Monica Kowal – Chair, Executive Committee
Monica Kowal is the Director of Community Engagement Initiatives in the Office of the Provost and Senior Vice President for Academic Affairs. She is also a Professor of Practice for Civic & Community Engagement with the UNM Innovation Academy. Dr. Kowal oversees the Office of Community Engaged Learning & Research, an interdisciplinary, university-wide office committed to supporting community engaged scholarship and teaching. As Director of Community Engagement Initiatives, she collaborates with units across all campuses to track and monitor UNM’s community engagement activities and measure impact. Monica holds a Ph.D. in Curriculum and Instruction from New Mexico State University. Her research focuses on institutionalization and sustainability of service-learning programs, university-community partnerships, experiential education, civic engagement, service-learning theory and practice, service-learning curriculum design, instruction & assessment, institutionalization and sustainability of university community engagement programs, and faculty roles and rewards related to engaged scholarship. For the past thirteen years, she has taught English language, literature, and composition at the middle school, high school, and college levels. Prior to teaching, Monica was a journalist for 12 years, including eight years working in New York City for Reuters International News Service as a financial journalist and for The Associated Press as National Photo Editor. She is a UNM alumna (English-Creative Writing, ’93) and holds an MA in Journalism from New York University and an MS in Teaching from Fordham University.
Timothy K. Eatman – Vice Chair, Executive Committee
Tim Eatman currently serves as the Inaugural Dean of the Honors Living-Learning Community (HLLC) and Associate Professor of Urban Education at Rutgers University – Newark (RU-N). He is faculty director emeritus of the national consortium, Imagining America: Artists and Scholars in Public Life (IA) having served as a member of the higher education faculty in the School of Education and faculty co-director of IA (2007 – 2017) at Syracuse University. He is a national co-chair of the Urban Research Action Network (URBAN), has served as a member of the faculty for the Association of American Colleges and University’s (AAC&U) High Impact Practices Summer Institute since its inception (2011) and is a member of the Carnegie Engagement Classification National Advisory Panel.
Tim co-edited the Cambridge Handbook on Service Learning and Community Engagement (2017) and is co-author of Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University, a seminal research report on faculty rewards and engaged scholarship produced by IA. His passion for research that explores transformational institutional policy making and culture change is buttressed by a research agenda replete with critical questions about equity issues in higher education. Tim was elected to the board of directors of the International Association of Research on Service Learning and Community Engagement (IARSLCE) in 2016. He sits on the editorial board of The New Public Scholarship book series (University of Michigan Press), Diversity and Democracy (AAC&U), and Urban Education (Sage). He also reviews for several scholarly journals and publications. The recipient of the 2010 Early Career Research Award for IARSLCE) Tim regularly consults with higher education associations and institutions for collaborative research, keynotes, and workshops.
Agnieszka Nance – Secretary-Treasurer, Executive Committee
Agnieszka Nance is the Executive Director for the Center for Public Service (CPS) at Tulane. She joined Tulane University in 2005 as faculty in the Department of Germanic and Slavic Studies. She became associated with CPS in 2007 to support its efforts in faculty development.
Currently at CPS, Agnieszka directs an office with over twenty employees to help ensure that Tulane fulfills its mission of public engagement.
In 2004, Nance received her Ph.D. in Germanic Studies at the University of Texas at Austin. Before moving to the United States, she lived and studied in Warsaw and Vienna, earning a Magister degree in Germanistik.
Agnieszka serves as co-PI on several research and grant programs for the Center, ranging from organizing institutes for young international leaders, participating in academic exchange with Pakistani universities to conducting studies on the efficacy of engaged internships and service-learning courses for students.
Agnieszka Nance serves as the Treasurer and Board Member of IARSLCE as well as on the National Advisory Board for Public Service at Harvard College.
Burton Bargerstock – Membership Committee
Burton A. Bargerstock is director of the National Collaborative for the Study of University Engagement, director of Communication and Information Technology, and special adviser to the Associate Provost for University Outreach and Engagement, Michigan State University. His work focuses on institutional culture and support strategies related to community-engaged scholarship and university outreach (e.g., research, professional development, policy advocacy, communication, etc.). He leads MSU’s Outreach and Engagement Measurement Instrument project, teaches in the MSU Graduate Certification in Community Engagement, and presents/publishes on themes related to community engagement and scholarship in higher education. Burton serves as an associate editor of the Journal of Higher Education Outreach and Engagement, for which he guest edited a 2012 issue; a section co-editor of the International Journal of Research on Service-learning and Community Engagement; a member of the editorial board of UNBOUND: Reinventing Higher Education; and senior co-editor of the Transformations in Higher Education: The Scholarship of Engagement book series (MSU Press). He also directs publication of MSU’s Engaged Scholar Magazine. In 2017, he was inducted into the Academy of Community Engagement Scholarship (ACES) and elected its president. Currently Burton is a member and former chairperson of the board of directors of the International Association for Research on Service-Learning and Community Engagement and a member of the executive committee of the Association of Public and Land-grant Universities (APLU) Council on Engagement and Outreach. He previously served on the board of directors of the University Professional and Continuing Education Association. Burton organized the Engagement Scholarship Consortium’s 2011 National Outreach Scholarship Conference and remains active with the organization. On campus, he is president of the MSU chapter of the Honor Society of Phi Kappa Phi.
Becca Berkey, Ph.D. is the Director of Service-Learning at Northeastern University’s Center of Community Service. She also serves at Northeastern as a part-time faculty member with the Explore Program and the Human Services Program, teaching courses on food justice, community development, and social change. Previously, Becca served as the Coordinator of Experiential Education in the Center for Engagement, Learning, and Teaching at Keene State. She has also served as a Course Director for Business Ethics and Social Responsibility at Full Sail University in Orlando, Florida and worked at Rollins College in Winter Park, Florida facilitating leadership education and development initiatives on campus both in the curriculum and the co-curriculum.
Her scholarly research is at the intersection of leadership, change, and environmental justice with a specific interest in the justice issues facing farmworkers. For her dissertation research, she collaborated with the Northeast Organic Farming Association for Just Farming: An Environmental Justice Perspective on the Capacity of Grassroots Organizations to Support the Rights of Organic Farmers and Laborers. Becca serves as the Associate Director of the Northeastern Environmental Justice Research Collaborative, and her book, Environmental Justice and Farm Labor, published by Routledge, came out in 2017. She is a member of the Advisory Council of the Agricultural Justice Project, as well as the Farmworker Health and Justice Workgroup of Coming Clean, Inc.
In the field of service-learning and community engagement, she does research, publishes, and presents on a range of topics, with a special interest in how faculty development and community impact intersect. She served as the lead co-editor for Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice, published by Stylus Publishing, LLC.
Glenn A. Bowen is the Executive Director of the Center for Community Service Initiatives at Barry University (Miami, FL), where he provides strategic leadership for service-learning and community engagement. His work encompasses faculty development programs, community-engaged scholarship, and university–community partnerships.
Holding the faculty rank of associate professor in the College of Arts and Sciences, Bowen piloted the institutionalization of service-learning and created the Faculty Learning Community for Engaged Scholarship. His work has resulted in the annual recognition of the university on the President’s Higher Education Community Service Honor Roll (recently “with Distinction”) and Barry’s attainment of the prestigious Carnegie Community Engagement Classification.
The author of Reflection Methods and Activities for Service Learning, Bowen also has published several book chapters on service-learning pedagogy and civic engagement practice. His peer-reviewed articles have appeared in such publications as the Journal of Higher Education Outreach and Engagement, Journal of Community Engagement and Scholarship, and Journal on Excellence in College Teaching.
A former journalist and public relations manager, Bowen was a two-term president of the Public Relations Society of Jamaica and was appointed by the nation’s prime minister to the Jamaica National Commission for UNESCO. In addition, he was elected to a five-year term on the executive committee of the World Federation of United Nations Associations, based in Geneva, Switzerland.
Elisabeth Fornaro is an expert in urban education and educational research who works with several universities on teacher preparation, teacher support, and inclusion and diversity in education. A former K-12 educator, Elisabeth believes that the purpose of education is to produce not only competent professionals, but also responsible citizens who are engaged in their community. She is committed to challenging educators to explore questions around education and social justice, equity, and democracy. Her research and instruction is focused on equipping educators to carry out their professional standards and responsibilities with a sense of professional integrity. Elisabeth has worked at the Temple University College of Education and The Academic Center on Research in Diversity at Temple University (ACCORD). Elisabeth holds her PhD in Urban Education from Temple University, her Masters in Elementary Education from Chestnut Hill College, and her English as a Second Language Program Specialist Certificate from Temple University.
Andrew Furco is Associate Vice President for Public Engagement at the University of Minnesota, where he also serves as Professor of Higher Education and Director of the University’s International Center for Research on Community Engagement. As Associate Vice President, he works to further the institutionalization of all forms of community engagement across the University’s research, teaching, and public service activities. His scholarly work focuses on examining the impacts, implementation, and institutionalization of community engagement in K-12 and higher education systems in the U.S. and abroad. He served a two-year term as co-editor of the International Journal for Research on Service-Learning and Community Engagement and is the 2003 recipient of IARSLCE’s Distinguished Research Award.
Hunter Phillips Goodman is the Executive Director of the Fitz Center for Leadership in Community at the University of Dayton. As Executive Director, Hunter provides strategic leadership for The Fitz Center for Leadership in Community is the campus-wide center committed to serving as a connecting point and campus-wide facilitator for community partnerships, leadership development, community-engaged learning and scholarship, and innovative solution-based strategies to meet civic needs through an asset-based approach. She also teaches courses in community building and leadership development.
Hunter believes strongly in the power of community and neighborhoods to make a positive difference in partnership with local universities. Through her research, Hunter explores the partnership led by university presidents and leaders to strengthen their local community near the university and address challenges of education, health care, and economic empowerment. She also focuses on advocacy with the intersection of civic and democratic engagement.
Hunter is a proud member of the Presidential Leadership Scholars program’s inaugural class and Interdisciplinary PhD in Leadership Studies program at the University of Central Arkansas. Hunter and her husband Mark are proud to call Dayton, Ohio home.
Susan Harris currently serves as the Executive Director of the Joint Educational Project at the University of Southern California. She earned a Ph.D. in Sociology and Marriage & Family Therapy from the University of Southern California in 2001. Her interdisciplinary, qualitative training focused on the politics of service in AmeriCorps as well as the experiences of relative caregivers in the Los Angeles County child welfare system. Dr. Harris has worked in the SLCE field since 1994 after starting her career in the non-profit sector.
Susan Harris has presented and published widely on a number of subjects, including reflective practices, community partnerships, international service-learning students in the US, student learning outcomes, and the potential of online learning platforms (including “digital badges” or “microcredentials”) for the field. She has served as an Associate Editor of the Michigan Journal of Community Service Learning (MJCSL) and as Co-Editor of a special section on graduate education and SLCE in the MJCSL, published in the Fall 2017 issue. She is a founding member of the IARSLCE and has supported the work of the Associationby serving on the Conference Program Committee and as a Section Editor for the International Journal of Research on Service-Learning and Community Engagement.
Dr. Valerie Hill-Jackson is the Director of Educator Preparation Programs and Partnerships in the College of Education and Human Development and a Clinical Professor of Teacher Education in the Department of Teaching, Learning, and Culture at Texas A&M University.
Hill-Jackson received the prestigious American Educational Research Association / Spencer Fellowship and conferred with the Lead Star Award for her research in childhood lead-poisoning and community education. Additionally, Dr. Hill-Jackson won a 2013 Upton Sinclair Award, 2013 Fulbright Fellowship to Cardiff University, and a 2018-2019 Melbern G. Glasscock Non-Tenure Track Faculty Research Fellowship.
Dr. Hill-Jackson’s books include: Transforming Teacher Education: What Went Wrong with Teacher Training and How We Can Fix It; Better Principals, Better Schools: What Star Principals Know, Believe, and Do; Better Teachers, Better Schools: What Star Teachers Know, Believe, and Do; Teacher Confidential: Personal Stories of Stress, Self-Care, and Resilience, and; What Makes a Star Teacher: 7 Dispositions That Support Student Learning (forthcoming).
Darren Lortan’s involvement with community engagement began in the early 1990s through a project that marketed STEM professions to high school students. University student volunteers provided career advice and tutorial support after hours to high school students from one vulnerable community. Due to an increase in demand and interest, the project extended to other areas in the city of Durban, with significant support engendered through a formal collaboration with Ikamva Youth, an NGO focussing on youth development and educational support.
He served as a Board member of the Sekusile Adult Basic Education Centre whose prime focus was the provision of post school training and local community skills development. Due to funding constraints, he regularly provided voluntary tuition and administrative assistance to the Centre. As his management duties at the Durban University of Technology (Head of Department: Mathematics; Executive Dean: Faculty of Applied Sciences; Acting Deputy Vice-Chancellor: Academic and Acting Senior Director: Engagement) increased, his role becoming more advisory.
Since 2011, he has served on the Board of the South African Higher Education Community Engagement Forum (SAHECEF), a group of community engagement directors/managers from universities across South Africa. During his term as President, his roles included training and networking at a national level, advocacy with government and not-for-profit organisations. SAHECEF strives to place community development on the agenda of municipal, provincial and national government departments and various agencies across South Africa. One of its foremost partnerships is with the National Research Foundation (NRF) and other stakeholders that has led to the establishment of a dedicated funding instrument for Community Engagement in South Africa.
Daren played a pivotal role in the establishment of (and currently project manages) the DUT Centre for Social Entrepreneurship (CSE) in 2015. The CSE provides training to social enterprises, cooperatives and small community based businesses and is funded by a competitive government grant. The Centre’s networks with the local municipality, the Sector Education and Training Authorities (SETAs) and local communities are available to all aspirant social entrepreneurs, and under his leadership, the CSE continues to foreground social entrepreneurship as a community engagement activity.
Under his leadership, DUT received an invitation to join the Knowledge for Change Consortium (K4C) as a Local Training Hub. At the heart of this partnership is the training of community members and students and the development of local courses. Darren is also the principal investigator for SAQA – DUT Articulation Research Partnership.
Marisol Morales is Vice President for Network Leadership at Campus Compact. She provides guidance, inspiration, and practical support to network staff across the country, helping state and regional directors achieve local goals while advancing shared network priorities. She also leads Campus Compact’s efforts to increase inclusion, equity, and diversity internally and in higher education community engagement.
Marisol Morales was the founding Director of the Office of Civic and Community Engagement at the University of La Verne, a four-year comprehensive Hispanic Serving Institution (HSI) located in Southern California. In this role, she was responsible for leading and developing university-community engagement initiatives in the area of academic service learning, community engaged scholarship, and co-curricular community engagement.
Dr. Stacey Muse’s work is centered on increasing civic engagement through building the capacity of nonprofit organizations. With an MA in nonprofit management and over 15 years of experience in the nonprofit and higher education sectors, Dr. Muse brings a unique perspective to higher education community engagement. Her research focuses on understanding and elevating the voice of community-based organizations partnering with institutions of higher education, building the capacity of nonprofit organizations, and co-creating democratically engaged partnerships. Dr. Muse has been a member of IARSLCE since 2012, and continues to take on leadership positions within the Association. She has served as an Editorial Fellow (2012-2013), the Chair of the Graduate Student Network (2014-2016), has co-led the Recognitions Committee during her service on the Board of Directors (2014-2016), and currently sits on the 2018 Conference Content Committee. Dr. Muse holds a PhD in Higher Education from the University of Denver, and has worked for universities in Southern California, Colorado, and Nevada. Currently, she serves as the Executive Director of Nevada Volunteers.
Chris Nayve is the Associate Vice president for Community Engagement at the Karen and Tom Mulvaney Center for Community, Awareness, and Social Action at the University of San Diego. Chris has been working in the field of community engagement and development since 1994. Chris managed USD’s Community Outreach Partnership Center (COPC) funded by the U.S. Department for Housing and Urban Development. COPC programs provided economic and business development opportunities, public health services, early childhood education awareness, and landlord/tenant mediation for residents of Linda Vista. Chris’ goal is to deepen the breadth and depth of community engagement for faculty, students, staff, alumni, and community partners in order to address “critical social issues through the beneficially mutual exchange of knowledge and resources.” Chris is committed to building the field of community engagement, social innovation, place-based justice, and anchor institutions and has partnered with California Campus Compact to mobilize California colleges and universities to aid in the state’s economic recovery and renewal through community engagement, microfinance, and social investment. Chris led USD’s involvement with four California universities that took part in California Campus Compact’s case study titled, Community/University Initiative on Diversity, Equity, and Service which focused on the integration of diversity and service-learning in higher education. Chris was one of 50 “America’s Leaders of Change” by the National Urban Fellows and serves on the board of the San Diego Microfinance Alliance and the Urban League of San Diego County. Prior to USD Chris served in the United States Navy with the submarine force and with the United Nations in Bosnia during the Bosnian war. His degrees include a Bachelors of Arts in History, a Masters in Business Administration, and a Juris Doctorate.
Nascira Ramia is the Director of Programs in Education at Universidad San Francisco de Quito (Ecuador) where she is also a professor of Education and Psychology and appointed secretary since 2013 of the Institutional Review Board. She received her Ed.D. in Developmental Studies: Human Development and Education and her Ed.M in Curriculum and Teaching from Boston University. Nascira has 20 years of experience in the field of education working as a school teacher at first, and then as an educator of future and current teachers. Her research interests include the area of socio-emotional development of children, adolescents and adults, service-learning, and innovative and multidisciplinary educational research in schools and universities. She has presented her work in past conferences of the International Association for Research on Service-Learning. She has been invited to speak at other international conferences in Peru, Mexico, United States and Qatar. In recent years, she has been doing research with schools in collaboration with Research Schools International, a Harvard Graduate School of Education faculty project. Nascira recently published a paper about “Natural Disaster Management: Experience of an Academic Institution after a 7.8 magnitude Earthquake in Ecuador”. She has recently co-authored a paper about the development of civic attitudes and skills through service-learning in Ecuadorian higher education students that is currently under review by the Journal of Higher Education Outreach and Engagement. Also, she co-authored a paper titled: “Impact of Mandatory Service-learning Course on Civic Attitudes and Skills: Case Study in Ecuador”, to be published soon by the International Journal of Educational Excellence.
Dan Richard is an Associate Professor in the Department of Psychology and the Director of the Office of Faculty Enhancement at the University of North Florida. He received his Ph.D. in Experimental Social Psychology from Texas Christian University in Fort Worth, Texas. He has published research on how service-learning program alumni continue reflective practice after graduation and how dialogue across perceived difference during service-learning programs has impacts in the lives of program alumni after graduation. Currently, he is Co-Editor (with Dr. Lane Perry) of the International Journal for Research on Service Learning and Community Engagement and is a Community Engagement Research Fellow with the Center for Community-Based Learning at the University of North Florida.
Luke Terra serves as the Director of Community Engaged Learning and Research and Associate Director at the Haas Center for Public Service at Stanford University. Prior to his role at the Haas Center, Luke managed international civic education programs at the Center for Civic Education in Calabasas, CA, and served as Assistant Director of the Center for Service and Learning at Colorado College. A former secondary teacher, Luke has taught U.S. and World History in public and public charter schools in Colorado.
Luke’s research focuses on history and civic education in K-12 settings, and civic engagement efforts in higher education. His research explores history and civic education in post-conflict settings such as Northern Ireland, and comparative studies of education policy and social studies curricula. He co-edited a volume on Teaching and Learning Difficult Histories: Comparative Perspectives (in press). In his role at the Haas Center for Public Service at Stanford University, Luke leads the campus’s community engaged learning and research effort, including faculty training and support, community partnership development, community-based research course design and support, and graduate student training and mentorship. Luke works closely with campus leadership to strengthen and expand community engaged learning opportunities, focusing on education, engineering, environmental sustainability, health, human rights, and race/identity.
Luke Terra earned his doctorate in International Comparative Education at the Stanford Graduate School of Education.