2020 IARSLCE Board of Directors

Timothy K. Eatman – Chair

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Timothy K. Eatman, Ph.D., an educational sociologist and publicly engaged scholar, serves as the inaugural dean of the Honors Living – Learning Community and Associate Professor of Urban Education at Rutgers University-Newark. From 2012 – 2017 his primary network of operation and leadership was with the national consortium Imagining America: Artists and Scholars in Public Life serving as Faculty Co-Director. Tim currently serves as national co-chair of the Urban Research Based Action and chair of the International Association for Research on Service Learning and Community Engagement  board. In January 2019 Tim was elected to the board of directors of the Association of American Colleges and Universities (AAC&U). Also with AAC&U Tim serves as a faculty member of the Institute on High Impact Practices for Student Success. He is a member of the National Advisory Committee for the Carnegie Engagement Classification for Community Engagement and the National Advisory board for Bringing Theory to Practice.

Pursuing a rigorous scholarly agenda, Tim publishes widely, serves on editorial boards and reviews for scholarly journals, publications and conferences. He has written several book chapters and research reports including the widely cited Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University, a seminal report on faculty rewards and publicly engaged scholarship and a study of the aspirations and decisions of graduate students and early career scholars. Tim is co-editor of The Cambridge Handbook of Service Learning and Community Engagement published in 2017.

A widely sought-after speaker, workshop facilitator, and collaborator who has earned local, national and international recognition for his leadership in advancing understandings about the multi-faceted impact of publicly engaged scholarship in the university of the 21st century, Tim was recognized by the University of Illinois College of Education with its 2018 Distinguished Alumni Award.  For more information see his webpages at http://timothykeatman.com.

Becca Berkey – Vice Chair

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Becca Berkey, Ph.D. is the Director of Community-Engaged Teaching & Research in the Office of City and Community Engagement at Northeastern University. 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.

Agnieszka Nance – Secretary-Treasurer

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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.

Glenn A. Bowen

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Glenn A. Bowen, MBA, Ph.D., is Executive Director of the Center for Community Service Initiatives and Director of the Quality Enhancement Plan at Barry University (Miami, Florida). Holding the faculty rank of Associate Professor, he provides strategic leadership for community engagement, encompassing student civic learning, engaged faculty development, and university–community partnerships. Under his leadership, Barry has attained the Carnegie Community Engagement Classification and has received national, state-level, and local recognition for civic engagement achievements.

Bowen has published several book chapters and dozens of peer-reviewed journal articles based on his service-learning and community engagement research. In addition, he has made presentations at conferences not only in North America but also in Asia, Australia, and Europe. He is currently a Co-editor of the International Journal of Research on Service-Learning and Community Engagement and serves on the Editorial/Review Boards of two other scholarly journals.

Named “one of South Florida’s Top Black Educators” by Legacy (magazine) in 2013 and 2017, Bowen was the winner of Florida Campus Compact’s Engaged Scholarship/Research Award in 2018.

Stephen Chan

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Since 2011, Dr. Chan has served as the founding and current Head of the Office of Service-Learning (OSL) at the Hong Kong Polytechnic University, where he also serves as an associate professor in the Department of Computing. OSL coordinates the development and offering of 60 service-learning subjects and numerous projects across the university for 4,000+ students each year. He has set up and/or led many projects in Hong Kong, as well as 20+ projects in mainland China, Cambodia, Vietnam, Indonesia, Myanmar, Rwanda and Kyrgyzstan. He was instrumental in establishing the University’s service-learning graduation requirement and was awarded the Hong Kong Polytechnic University President’s Award (Team) in Services in both 2008 and 2016, as well as the Hong Kong University Grants Committee Teaching Award (Team) in 2016, together with Dr. Grace Ngai. He has published extensively on various topics in service-learning. His most recent publication, Service-Learning for Youth Leadership: The Case of Hong Kong (2019, with Daniel Shek and Grace Ngai) examines the recent development of service-learning research and practice in Hong Kong. Since 2014, Dr. Chan has been organizing and hosting an international conference on Service-Learning, held biennially in Hong Kong. In May 2019, Dr. Chan co-chaired the first National Conference on Service-Learning in China. He has been actively involved in IARSCLE’s conferences and international work since 2016.

Jennifer Kirkland

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Jennifer Kirkland is the Director of Community Relations for Angela Hospice and she teaches at Madonna University. Both organizations are Felician Sister Ministries. Prior to coming to Angela Hospice, Jennifer was the Senior Director of Development at Burcham Hills, a not-for-profit life plan community. Prior to Burcham, Jennifer spent several years working in hospice services in business development, training, and education. Her doctoral studies are in educational psychology and higher education leadership with a focus on service-learning. She received her M.Ed from Wayne State University in instructional technology and her undergraduate degrees are from the University of Michigan and Madonna University.

Susan Harris

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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.

Valerie Hill-Jackson

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Dr. Valerie Hill-Jackson is the Assistant Dean of Educator Preparation Programs and School 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 ItBetter Principals, Better Schools: What Star Principals Know, Believe, and DoBetter Teachers, Better Schools: What Star Teachers Know, Believe, and DoTeacher Confidential: Personal Stories of Stress, Self-Care, and Resilience, and; What Makes a Star Teacher: 7 Dispositions That Support Student Learning (forthcoming).

Darren Lortan

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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.

Tania Mitchell

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Tania D. Mitchell is an associate professor of higher education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota’s College of Education and Human Development. Her teaching interests include social justice theory, civic discourse, public service, leadership, and the pedagogy, philosophy and practice of service-learning in higher education. Much of her research focuses on service-learning as a critical pedagogy to explore civic identity, social justice, student learning and development, race and racism, and community practice.

Tania came to the University of Minnesota in August 2012 from Stanford University, where she spent five years leading an innovative program-based service learning and community engagement initiative for the Center for Comparative Studies in Race and Ethnicity.

An internationally recognized scholar in service learning and community engagement, Tania has been recognized with both the Diversity, Equity and Inclusion Award and the Early Career Research Award by the International Association for Research on Service Learning and Community Engagement. She is also the recipient of the American Fellowship from the American Association of University Women. She is frequently invited to lecture at conferences, universities, and community organizations. Her scholarship has been published in numerous books and journals, and she is the editor of four books including the Cambridge Handbook of Service Learning and Community Engagement (Cambridge University Press, 2017) and, most recently, Black Women and Social Justice Education: Legacies and Lessons (SUNY Press, 2019).

Marisol Morales

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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.

Stacey Muse

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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

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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.

Star Plaxton-Moore

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Star Plaxton-Moore is the Director of Community-Engaged Learning at the Leo T. McCarthy Center for Public Service and the Common Good at University of San Francisco. Star directs institutional support for community-engaged courses and oversees public service programs for undergraduates, including the Public Service and Community Engagement Minor. She designed and implements an annual Community-Engaged Learning and Teaching Fellowship program for USF faculty, a Community Partner Co-Educator Fellowship, and other professional development offerings that bring together faculty and community partners as co-learners. Her scholarship focuses on faculty development for community-engaged teaching and scholarship, student preparation for community engagement, assessment of civic learning outcomes, and community engagement in institutional culture and practice. She recently co-authored two books, The Student Companion to Community-Engaged Learning and The Craft of Community-Engaged Teaching and Learning. Star also consults with independent K-8 schools on service-learning and community engagement. She was elected to the board of the International Association of Research on Service-Learning and Community Engagement in 2019. Prior to working in higher education, Star taught elementary school in Virginia and California. She holds a MEd from George Washington University and is beginning her dissertation work for an EdD in organizational leadership at USF. Star lives in San Francisco with her spouse, Andrew, and her two fantastic kids, Jackson (age 10) and Stella (age 7).

Nascira Ramia

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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.

Rochelle Jackson-Smarr

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Rochelle Jackson-Smarr began her career as a labor organizer in Philadelphia, Chicago and Fresno and  was a community organizer in New York.  She went on to work at the City College of New York as the Program Manager for the Partners for Change Fellowship. She has also worked at Cornell University as the Assistant Director of Engaged Leadership and as the Associate Director for Penn’s College Achievement Program and the Pre-Freshman Program at the University of Pennsylvania. Currently she is the Assistant Director for Civic Learning at California State University, San Marcos (CSUSM). Rochellewill implement the CSUSM Civic Action Plan and develop new programs that will help students discover their agency in influencing our local communities.

As a board member, Rochelle hopes to bring career diversity, as a mid-career professional, with twelve years of SLCE experience (both on- and off-campus). While on the board, Rochelle plans to pursue her educational doctorate degree to research SLCE experiences of nontraditional students that foster interpersonal skills, critical reflection capacity and social justice mindsets. As an IARSLCE member that started as a proposal reader to membership committee participant, Rochelle is eager to contribute to the growing IARSLCE community and encourage other mid-level professionals to become actively engaged participants beyond the annual conference.  

Rochelle earned her Bachelor’s Degree in English (with a concentration in Career Writing) from San Jose State University and her Master’s Degree in Educational Leadership, Politics and Advocacy from New York University. 

In her downtime, Rochelle enjoys eating while shopping, reading a good book, and traveling abroad with friends.  

Luke Terra

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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.

Nicole Webster

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Bio Coming Soon