Research on Student Civic Outcomes in Service Learning / IUPUI Series on Service Learning Research (ePub)

Julie A. Hatcher is Executive Director of the Center for Service and Learning and Associate Professor of Philanthropic Studies in the Lilly Family School of Philanthropy at Indiana University-Purdue University Indianapolis (IUPUI). Julie serves as co-editor of the IUPUI Series on Service Learning Research (Stylus, 2011, 2013). Her research focuses on the role of higher education in civil society, civic learning outcomes in higher education, philanthropic studies as a new field of study, and the philanthropic motivations of professionals. She serves on the national advisory board for the Carnegie Foundation’s Community Engagement elective classification. She participated on the development team of the Association of American Colleges and Universities VALUE Rubric for civic engagement as well as a new Civic Knowledge Rubric sponsored by the Massachusetts Board of Higher Education. Julie is the 2008 recipient of the International Association for Research on Service Learning and Community Engagement Dissertation of the Year award. Julie earned her PhD in philanthropic studies with a minor in higher education at Indiana University.



Robert G. Bringle is currently Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies and Senior Scholar in the Center for Service and Learning at Indiana University-Purdue University Indianapolis. From 2012-2015, he was the Kulynych/Cline Visiting Distinguished Professor of Psychology at Appalachian State University. He was the Executive Director of the Indiana University-Purdue University Indianapolis Center for Service and Learning from 1994-2012. Dr. Bringle was awarded the Thomas Ehrlich Faculty Award for Service Learning, the IUPUI Chancellor’s Award for Excellence in Teaching, and the Legacy of Service Award from Indiana Campus Compact. In 2004, he was recognized at the 4th Annual International Service-Learning Research Conference for his outstanding contributions to the service-learning research field. The

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