Recipients

ROBERT G. BRINGLE, PH.D.
Professor of Psychology
Director, Center for Public Service and Leadership
Indiana University’“Purdue University Indianapolis (IUPUI)
Indiana University, Bloomington, Indiana

Dr. Robert G. Bringle, Professor of Psychology and Director of the IUPUI Center for Public Service and Leadership at Indiana University has, throughout the years, sought to develop his discipline-based expertise across all areas of scholarship ’“ teaching, research, and service.

Dr. Bringle’s work at IUPUI is nationally recognized, and his model for implementing service learning in higher education, as reported in the Journal of Higher Education (1996), has become the basis for a research project that identifies key factors which promote the institutionalization of service learning.

As a dedicated scholar, Dr. Bringle has made significant contributions to the field of service learning. He is the editor of an American Association for Higher Education monograph, and has written on faculty recruitment and development, and the institutionalization of service learning. He now extends his work beyond service learning to include the documentation and recognition of service as an integral aspect of faculty work in the promotion and tenure process.

“My work on service learning has brought new meaning to my professional work and provided the opportunity to contribute in special ways to students in my classroom, to students in other IUPUI service learning classrooms, and to those outside IUPUI through outreach and scholarship.”

-Dr. Robert Bringle

GARRY W. HESSER, PH.D.
Professor of Sociology and Urban Studies
Chair, Social and Behavioral Science Division
Augsburg College, Minneapolis, Minnesota

Dr. Garry Hesser has made substantial contributions to expanding service learning both at Augsburg and across the nation in his 25 years of teaching. In the past ten years alone, Dr. Hesser has published widely on the subject, has counseled his colleagues throughout the academic community, and has led faculty development workshops on more than 40 campuses. He is past-president of the National Society for Experiential Education (NSEE) and of the Higher Education Consortium for Urban Affairs (HECUA).

As one of Augsburg College’s pioneers in service learning, Dr. Hesser has been instrumental in establishing its Center for Service, Work, and Learning. Thanks to his tireless efforts and passion for urban studies, countless Augsburg students have experienced meaningful and significant community service placements. Additionally, he has led Augsburg in the establishment of endowed scholarships for students who demonstrate a dedication to community service.

“Indeed, service learning enhances student engagement and self-directed learning … creating a dynamic learning community in which students, teachers, and community members continually alternate between teachers and learners … My colleagues, both within the academy and the community, young and old, have shared their gifts and accepted mine. We have challenged and changed one another as a community of learners and servers. How could any professor ask for more opportunities than I have had or more reasons to celebrate the joy of being a teacher, a student, a sociologist, and a citizen?”

-Dr. Garry Hesser

Finalists

LOURDES ARGUELLES, PH.D.
Professor at the Center for Educational Studies
Claremont Graduate University, Claremont, California

Among Dr. Lourdes Arguelles’s many achievements is the resounding success of Ontario’s Community-Based Learning Project. Students, public officials, and business people work together to help low-income families ’“ many who are recent immigrants ’“ develop leadership skills they need to thrive. Students are placed and live in low-cost housing developments in the communities in which they serve. The project has instilled families with tangible skills, hope, and inspiration.

PATRICIA BAILEY, R.N, C.S., ED.D.
Professor of Nursing
Coordinator, Service Learning Program
University of Scranton, Scranton, Pennsylvania

Dr. Patricia Bailey has been involved in facilitating the integration of a service component into the nursing curriculum and assisting to institutionalize service learning within the entire College of Health, Education and Human Resources at the University of Scranton. She has also presented nationally on the subject and is currently under contract for a book on service learning in nursing.

RICHARD BALKEMA, PH.D.
Professor of Political Science
Co-Director, Community Research and Service Center
Valparaiso University, Valparaiso, Indiana

Dr. Richard Balkema, Indiana Campus Compact Faculty Fellow for 1997-98, has played a critical role in assisting his colleagues as they move towards a service learning approach and has greatly contributed to the community. In one of his courses, students actively worked with community leaders to implement a public facilities survey and to secure support for a community planning grant. Their results provided landowners with evidence towards a successful lawsuit against the landfill owners.

JOSE CALDERON, PH.D.
Professor of Sociology and Chicano Studies
Pitzer College, Claremont, California

Dr. Jose Calderon has balanced his activism, classroom teaching, and passion for connecting research with the real world to effect concrete social change at Pitzer College and in the community. He has involved his students across a wide range of social issues — from helping to develop multicultural lesson plans and conflict resolution curriculum for local school districts to working side-by-side with farm workers.

BOB GLINER, PH.D.
Professor of Sociology
San Jose State University, San Jose, California

Dr. Bob Gliner is a key member of the Community Learning Task Force, whose goal is to profile service learning and to spread its practice to others at San Jose State University. Dr. Gliner has also authored numerous articles and has created several documentaries on service learning, including some for PBS. His own service learning courses include those taught at Soledad Prison with the objective to get more minorities to seek higher education.

JERROLD S. GREENBERG, ED.D.
Professor, Department of Health Education
University of Maryland, College Park, Maryland

Dr. Jerrold S. Greenberg is a highly accomplished author and speaker on service learning. He is founder of the national faculty group called, “Service Learning in Health Education Interest Group,” a member of his campus’s Service Learning Advisory Group, and has worked with Maryland’s Commission on Service. He is also frequently solicited for advice by the academy on best service learning practices.

DAVID JOHNSON, B.A., M.B.A., M.A.
Associate Professor of Psychology
Miami-Dade Community College, Miami, Florida

Associate Professor David Johnson has shown great commitment and dedication to enhancing student learning and promoting civic responsibility. In addition to his service learning teaching, he provides training for the entire college faculty. He serves as a presenter at local, state, and national conferences and has not only published his own work, but also has served on the editorial board for the Corporation for National Service’s Expanding Boundaries.

MARIE KENNEDY, M.A.
Director, Center for Community Planning
College of Public and Community Service
University of Massachusetts, Boston, Massachusetts

Associate Professor Marie Kennedy has been instrumental in helping other campuses develop service learning curricula, even as far away as Cuba. In her own community, she has created highly successful college/community collaborations involving U-Mass students in critical issues such as women’s homelessness, immigrants’ language needs, media bias against Latinos, public housing tenants’ rights, community control of development, just to name a few.

ROBERT KOULISH, PH.D.
Assistant Professor of Government
Director, The Bentley Immigrant Assistance Program (BIAP)
Bentley College, Waltham, Massachusetts

Dr. Robert Koulish designed and coordinated BIAP, which links multiple academic disciplines, courses, and student organizations along a common theme — making pro-active citizens of students by having them prepare immigrants for legal citizenship. This project has served hundreds of immigrants, and is believed to have the potential to be recognized as a national model for a long-term, multi-disciplinary service learning program.

D. MICHAEL SHAFER, PH.D.
Professor of Political Science
Director, Citizenship and Service Education
Rutgers University, New Brunswick, New Jersey

Dr. D. Michael Shafer, a powerful advocate on and a frequent speaker for service-learning, has helped to spread the practice of service learning throughout the academic community. On his own campus, his efforts have expanded Rutger’s service learning curricula from just 14 courses involving 280 students to more than 75, involving more than 2,000 students annually contributing 100,000 hours to 250 community organizations.