IARSLCE is committed to building an Association that is rooted in equity and inclusion, and reflects the diversity of our memberships’ identities, perspectives, methods, practices, roles, and sectors. We invite members to use this election to ensure that the Board reflects the equitable and inclusive Association we are building. Please review the following biographies and vote for your top five candidates by November 20, 2024.

2024 Board Nominees

Mark Anthony D. Abenir

Associate Professor of Development Studies, Ateneo de Manila University

  • With a Bachelor of Arts in Philosophy, a Master's in Community Development, and a Doctorate in Social Development specializing in Social Development Planning and Administration, I bring a strong interdisciplinary academic background to address complex social challenges. My research focuses on Community Development, Service-Learning, and Community Engagement in higher education, where I aim to make a meaningful impact. Dedicated to people-centered, participatory, and human rights-based approaches, I strive to foster sustainable development practices that empower communities and promote social equity.

  • Since 2012, I have been a practitioner-scholar integrating service-learning into courses such as Community-Based Rehabilitation, Contemporary Social Issues, Community Development and Social Change, Project Management for Development Professionals, and Development Field School. My research presentations and publications are deeply rooted in my engagements with communities through service-learning and volunteer work with non-governmental and people's organizations. This hands-on experience with grassroots organizations has sharpened my critical perspective on development, informing my approach to collaborative, empowering, and transformative service-learning engagements. As a candidate for the Board, I bring project management skills honed since 2004 as a grassroots development worker in the Philippines, always striving to balance the voices of students and partner communities. My teaching philosophy centers on inspiring students to become the best versions of themselves and preparing them to be lifelong learners. I conduct research not just to understand the world, but to enact positive change. I am deeply committed to public service and aim to effect meaningful transformation beyond academia. Serving on the Board would allow me to extend my dedication to service-learning and community engagement, contributing my experience and skills to advance the Association's mission.

Associate Dean for DEI & Community Engagement, Assistant Professor, Oakland University Williams Beaumont School of Medicine

Tonya Bailey

  • With a background in educational leadership, I bring over a three decades of experience from the academic sector, focusing on community-engaged scholarship and participatory research methodologies. My research interests are centered around the efficacy of belonging, service-learning programs in enhancing educational outcomes and fostering civic responsibility among students, faculty and staff. I am particularly focused on interdisciplinary approaches that bridge education with social justice to address community issues. This role on the IARSLCE Board would allow me to synergize my research skills and sector experience to contribute effectively to advancing the scholarship and practice of service-learning and community engagement across various disciplines.

  • As a candidate for Board membership, I have extensively engaged in service-learning and community engagement as a university assistant professor and diversity, education and inclusion practitioner in higher education, employing innovative pedagogies that integrate student learning with community service. Through these roles, I have initiated and led numerous collaborative projects connecting academia with local and international communities. These endeavors, spanning issues from health disparities to educational equity, underscore a commitment to leveraging academic resources to address societal needs. With demonstrated efforts include developing curriculum frameworks that incorporate service-learning components, facilitating professional development workshops for educators on effective community engagement strategies, and DEI approaches that evaluate the impacts of service-learning programs. This broad spectrum of activities highlights a comprehensive approach to embedding service-learning in educational systems. Bringing a wealth of knowledge and experience to the Board, I possesses robust theoretical grounding and practical insights into implementing and scaling up service-oriented educational programs. My leadership skills are evident in their ability to forge and sustain cross-sector partnerships, enhancing the scope and impact of service-learning initiatives. Additionally, their research acumen‚ particularly in program evaluation and impact assessment‚ would greatly benefit the Association in strategizing future directions and proving the efficacy of service-learning methodologies. These strengths would be vital in advancing the Associations objectives and expanding its influence in scholarly and community circles.

Alexis M. Bucknam

Executive Director, Community Engagement, Weber State University

  • Dr. Alexis Bucknam’s career has afforded her the opportunity to work in community engagement in higher education and non-profit for over two decades. Bucknam completed her Ed.D. with Doctoral research focused on Instructor Practices for Critical Service-Learning in Higher Education. She continues to have an interest in critical SLCE, collective impact, and community partner engagement. Bucknam currently serves as the Executive Director, Community Engagement at Weber State University overseeing the Center for Community Engaged Learning, Community Research and Evaluation, and Co-Chairs the placed-based Ogden Civic Action Network. She has served on the IARSLCE conference committee in both 2023 & 2024.

  • Alexis Bucknam serves as the Executive Director, Community Engagement at Weber State University in Ogden, UT, a regional comprehensive university. She has been affiliated with IARSLCE since the early 2000s and served on the conference committee for 2023 & 2024. She completed her Ed.D. in Educational Leadership and Policy in summer 2022, her capstone project focused on Instructor Practices for Critical Service Learning in Higher Education and included the perspective of instructors, community partners, and students who had engaged in critical service learning. Dr. Bucknam previously served as Executive Director of Utah Campus Compact (UTCC) from 2012 - 2018 and worked closely with all of the non-profit higher education institutions in Utah to provide training and technical assistance on service-learning, civic engagement, and community engaged research. Prior to her time at UTCC she worked in community engagement for over a decade at the University of California, Berkeley in both the Public Service Center and Blum Center for Developing Economies as well as at Mills College coordinating Mills CARES. Dr, Bucknam has dedicated her professional career and scholarship to community engagement because she believes it is a tool for advancing student learning, faculty scholarship, and social change.

Cynthia Christabelle Chang-Huda

Assistant Dean (Experiential Learning), Singapore University of Social Sciences

  • Dr Cynthia Chang is Assistant Dean, College of Interdisciplinary & Experiential Learning (CIEL), Singapore University of Social Sciences (SUSS). She was previously founding Head, Office of Service-Learning, now a part of CIEL. CIEL integrates service-learning within the core curriculum. Awarded Ngee Ann Kongsi Community Fellow at the Lee Kuan Yew School of Public Policy, and Asia Pacific Leadership Fellow at the East-West Centre, she works at the intersection of educational institutions and social purpose organisations. She received her doctorate in educational leadership and innovation from New York University. Her research focuses on institutional support for experiential educators, including for service-learning.

  • One of the earliest students in Singapore to experience the transformative impact of service-learning, Cynthia has over two decades of experience in service-learning and community engagement. Nurturing enabling educational environments for reciprocal engagement with communities through harnessing effective cross-sector engagement in approaching complex societal issues, her career has spanned building partnerships and designing projects at Singapore’s national agency for international service-learning; integrating international community engagement within the leadership programme of Singapore’s top boys’ school; developing a service-learning programme pathway across five year levels for Singapore’s only school for the arts; and establishing a service-learning graduation requirement at Singapore’s university for social good. Her training experience includes facilitating Singapore’s national training framework for international service-learning, and Singapore’s national service-learning training for student teachers. She chaired the Secretariat of the Service-Learning Asia Network from 2017-2019, and initiated the Singapore Service-Learning Community of Practice in 2017. She regularly speaks and convenes on issues in service-learning; community engagement; and leadership and inclusion, facilitating learning across the age and cultural spectrums. As volunteer, practitioner, educator and leader in the field of service-learning, she advocates an ecosystem approach to collaboration to bridge a wide diversity of social sector organisations and agencies with educational institutions.

Varsha Ghosh

Director, Student Engagement & Leadership Development, Harvard College

  • Varsha is the Director of Student Engagement & Leadership Development at Harvard College. Her duties include development of peer-led programming, cross campus collaborations and grounding civic engagement in co-curricular and academic life. Varsha has twenty years of experience in the non-profit and higher education sectors, with international and national experience in philanthropy and community development programs focused on youth development, leadership training, domestic violence, anti-hunger and adult education. She holds a doctorate in higher education from the University of Massachusetts-Boston and is an alumni of two national service programs, the U.S. Peace Corps and AmeriCorps.

  • Thank you for considering my nomination for the IARSLCE Board. My experiences as a higher education leader working alongside civic organizations nationally and globally has prepared me to serve as an effective ambassador to IARSLCE’s work. In my role as a researcher, I have centered on development of civic identity, with a focus on first generation and low income students and inclusion in community engagement. As a higher education leader, I prioritized fostering collaboration between scholars and practitioners to increase student, faculty, and community partner engagement at Harvard and beyond. As a senior manager in youth and family services, I worked with researchers to advance engaged research informed by communities of color. I pride myself on my ability to build relationships and promote inclusion in research and practice. I am especially mindful of representation across generational differences, cultural values, historical narratives, and belief systems. Highlights of my work include founding a national undergraduate research conference for engaged scholarship, creating space on campus for scholars activists who integrate community-based research and local leaders to inform our efforts, developing a Certificate in Civic Engagement recognizing student co-curricular and academic engagement and creating partnerships with community organizations that build upon our respective strengths

Susan Haarman

Associate Director, Center for Engaged Learning, Teaching, and Scholarship, Loyola University Chicago

  • Dr. Susan Haarman is the associate director at Loyola University Chicago’s Center for Engaged Learning, Teaching, and Scholarship where she facilitates faculty development and the university's service-learning program. She has degrees from Marquette University, Loyola University of Chicago, and the Jesuit School of Theology at Berkeley, and previously ran service immersions for over 10 years. In addition to having a PhD in Cultural and Educational Policy Studies, she holds a Masters in Divinity, a Masters in Community Counseling, and is licensed therapist. Her research focuses on the intersection between social justice education, community-based learning, civic identity, and imagination.

  • First and foremost, I consider IARSLCE, my professional home. I care about the organization and am deeply invested in its continual growth and strength. I think IARSLCE has been instrumental in helping me develop into the CBL practitioner I am today. I also bring over fifteen years of community-based engagement work with me. Before coordinating LUC’s university wide service-learning program, I focused on short term service immersions. I presented and focused on engaging the complex ethical concerns around this work and emphasizing the importance of a partner-centered, ongoing relationship. Since transitioning to a more curricular facing role, I’ve been able to develop multi-disciplinary programs, facilitating faculty training, and creating community partnerships. I helped create our network of faculty development training and ongoing development. Finally, as a scholar, I bring a focus on applied theory to the field. I have written with faculty members at LUC and community partners. Itake pride in fostering communities that encourage scholarship and epistemic justice while also showcasing a commitment to critical questioning of how our field can often foster the same inequality and racism we seek to fight against.

Nazrul Haque

Assistant Professor, Azim Premji University

  • I am a faculty at Azim Premji University and teach students of Masters in Development. My research areas are community development, collective action and small and micro enterprises. Our university is working in the neighborhood geography to improve the human condition and sustainability. I lead that function named "Community Engagement Initiative" through which we make sure that university members and students contribute and learn from the community engagement.

  • As I stated earlier, I lead the university function called "Community engagement initiative" You can see the link https://azimpremjiuniversity.edu.in/community-engagement. We are working with the community and local institutions as partners of their development process. This is to ensure that knowledge and expertise of our university is meaningfully deployed for communities. Some of our interventions are - strengthening local elected bodies; income enhancement of women led enterprises; supporting the local farmers with better access to technology and market; sustainable waste management by communities etc. We also offer 3 service learning courses for our undergraduate students - "Community Library as a Site for Holistic Learning", "Sustainable Solid Waste Management" and "Creating a Sustainable Educational Campus". Apart from that, our research work is linked with meaningful action and informed by practice. Currently, I am leading two university research projects and both are with our local communities - i) Enabling small and micro entrepreneurs" and ii) “Testing the feasibility of a community centered model of waste management”. All these experiences and insights will help me to collaborate with the association and contribute.

Tamara Johnson

Director of Engaged Scholarship, University of North Carolina at Charlotte

  • As Director of Engaged Scholarship in urbanCORE at UNC Charlotte, Dr. Tamara Johnson develops policies, structures, and programs that support community-based teaching and research for faculty, and that enrich the student experience through community-based learning, civic engagement, and international education. She works collaboratively with academic and non-academic units to create strategic initiatives that align scholarship to urgent community needs, and to assess the University’s community engagement efforts. Tamara served as adjunct faculty in Global Studies, teaching courses on global cities as well as education abroad courses on food justice in South Africa where she was a Peace Corps volunteer and a Fulbright scholar.

  • Tamara’s community engagement activities reflect wide-ranging experience from institutional strategic planning for community engagement to hands-on program design and management. She works collaboratively to provide support to community-engaged faculty. This includes co-creating a Broader Impacts support process for research teams, designing faculty professional development opportunities, such as the biennial Engaged Scholarship Symposium, and supporting practice-based scholarship as a member of the editorial team for Gateways: International Journal of Community Research and Engagement. Tamara develops curriculum and programming for student community-based learning. For a decade, she has coordinated the 49er Democracy Experience strategy team. In 2016, she co-founded and directed Charlotte’s Bonner Leaders program, and now co-directs a community-based learning cohort program for first-year students. She serves on the University's project-based learning implementation team, and, because she developed urbanCORE’s Community Engagement Pathway, she serves on a campus-wide micro-credentialing working group to create an institutional structure for co-curricular credentialing. She facilitates the Community Engagement Advisory Council, a coalition of more than 50 faculty and practitioners who champion the university’s engaged scholarship efforts. Tamara has experience in institutional data collection, assessment, and strategic planning for community engagement. She was a member of UNC Charlotte’s 2015 Carnegie Community Engagement Reclassification team, and is now leading a ten-member core team for the 2026 reclassification. She co-chaired the task force that drafted the University’s Civic Action Plan. Tamara’s greatest strength in this work is her ability to build strategic campus-wide coalitions to strengthen the community engagement landscape at UNC Charlotte. She will bring expertise in engaged scholarship and practitioner perspectives to the IARSLCE board.

Phinu Mary Jose

Strategic Head-USA, Let Us Dream

  • Served as Director of Centre for Social Action, CHRIST University, India (2015-2020) and Executive Member of Centre for Service-Learning (2021-2023) while continuing to teach in the School of Management. Ph.D in Marketing and presently serving as Administrative Assistant at UUCSR - Social Justice Committee. I am passionate about community engagement and have always brought back lessons from the field into the classroom in my 20 years of teaching in India. Presently in the role of a Committee Assistant at NY is truly a deeper journey of learning newer facets of Social Justice the American way!

  • My activities in service-learning and community engagement began in my childhood, no kidding, the activist bug in me was reinforced in my 8th Grade when I was leading the Young Students’ Movement for my state. Teaching affluent students Business Administration was fruitful when I aligned the classroom learning with games and field visits, which evolved into me pioneering a Service-Learning Curriculum for Entrepreneurship students. Diversity of thought and ability to strike a conversation in five different languages equipped me to lead the social interventions at the University. Growing up in one of the underserved geographies helped empathize with community leaders while representing one of the best Universities in the country. I have participated, published and organized research-based and community-based conferences and have seen how empowered women in the slums of a cosmopolitan city give me more lessons than the walls of a five star resort. Mentoring student learners and community leaders taught me the power of resilience and the need for respecting indigenous knowledge and safeguarding heritage for strengthening the future. Being a lifelong learner, this journey entails more investment of time and talent from me. I look forward to another learning curve along with a new team of co-educators.

Atsuko Kuronuma

Assistant Professor by Special Appointment, International Christian University

  • Atsuko Kuronuma, a Ph.D. candidate, is an Assistant Professor by Special Appointment at International Christian University (ICU), Tokyo, Japan's pioneer in liberal arts education and a core institution of the Service-Learning Asia Network. She has 15 years of experience developing and managing international service-learning programs with universities in Asia and South Africa. Her dissertation research focuses on the institutionalization of service-learning in liberal arts colleges to promote civic learning in Japan. She holds an MA in Education from the University of Tokyo and serves as Vice Chair of the Japan Service-Learning Network, actively promoting service-learning both locally and globally.

  • I have over a decade of experience developing and coordinating service-learning programs, as well as teaching multiple service-learning courses at International Christian University (ICU), Tokyo. My work has centered on fostering reciprocal relationships with partner institutions across Asia and Africa, where I have collaborated extensively on international service-learning initiatives. Additionally, I have developed and led cross-cultural, community-engaged programs that bring together students from the U.S., Asia, and Japan, connecting them with local urban and rural communities in Japan. These experiences have deepened my commitment to advancing SLCE as a practitioner-scholar, empowering all stakeholders to engage with each other, and promoting global citizenship and positive social change. In 2024, I had the honor of serving as the Chair of the Graduate Student Network (GradSN), where I worked closely with the IARSLCE Board of Directors in an ex-officio role. This experience has enriched my understanding of the association's mission and operations, further strengthening my dedication to empowering emerging scholars worldwide through cutting-edge collaborative research and professional development opportunities. My goal is to support and elevate new voices in the field of service-learning and community engagement.

Berta Paz Lourido

Associate Professor, University of the Balearic Islands, Spain

  • Associate Professor of Physiotherapy, University of the Balearic Islands (UIB). Pedagogue with a PhD in educational innovation with a European mention. Member of accreditation panels of the National Agency for Quality Assessment and Accreditation of Spain. President of the Spanish University Association of Service-Learning (member of the Ibero-American Network of Service-Learning-REDIBAS), director of the European Observatory of Service-Learning in Higher Education (EOSHLE) and responsible for the ApSUIB program. Vice-president of the European Association for Service-Learning in Higher Education, and coordinator of the promoting centre ApSIlles Balears, included in REDAPS (Spanish Network for Service-Learning). Berta is interested in the institutionalization of service-learning at European level. She is currently the Director of the Innovation Unit in Sustainable Development, Health and Global Justice through Service-Learning (iApS2030), with research projects in these areas.

  • Berta has experience in leading research, teaching innovation and transfer projects related to service-learning mainly related to health and social equity issues.She has participated in international projects with service-learning as her main line of work. She has developed training activities for academics of different disciplines and is the coordinator of the G9 network of universities in Spain that work in an alliance to promote service-learning. She is an advisor to the Institute of Research and Teaching Innovation at the University of the Balearic Islands. He works mainly with qualitative research approaches. She has written several book chapters in relation to service-learning and is the author of the series "Micrographies" for the dissemination of service-learning edited by the University Service-Learning Association in order to carry out political advocacy. She has participated in the elaboration of Manifestos to promote service-learning at the European level. She has experience as an editor and as an organizer of research events in service-learning. She has been Chair of the International Week of Service-Learning in Higher Education, Palma, Balearic Islands, Spain. Berta is an enthusiastic person, she is a teambuilder and her candidacy has been supported by different researchers from the organizations to which she belongs, in order to establish ties of joint collaboration and promote research in service-learning internationally.

George Luc

CEO, GivePulse

  • George Luc is the Co-Founder and CEO of GivePulse, a platform designed to match, track, and assess all forms of community engagement activities, including service-learning, volunteerism, fundraising, philanthropy, and public service. George is a TEDxAustin speaker and SXSW Dewey Honoree, and he, along with GivePulse, has been recognized as White House Champions for Change for their impactful work. He believes the world will improve when volunteering, philanthropy, and community engagement are social, beneficial, and meaningful. His research focuses on global and national trends in volunteerism and service-learning, exploring how these efforts help communities thrive.

  • George Luc is a former service-learning student and volunteer manager at a nonprofit where he also served as a board member. He has generously contributed his skills as a probono volunteer, helping nonprofits build websites. An engineer at heart with a passion for community building, George currently sits on various boards, including Mission Capital, Austin Young Chamber, and Directors of Volunteers in Associations in Austin. He also serves on advisory committees for the US Carnegie Community Engagement Classification, US Carnegie Leadership for Public Purpose, and has been fortunate to be involved in the development and launch of these classifications in both Canada and Australia. George brings enthusiasm, a wealth of connections, and valuable resources to support the Board and Association. With the right mentorship, coaching, and grace... perhaps one day I can live up to expectations and be as incredible as Chris Nayve!

Derek Miller

Associate Director, Community-Engaged Research, Scholarship, and Relationships, University of Richmond

  • In my current role, I link community partners with faculty and staff to establish mutually beneficial partnerships that address the community’s needs. Additionally, I create supports for faculty doing community-engaged research and advocate for institutional change to reward this work. I have a Ph.D. in anthropology having conducted research in Benin and throughout the Caribbean. I spent four years as a lecturer in anthropology before my starting my current position. I am active in the Richmond community to raise awareness about Richmond’s archaeological and historical resources.

  • Before taking an administrative position, my educational background and research included elements of community engagement both in the states and abroad. Furthermore, I helped start a grassroots organization. All of this I brought into the classroom when I was a professor creating a variety of community-engaged classes that allowed students to learn from and work alongside community experts. For the past six years, I have shepherded partnerships with over 20 community organizations. In this role, I work creatively with our partners to see what resources and connections at the university can help them to achieve their goals. In these conversations, I represent the whole university making connections between faculty, staff, and student. My other major role is designing supports for community-engaged faculty research and advocating for this research to be valued in the community-engagement field. This has included collaborating with faculty to develop resources for early career faculty, department chairs, and search committees. Situated at a small liberal arts university, I have had to the opportunity to explore what community engagement looks like in a variety of disciplines. I furthermore, have a broad understanding of the various ways that an institution of higher education can connect with community partners in mutually beneficial relationships.

Drew Pearl

Assistant Professor of Leadership and Community-Engaged Learning, Kansas State University

  • Drew Pearl is an assistant professor of leadership and community-engaged learning at Kansas State University’s Staley School of Leadership. His research focuses on the institutionalization of community engagement, motivations for and impacts of community-engaged learning, academic publishing in higher education community engagement, and the professional lives of boundary spanners and community engagement professionals. Drew earned his Ph.D. from the McBee Institute of Higher Education at the University of Georgia, an M.P.A. from the University of Georgia, and M.M. from the University of New Mexico, and a B.M. from the Blair School of Music at Vanderbilt University.

  • At Kansas State University’s Staley School of Leadership, Drew Pearl is an assistant professor of leadership and community-engaged learning. Half of his appointment is in support of the community-based learning component of the institution’s new Applied Learning Imperative. Drew has been involved with IARSLCE since 2014, when he attended and presented at his first conference and joined the Graduate Student Network. Since then, he has regularly attended and presented at the conference, and served on a variety of committees, including Publications and Scholarship (2019-2020), Special Programming (2020-present), and Conference (2016, 2018, 2019, 2021, 2023). In addition, he served as a co-facilitator for multiple meetings in support of the IARSLCE Global Research Agenda. Drew is also actively involved in the Engagement Scholarship Consortium, and currently serves as the co-chair of the Conference Committee and member of the Executive Committee. Drew has also served as a member of the Leadership Team for the Journal of Community Engagement and Scholarship, including as Executive Editor from 2021 until 2024. Drew also directs one of the co-labs of the American Council on Education’s (ACE) Carnegie Elective Classifications Research Lab, primarily focused on the ways that colleges and universities define and institutionalize community engagement.

Carmine Perrotti

Assistant Professor of Public and Community Service Studies, Providence College

  • Carmine Perrotti is an Assistant Professor of Public and Community Service Studies at Providence College. His teaching and scholarship focus on a range of critical topics related to the philosophy, pedagogy, and practice of community-engaged teaching, learning, and research within U.S. higher education. Much of his work engages the role of “place” and considers relationships between institutions of higher education and the neighborhoods and communities where campuses are anchored. Carmine also teaches at College Unbound. He holds a Ph.D. in Higher Education from the University of Minnesota, Twin Cities and a Master in Public Policy from American University.

  • I am an Assistant Professor of Public and Community Service Studies (PSP) at Providence College. PSP, the department where I was first introduced to SLCE as an undergraduate student, is an interdisciplinary department that engages students in the theory and practice of community-engaged scholarship across a four-year curriculum. My teaching and scholarship focus on a range of critical topics related to the philosophy, pedagogy, and practice of SLCE within U.S. higher education. More specifically, my work engages the role of “place” in SLCE and considers relationships between institutions of higher education and the neighborhoods and communities (both places and people) in which campuses are anchored, from institutional power dynamics to equitable community-campus partnerships. As a member of the IARSLCE Board, I would contribute experiences with and knowledge of community-engaged scholarship from the perspective of a scholar-practitioner. I would also contribute a critical and creative orientation to the work that aims to advance equity and full participation, especially for community members who have often been left out of research. And I would contribute a kind, compassionate, and open demeanor, with an ability to listen eloquently, openly engage feedback, and ask strategic questions to advance the work of the Association.

Shilohna Krystal Phillanders

PhD

  • An experienced international educator and student affairs administrator with research and career foci on holistic education and community engagement. I'm dedicated to enriching community engagement with practical and research backgrounds in service-learning pedagogy by fostering interdisciplinary collaboration and holistic community engagement, with the hopes of influencing policy decisions. I aim to mentor the next generation, enhance community involvement, and advocate for equity and inclusion in higher education and beyond. Furthermore, I aspire to lead impactful projects that address cultural and knowledge gaps, contributing to positive social change and the evolution of service-learning as a potent tool for education, community and social development.

  • I am eager to contribute to the IARSLCE Board, particularly within the Governance and/or Cross-Cultural Committee. As an experienced international educator, student services practitioner and researcher, I bring a deep commitment to fostering impactful educational experiences that empower students and educators to address social justice issues. My doctoral research, completed in China, contributing to Caribbean higher education, has provided me with a unique global perspective and the ability to navigate complex cultural contexts. Having studied in Jamaica, Canada and Trinidad & Tobago also provides me with a unique understandings of global perspectives and cultural nuances. In the Governance Committee, I would draw on my expertise in policy and critical pedagogy to guide strategic decision-making, continuing the organization's innovation and inclusivity. My experience in supervising student programs and leading international initiatives also equips me to contribute to governance with a focus on equity and transparency. For the Cross-Cultural Committee, my strong background in global education and advocacy will allow me to help advance cross-cultural collaboration. I am particularly passionate about promoting inclusive and diverse approaches to research and community engagement, ensuring that underrepresented voices are amplified within the organization’s work. I am excited about the opportunity to support IARSLCE’s mission and long-term vision.

Melissa Quan

Director, Center for Social Impact, Fairfield University

  • Melissa Quan, Director of the Center for Social Impact at Fairfield University, holds a Master's in Education from Fairfield (2005) and a Doctorate in Higher Education from UMass Boston (2021). Her research and publications focus on professional development in Higher Education Community Engagement, institutional change, community-engaged teaching and community impact. In 2021 Melissa was recognized by the International Association of Research on Service Learning and Community Engagement with the Dissertation Award. She has held several non-profit board appointments and served as co-chair (2022-24) of the Community-Engaged Learning Professionals Network of the Association of Jesuit Colleges and Universities.

  • As Director of Fairfield University’s Center for Social Impact, I lead a team of five community engagement professionals in advancing our mission to connect campus and community for a more just, equitable world. Our work spans three areas: community-engaged learning, research, and humanitarian action. I collaborate with University leadership, particularly academic deans, to embed community engagement into teaching, learning, and research. My research has focused on professional development, institutional change, and community impact. In 2021, I was honored with the IARSCLE Dissertation Award for my research on community impact. While open to serving where needed, I am drawn to the IARSLCE Awards committee to help elevate and celebrate the work of scholars in our field. I recently completed a two-year term as co-chair of the Association of Jesuit Colleges and Universities' Community-Engaged Learning Professionals Network, where I helped plan two conferences and led monthly virtual professional development meetings. With 22 years of experience in higher education community engagement, I’m eager to explore new opportunities to build connections and contribute further to the field. I am a collaborative team player, skilled at fostering strong relationships, and deeply committed to advancing equity and inclusion in all aspects of my work.

Miranda Standberry-Wallace

Associate Director, DePaul University

  • Miranda Standberry-Wallace is a master collaborator with over 17 years of experience in the nonprofit sector, specializing in building mutually beneficial partnerships between institutions and businesses. With a strong focus on inclusivity and sustainable communities, Miranda leverages the diverse skills and talents of individuals to achieve goals and foster positive change alongside community members. Her extensive career includes a pivotal roles in higher education, DEIA and Service Learning, and global recognition as a thought leader in asset-based, community-institutional partnerships. Miranda continues to drive meaningful impact as the Associate Director of Academic Service Learning at the Steans Center, DePaul University, where she also teaches as an Adjunct Professor. She holds dual Masters of Science degrees in Business and Technology, and is currently pursing a PhD in Educational Leadership.

  • Miranda Standberry-Wallace is deeply involved in service-learning and community engagement through her work at DePaul University's Steans Center for Service Learning. As Associate Director, she has designed and implemented innovative programs that connect students with communities, ensuring that partnerships are mutually beneficial and grounded in social justice principles. Miranda also teaches service-learning courses, equipping students with the skills to address real-world issues while fostering collaborative learning environments. Her approach emphasizes the importance of inclusive, asset-based community development (ABCD), where she applies the principles learned as a member of the ABCD Institute’s Higher Ed Committee. Her strengths include a proven ability to build partnerships that balance the needs of both academic and community institutions. Miranda’s thought leadership in DEIA (Diversity, Equity, Inclusion, and Accessibility) initiatives and her experience with global and local communities make her uniquely positioned to contribute to the Board. She brings expertise in developing frameworks that align institutional resources with community goals, ensuring lasting and equitable outcomes. Her experience in higher education service-learning, combined with a deep commitment to diversity and sustainability, will be invaluable in supporting IARSLCE’s mission to enhance the field through research and community-focused practice.

Lauren Wendling

Director of Institutional Success, Collaboratory

  • Dr. Wendling’s work focuses on the integration of community engagement, institutional policy, and data to drive cultural change in higher education. As a scholar-practitioner, she focuses on understanding and improving campus structures to effectively leverage data to inform assessment, institutional decision-making, and the recognition of community engagement within promotion and tenure. In her role at Collaboratory she guides and empowers institutions in utilizing data to affect institutional change, drawing on experience with qualitative research and collaborative work across diverse campus contexts. Lauren earned her Ph.D. in Higher Education from Indiana University, with a focus on urban education.

  • Dr. Lauren Wendling’s extensive background in community engagement, institutional policy, and data-driven cultural change positions her as a valuable addition to the IARSLCE Board. As the Director of Institutional Success at Collaboratory, she collaborates with a diverse network of engagement professionals and senior leaders across higher education to leverage data for assessment, planning, and institutional reporting. Dr. Wendling’s expertise in enhancing community-engaged scholarship, especially within the context of promotion and tenure reform, allows her to bring a unique and practical perspective. Her work, including partnerships with the American Council of Education (ACE) and the American Association of State Colleges and Universities (AASCU) has helped campuses position engagement as a key strategy through which they could foster opportunities for growth and strategic change. Dr. Wendling’s role leading national communities of practice underscores her commitment to advancing best practices in community engagement. She excels at fostering collaboration across faculty and staff in various institutional contexts, and her scholarship provides both empirical evidence and actionable guidance to support community engagement professionals and campus leaders nationwide. As an IARSLCE Board member, Dr. Wendling would contribute a multifaceted approach to advancing community engagement as a recognized and valued academic priority.