Award+recipients'+sessions

//Dissertation Award//: Lina Dostilio //Dissertation Honorable Mentions//: Sarah Brackmann, Suzanne Buglione, Meredith Whitley //Early Career Award//: Emily Janke //Distinguished Research Award:// Rahima Wade (awarded posthumously)
 * 2012 IARSLCE Awardees **

The recipients of the 2012 early career and dissertation awards share a number of characteristics in common: both are administrators who maintain scholarly portfolios. Both are institutional change agents whose work has been strengthened through their participation in IARSLCE and the [|Next Generation Engagement Project]. Both embody, as well as pursue scholarship about, the coming cultural and scholarly shifts of incoming members of academe. As Gen Xers, they seek collaborative, interdisciplinary, and personally satisfying work in an academic environment that supports community-engaged research and inquiry, high-impact teaching, and time and flexibility for personal and family obligations (Trower, 2012).
 * Conversation with **** Lina Dostilio and Emily Janke: **** "Reflections on Next Generation Engagement" **

In this conversation facilitated by John Saltmarsh, the award winners will engage participants in thoughtful discourse about the following topics:
 * Two illustrations of the trajectory of a scholar-practitioner identity and the roles enacted through such an identity;
 * How capacity for scholarship and scholarly leadership can be deepened and enriched through a scholar-practitioner role and identity;
 * The ways in which IARSLCE and its members can continue contribute to the growth and rigor of the field by convening the next generation of scholar-practitioners to identify, craft, and refine prominent research and inquiry in the field of community engagement
 * Paths and opportunities that marshal “next generation” scholarship and practice within service-learning and community engagement.

Reference: Trower, Cathy. (2006). Gen X meets Theory X: What new scholars want. //Journal of Collective Bargaining in the Academy//. Vol. 0, Article 11. Available at: http://thekeep.eiu.edu/jcba/vol0/iss1/11

//The Essential and Scholarly Role of Web-Supported Community Engagement Databases in Identity and Image Management for Institutional Cultural Change// (Emily Janke, Kristin Buchner, and Barbara Holland)
 * Additional awardee sessions: **

//Using Explanatory Case Study Design to Promote Rigorous, Systematic Investigation of Community-University Partnerships// (Lina Dostilio)

//Relational Dialectics as a Framework for Community-Campus Partners to Collaborate Despite Differences// (Rebecca Dumlao and Emily Janke)

// Project FOCUS: Assessing long-term impact of service-learning on post-graduation civic behaviors // (Shannon Wilder, David Berle, Sarah Brackmann, and David Knauft)

//Faculty experiences with adult learners in service‐learning: A study and a guide// (Amanda Wittman and Suzanne Buglione)


 * Awardee bios: **


 * [[image:Screen Shot 2012-09-19 at 5.57.58 AM.png width="104" height="110"]]Sarah Brackmann**, Ph.D., directs Southwestern University’s Office of Civic Engagement. She r eceived her doctorate in Higher Education from The University of Georgia’s Institute of Higher Education where her research focused on the impact of decreased state funding on community engagement programs and where she was a graduate assistant in the Office of Service-Learning. Her research focuses on the institutionalization of community engagement and the public good of higher education. Sarah is an Editorial Fellow for the International Association of Research on Service-Learning and Community Engagement (IARSLCE) and has presented several papers on the intersections of neoliberalism and community engagement at IARSLCE's conferences. She has also been acknowledged for her work in the field of higher education: The Ohio State University's Student Personnel Assistantship Program recognized Brackmann as the 2008 Emerging Professional, the American College Personnel Association-Commission on Student Involvement awarded her the 2008 Outstanding New Professional, and she received the Georgia Association of Women in Higher Education's 2010 Louise McBee Scholarship for her leadership in the field of higher education.


 * [[image:Screen Shot 2012-09-19 at 9.29.47 PM.png width="135" height="119"]]Suzanne Buglione**, Ed.D., is the Principal at CommunityBuild, a consulting and training group that works with higher education and nonprofit institutions. She is also part-time faculty member at Worcester State University, Anna Maria College, and Clark University and has taught previously at UMass Boston, Holyoke Community College, Quinsigamond Community College, and UMass Amherst’s University Without Walls. She has held her post at Worcester State University since 2001. Suzanne teaches undergraduate and graduate-level courses in Health Sciences, Sociology and Education. She completed her EdD at the University of Massachusetts, Boston in 2012. Her research interests include adult learning, issues of identity development and social justice, service-learning, higher education, leadership, and pedagogy. Since 2009 she has served as Vice Chair of the Board of Trustees of Seven Hills Charter Public School, and she was a founding board member of the Worcester State Center for Service-Learning and Civic Engagement.

**Lina D. Dostilio,** Ed.D., is the Director of Academic Community Engagement initiatives within the Academic Affairs division at Duquesne University in Pittsburgh, PA. In this capacity, she is responsible for planning and implementing programs related to service-learning, community based research, and academic community-university partnerships. Lina serves as a Visiting Fellow with the Next Generation Engagement Project at the New England Resource Center for Higher Education (NERCHE), on the advisory committee for Pennsylvania Campus Compact, and as advisor to the Mayor of Pittsburgh’s citizen service initiatives; she also served as the chair of the IARSLCE Graduate Student Network Chair from 2009 to 2012 and is Vice Chair of the Board in 2012-2013. Her recent consulting work includes service-learning and civic engagement administrator professional development, Carnegie Classification preparation, program evaluation and assessment, curriculum design, course design, and strategic planning. Her dissertation research focused on community-university partnerships that are democratically oriented; it drew upon and connected research in education, organizational and institutional development, social psychology, and social coalition building. She was awarded the Henderson Prize for Educational Leadership from Duquesne University in 2010.


 * [[image:Screen Shot 2012-09-18 at 9.49.20 PM.png width="113" height="108"]]Emily M. Janke**, Ph.D., is the Special Assistant for Community Engagement in the Office of Research and Economic Development at the University of North Carolina at Greenboro. In this position, she facilitates campus and community conversations (from the local to international level) to identify how UNCG can enhance its ability to track and assess the impact of community engagement; to identify and access existing and new resources in support of this work; and to facilitate leadership, collaboration, resource sharing, grant development, and other activities. Previously, Emily served as the Assistant Director for Service-Learning in the Office of Leadership and Service-Learning at UNCG, where she provided curricular, administrative, and partnership support to faculty members and students who wish to enhance their teaching, learning, research, and service through academic service-learning and community-engaged scholarship. Emily is a Visiting Fellow with the New England Resource Center for Higher Education (NERCHE) where she is collaboratively exploring issues related to the development and implementation of civic engagement initiatives aimed at the next generation of students, faculty, and scholars in higher education. She received her Ph.D. in Higher Education from The Pennsylvania State University. Emily continues to partner with other scholars to research student and faculty perceptions of community engagement. Her articles on public scholarship, graduate education programs, faculty motivation for public scholarship, and faculty-community partnerships have appeared in Journal of Higher Education Outreach and Engagement, Advances in Service-Learning Research, New Directions for Teaching and Learning, and Higher Education in Review. She was a co-winner of the 2008 IARSLCE Dissertation Award for her dissertation, //Shared Partnership Identity between Faculty and Community Partners//. In 2012 she won the John Saltmarsh Award for Emerging Leaders in Civic Engagement, an award established in 2011 by the American Democracy Project for emerging leaders in civic engagement.


 * [[image:Screen Shot 2012-09-18 at 9.59.46 PM.png width="104" height="139"]]Rahima Wade,** Ed.D., spent 16 years in the College of Education at the University of Iowa as a professor of Social Studies Education before retiring in 2009. Most recently, Rahima worked as a consultant in service-learning and civic engagement and as a core faculty member for Union Institute and University. Throughout her career, Rahima sought to strengthen young people’s capacity to work for social change and social justice through service-learning and other civic education strategies. On every front including theory development, creation of training materials for preservice and inservice teachers, establishing field-wide consortia, and research and evaluation, Rahima advanced the service-learning thinking and practice of K-12 teachers and teacher educators. She passed away in March of 2012, at the age of 58.

Rahima wrote or edited more than 40 articles or chapters on K-12 service-learning and social justice, which were published in highly regarded journals or volumes, including //Theory into Practice//, //Theory and Research in Social Education,// and //The Handbook of Research on Social Studies Education//. She wrote five books, including editing the influential title //Community service-learning: A guide to including service in the public school curriculum// (State University of New York Press, 1997) and //Building bridges: Connecting classroom and community through service-learning in social studies// (National Council for the Social Studies, 2000). Rahima’s most recent publications include //Social Studies for Social Justice: Teaching strategies for the elementary classroom// (Teachers College Press, 2007) and //CiviConnections: Linking historical inquiry with community service-learning// (National Council for the Social Studies, 2007). One of the most widely cited and used of Rahima’s studies examined the contribution of experiences during their teacher education program and current schools on beginning teachers’ adoption of service-learning. She coordinated 10 grants focused on service-learning program development in K-12 and college level teacher education programs. An Ehrlich award finalist in 2006 and the John Glenn Scholar for Service-Learning in Teacher Education in 2004, Rahima worked as a service-learning and civic engagement consultant with K-12 schools, college and university campuses, and state departments of education across the country. As director of the National Council for the Social Studies CiviConnections program, Rahima worked with 300 elementary, middle, and high school teachers across the country to link local historical inquiry with community service-learning.


 * [[image:meredithwhitley.jpg width="100" height="121"]]Meredith Whitley**, Ph.D., received her Ph.D. in Kinesiology at Michigan State University, with a concentration in Sport Psychology and her Ed.M. in Counseling with a specialization in Sport Psychology from Boston University. She is currently serving as an intern at United Nations Office on Sport for Development and Peace at Adelphi University. During the summer of 2009 Meredith lived in South Africa where she implemented two sport programs with youth from an underserved community, trained the facilitators on how to teach life skills through sport, and researched the nature of sport in underserved communities. Back in Michigan, Meredith developed and implemented a sport program for youth refugees in Lansing that focused on positive youth development through sport. She has overseen five sport programs for refugee youth. She served as a Research Assistant for the Institute for the Study of Youth Sports at MSU, where she studied burnout in youth sport, experiences of underserved athletes from a Detroit youth sport league, and leadership development.

Please give us feedback about the Proceeding. Complete this short survey.