be the best version of yourself for the benefit of the young people we serve.
Audrey Redding-Raines, 2019-2020
Social Work
Coming Soon
Jason Bird, 2018-2019
Social Work
The fellowship provided me with the resources and support to experiment with new ideas in the classroom, which allowed me to creatively explore new directions in my research and teaching. This year, I developed new classroom techniques aimed at enhancing students’ empathy along with new research to assess the effectiveness of those classroom techniques. The fellowship also encouraged my engaging with an expanded network of colleagues who helped bring fresh perspectives to my areas of interest. This experience was a perfect post-tenure opportunity to refresh my research ideas and rekindle my academic passions, both inside and outside the classroom!
Ashaki Rouff, 2017-2018
Earth & Environmental Sciences
As Scholar-in-Residence, I explored and developed aspects of my teaching and research that I wouldn’t have had the opportunity to otherwise. Leveraging the multitude of resources available at the P3 Collaboratory, I was able to focus on professional development and other activities in support of my career goals, student success, and to address challenges facing my discipline. The experience truly broadened my vision for what I can accomplish in my role as faculty.