The awards process was co-chaired by IARSLCE board members, Patti Clayton and John Saltmarsh. The Board would like to thank the following for their service on award committees:
- The Distinguished Research Award: Dwight Giles, Barbara Moely, Sherril Gelmon, and Bob Bringle.
- The Early Career Award: Nicole Webster, Liberty Smith, Nick Longo, and Tim Eatman
- The Dissertation Research Award: Elaine Ward, Alan Bloomgarden, Julie Hatcher, Andy Furco, Nick Cutforth and Patti Clayton.
- The Graduate Student Scholarship Award: Adam Bush, Adrian Wurr, Stacy Dymond, John Saltmarsh and Rick Battistoni.
Jeffrey Howard is the Assistant Director for Faculty Development at the Irwin W. Stearns Center for Community-Based Service Learning and Community Service Studies at DePaul University and is responsible for building faculty capacity to teach service-learning courses and undertake community-engaged scholarship. Jeffrey is also the founder and editor of the Michigan Journal of Community Service Learning and is author to books, manuals and articles on service learning pedagogy. His works include Praxis I: A Faculty Casebook on Community Service Learning (editor), the widely used Service-Learning Course Design Workbook and Academic Service Learning: A Pedagogy of Action and Reflection (co-editor). He serves on the National Review Board for the Scholarship of Engagement and is a member of HENCE (Higher Education Network for Community Engagement) and a former member of TRUCEN (The Research University Community Engagement Network) and co-developed the web-based Community Engaged Scholarship Toolkit for Campus Compact. Jeffrey speaks widely on service-learning and community engaged scholarship. He holds a B.A. in Economics and an M.A. in Social Foundations of Education from the University of Michigan; he completed doctoral coursework also in Social Foundations of Education.
Tania D. Mitchell is a student development specialist by training whose academic work has focused on service learning as a tool for students’ leadership development and social justice sensemaking. From 2002-2007 she served as Assistant Professor for Service Learning Leadership at California State University Monterey Bay where she developed the
minor in Service Learning Leadership and directed the Student Leadership in Service Learning Program—a nationally recognized peer education program. Currently, she serves as Associate Director for Undergraduate Studies and Director of Service Learning in the Center for Comparative Studies in Race and Ethnicity at Stanford University where she leads a variety of service learning and community engagement initiatives including a major concentration in public service, community development, and community-based research. In 2006, she was recognized as an “Emerging Scholar” by the International Association for Research in Service-Learning and Community Engagement (IARSLCE), and in 2008 an “Engaged Scholar” by Campus Compact. Her teaching and research interests include diversity in higher education, critical service learning practice, disciplining service learning, student leadership development, and understanding service learning’s impact on diverse students and students’ post-collegiate life and career choices.
Stephanie Stokamer, Ed.D., is the Director of the Center for Civic Engagement and an Assistant Professor in the Peace and Social Justice program at Pacific University in Forest Grove, Oregon. She has taught in and administered community-based learning courses in both undergraduate and graduate programs since 2005. She has a doctorate in Educational Leadership from Portland State University, and her areas of scholarship include service-learning, civic engagement, and education for democracy, particularly with respect to pedagogical practices and faculty development. Stephanie has published chapters in Democratic Dilemmas of Teaching Service-Learning: Curricular Strategies for Success and Crossing Boundaries: Tension and Transformation in International Service-Learning (forthcoming). Stephanie is an AmeriCorps*VISTA alum and was a National Service Fellow in 1997-1998 for the Corporation for National and Community Service.
Jennifer Domagal-Goldman earned her doctorate in higher education from the Pennsylvania State University. She received her master’s degree in higher education and student affairs administration from the University of Vermont and a bachelor’s degree in English from the University of Rochester.
Jennifer’s dissertation research focused on how faculty participation in a multidisciplinary community of practice affected their undergraduate teaching practices with regard to incorporating teaching for civic purposes and with community-oriented pedagogies in their disciplinary courses. The study has practical and theoretical implications for advancing student learning outcomes and civic engagement, and for understanding and enhancing faculty development initiatives. Jennifer is the National Manager of the American Democracy Project at the American Association of State Colleges and Universities.