|Submission Date||Oct. 13, 2015|
Assistant Director, Center for Public Service
Center for Public Service Related Research
Moely, B. E., & Ilustre, V. "Stability and Change in the Development of College Students’ Civic Attitudes, Knowledge, and Skills. Michigan Journal of Community Service Learning, March 2013.
Ilustre,Vincent, Ana Lopez, and Barbara E. Moely; . "Conceptualizing, Building, and Evaluating University Practices for Community Engagement." Journal of Higher Education Outreach and Engagement, Oct. 2012.
1. Furco, A., & Moely, B. E. “Using Learning Communities to Build Faculty Support for a Pedagogical Innovation: A Multi-Campus Study.” Journal of Higher Education, 83(1), 128-153. January/February 2012.
Moely, Barbara E.; Vincent Ilustre,. "University students' views of a public service graduation requirement.(Report)."Michigan Journal of Community Service Learning, Spring 2011.
Moely, B. E., Furco, A., & Reed, J., “Charity and social change: The impact of individual preferences on service-learning outcomes.” Michigan Journal of Community Service Learning, Fall 2008.
Miron, Devi; Barbara E. Moely,. “Community Agency Voice and Benefit in Service-Learning.” Michigan Journal of Community Service Learning, Spring 2006.
Moely, B. E., & Miron, D. "College Students’ Preferred Approaches to Community Service: Charity and Social Change Paradigms." In S. Root, J. Callahan, and S. H. Billig (Eds.) Improving Service-Learning Practice: Research on Models to Enhance Impacts.Greenwich, CT: Information Age Publishing, 2005.
Gallini, Sara M., Barbara E. Moely,. “Service-Learning and Engagement, Academic Challenge, and Retention.” Michigan Journal of Community Service Learning, Fall 2003.
Moely, B. E., McFarland, M., Miron, D., Mercer, S. H., & Ilustre, V. “Changes in College Students’ Attitudes and Intentions for Civic Involvement as a Function of Service-Learning Experiences. Michigan Journal of Community Service Learning, 2002.
Moely, Barbara E., and Sterett H. Mercer, Vincent Ilustre, Devi Miron.“Psychometric Properties and Correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A Measure of Students’ Attitudes Related to Service-Learning.” Michigan Journal of Community Service Learning, Spring 2002.
McBride, Ryan K. "Quintilian in New Orleans Post-Katrina Service-Learning in an Advanced Writing Course." Pedagogy, 2012.
Johnson, T. R., Joe Letter, and Judith Kemerait Livingston. “Floating Foundations: Kairos, Community, and a Composition Program in Post-Katrina New Orleans.” College English, September 2009.
Design Studio, Second Year Students, Tulane University. “Morgan City 2011: Documenting the Floods for the Morgan City Archives.” Undergraduate Journal of Service Learning and Community-Based Research, Fall 2012.
Keady-Molanphy, Aubrey. “A Critical Eye on the Service Learning Experience (Reflection).” Undergraduate Journal of Service Learning and Community-Based Research, Fall 2012.
Nance, A., and Wee, Beth. Civic Engagement in Academia: Developing Service-Learning Programs. Fatima Jinah Women’s University, Rawalpindi, Pakistan, June 2013.
Ilustre, V. and Houck, K., Service-Leadership-Academia: Developing New Leaders through University Initiatives. The Case of Tulane in New Orleans. Conference on Volunteering and National Service, Washington D.C., June 2013.
Rosing, H., Ilustre, V., Schnaubelt, T., and Vaughn, R., The Community Engagement
Center: Historical, Contemporary and Futuristic Perspectives, the 16th Annual
Continuums of Service Conference, Portland, OR, April 2013.
Hogan, M., Houck, K and Dow, G., Academic Service Learning: On Campus & Abroad – Challenges, Benefits, and the Future. International Educators Workshop for Danish Institute for Study Abroad, Copenhagen, Denmark, March 2013
Houck, K. and Smith, M. Privilege and Diversity: Connecting Community Engagement and Inclusion Initiatives. American College Personnel Association Annual Meeting, Las Vegas, NV, March 2013
Ilustre, V. The Tulane Story: Changing the University Landscape through Engagement.
Invited Keynote Speaker at Missouri State University. Springfield, MO, March 2013.
Ilustre, V., and Moely, B., Charity and Social Change Attitudes and Experiences of
College Students. Gulf South Summit on Service-Learning and Civic Engagement through Higher Education, Louisville, KY, March 2013.
Ilustre, V., Pizzolatto, M., and Moely, B., An Innovative University-based Program
Supporting Community Development Efforts of VISTA Participants:
Implementation and Outcomes. Gulf South Summit on Service-Learning and
Civic Engagement through Higher Education, Louisville, KY, March 2013.
Nathan, T., Buberger, A., Brown, J., Increasing Organizational Effectiveness: Helping
Build Capacity in the Community. Gulf South Summit on Service-Learning and Civic Engagement through Higher Education, Louisville, KY, March 2013.
Berger, S, Serve, Preserve and Create: New Orleans Moves Forward with Tulane’s Public Service Interns. Gulf South Summit on Service-Learning and Civic Engagement through Higher Education, Louisville, KY, March 2013.
Beebe, A., Realigning Public Service Internships at Tulane: A Case Study in STEM. Gulf South Summit on Service-Learning and Civic Engagement through Higher Education, Louisville, KY, March 2013.
Huet, M., Making Public Service Count: Internships as Bridges between Academic Curricula, Student Development, and Community Needs. Gulf South Summit on Service-Learning and Civic Engagement through Higher Education, Louisville, KY, March 2013.
Nathan, T., Brewton, A., Increasing Organizational Effectiveness: Helping Build
Capacity in the Community. Impact National Conference, Albuquerque, NM, February, 2013.
Buberger, A., Carcasson M., Becker, J., Geiger, S., Cultivating Dialogue and
Deliberation within Institutions of Higher Education and their Surrounding Communities. National Coalition for Dialogue and Deliberation, Seattle, WA, October 2012.
Ilustre, V., Lopez, A., Busby, K., and Nance, A. Imagining Futures: Cultivating Campus Culture Change through Sustained Community Partnerships. Imagining
America. New York, NY, October 2012.
Tringali, N., and Smith, B., Learning from the Bayou and Beyond: Integrating Service into an Academic Curriculum. Intercultural Horizons Conference, New York, New York, October 2012.
Moely, B. and Ilustre, V. Factors Affecting Change over Time in College Students’ Civic
Attitudes, Knowledge and Skills. International Association for Research on Service Learning and Community Engagement, Baltimore, MD, September 2012.
International Association for Research on Service-learning and Community Engagement
The International Association for Research on Service-Learning and Community Engagement (IARSLCE) is an international, non-profit organization devoted to promoting research and discussion about service-learning and community engagement. IARSLCE was launched in 2005, and incorporated in 2007. The mission of the IARSLCE is to promote the development and dissemination of research on service-learning and community engagement internationally and across all levels of the education system. Tulane University's Center for Public Service hosted the Eighth International Research Conference on Service-learning and Community Engagement in October 2008 and will assume the role of the association's administrative home in January of 2009 until December of 2015.
Memberships and Affiliations
The mission of Campus Compact is to educate college students to become active citizens who are well-equipped to develop creative solutions to society's most pressing issues. Over the past 20 years, Campus Compact has engaged more than 20 million students in service and service-learning, and participation rates keep rising. Each year, students work in thousands of communities, both locally and globally, to provide desperately needed services, including tutoring at-risk youth in reading and math, building houses for low-income families, conducting environmental safety studies, and caring for the sick, the hungry, the homeless, and the elderly.
Clinton Global Initiative University
President Clinton established the Clinton Global Initiative (CGI) in 2005 to turn ideas into action. A non-partisan initiative of the William J. Clinton Foundation, CGI moves beyond discussion, fostering a shared responsibility to address major global problems. From presidents to academics, from the boardroom to the classroom, CGI members from all walks of life are affecting positive change. In 2008, Tulane University hosted the inaugural meeting of the CGI University. This meeting brought together over 1000 students, faculty, and special guests from around the county.
Gulf South Summit on Service-Learning and Civic Engagement through Higher Education
The mission of the Gulf-South Summit and Civic Engagement through Higher Education is to promote networking among practitioners, engaged research, ethical practices, reciprocal campus-community partnerships, sustainable programs, and a culture of engagement and public awareness through service-learning and other forms of engagement. The 2009 conference was hosted by LSU in Baton Rouge, March 25th-27th. Tulane University hosted the 2004 and the 2007 conferences.
Greater New Orleans Imagining America Consortium
Imagining America is a national consortium of colleges and universities committed to public scholarship in the arts, humanities, and design. Public scholarship joins serious intellectual endeavor with a commitment to public practice and public consequence. It includes:
Scholarly and creative work jointly planned and carried out by university and community partners;
Intellectual work that produces a public good;
Artistic, critical, and historical work that contributes to public debates;
Efforts to expand the place of public scholarship in higher education itself, including the development of new programs and research on the successes of such efforts.
Public scholarship in the arts and humanities integrates all the missions of higher education: research, teaching, service, and public engagement. Current projects include the Tenure Team Initiative on Public Scholarship , the Curriculum Project , and Publicly Active Graduate Education (PAGE ) .
The Talloires Network is a collective of individuals and institutions committed to promoting the civic roles and social responsibilities of higher education. Talloires Network schools work together to catalyze dialogue, research, and action to implement the recommendations of the Talloires Declaration . “Our institutions recognize that we do not exist in isolation from society, nor from the communities in which we are located. Instead, we carry a unique obligation to listen, understand, and contribute to social transformation and development.” The Talloires Network fosters opportunities for mutual learning between institutions of higher education and communities, applies standards of excellence to community engagement work, seeks diversity both in our membership and in our approach to civic engagement, and works for international representation.
The Research University Civic Engagement Network (TRUCEN)
Recognizing research universities' potential to provide leadership on this issue, in the fall of 2005 Campus Compact and the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University convened scholars from some of the many research universities that have undertaken ambitious community efforts to discuss how their institutions are promoting engagement on their campuses and in their communities. In February 2008, the group convened at the University of North Carolina, Chapel Hill to focus on civic and community-engaged scholarship. The group formally organized itself as The Research University Civic Engagement Network (TRUCEN) and opened its membership to all Carnegie Foundation-defined "very high research institutions" that share its goals.
Tulane University has partnered with the Posse Foundation to establish a Posse chapter in New Orleans designed to increase the number of graduates of the city’s public high schools who enroll at Tulane. The partnership is made possible with the help of a $200,000 grant from the Edward G. Schlieder Educational Foundation.
Upward Bound/ TRIO:
Upward Bound is a federally funded TRIO program that provides fundamental support to participants in their preparation for college entrance. The program provides opportunities for participants to succeed in pre-college performance and ultimately in higher education pursuits. The goal of Upward Bound is to increase the rates at which participants enroll in and graduate from institutions of post-secondary education.
Association for the Advancement of Sustainability in Higher Education: Tulane maintains a membership in AASHE.
MLK Service Day: This day of service is usually the kick-off event of the Martin Luther King Jr. Week for Peace, a series of events sponsored annually to commemorate, celebrate, and reflect on the life and teachings of Dr. Martin Luther King, Jr. and his vision of collective work and social justice. The Martin Luther King Jr. Week for Peace was established in 1987 and is a consortium initiative between Dillard, Loyola, Tulane, and Xavier universities. Each year, the consortium sponsors a week-long series of events surrounding MLK Day in January, including an interfaith service, a convocation featuring a guest speaker, student and community forums, tributes to students and outstanding community leaders, collaborative community service projects, a candlelight march, and unity celebration; http://www.mlkweek4peace.org
Tulane University’s Young African Leaders Initiative The Washington Fellowship is the new flagship program of the President’s Young African Leaders Initiative (YALI). This program will bring over 500 young leaders to the United States each year, beginning in 2014, for leadership training, academic coursework, and mentoring, and will create unique opportunities in Africa to put those new skills to practical use in propelling economic growth and prosperity and strengthening democratic institutions. Tulane will host 25 young African Leaders in the Summer of 2014.
Focus on women’s leadership builds global connections. One of only five American universities chosen by the U.S. State Department for the Innovations in Civil Participation project, Tulane University is partnered with Fatima Jinnah Women University in Rawalpindi, Pakistan. During a June visit there with Tulane colleagues, Sally J. Kenney, executive director of the Newcomb College Institute, taught a master’s course in women’s leadership. “Newcomb shares a deep affinity with this university,” reports Kenney, who says the four Pakistani women’s universities, like Newcomb College at Tulane, originated out of familial concern for educating women and men together. “We have a lot in common and can benefit from working together,” Kenney says. Fatima Jinnah Women University wants to develop its faculty through postdoctoral and doctoral study, and the first faculty visitor to Tulane is expected in 2014. Kenney, with Tulane colleagues Beth Wee from the School of Science and Engineering and Agnieszka Nance from the Center for Public Service, also participated in a seminar on service learning for faculty, staff, and students, toured the campus, and visited an orphanage where FJWU students tutor girls. Kenney hopes to return to Pakistan soon to train faculty and students in case-study teaching and writing about women’s leadership. Future goals include the creation of a semester-long exchange program for students, as well as summer internships for Tulane students working with FJWU’s community partners. Page URL: http://tulane.edu/news/newwave/071813_pakistan.cfm
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.