National Advisory Panel: Community Engagement Classification

The Carnegie Foundation for the Advancement of Teaching and NERCHE are pleased to announce the members of the National Advisory Panel for the 2015 Elective Community Engagement Classification process.  Established in 2006, the National Advisory Panel plays an integral role in reviewing applications and offering assessments as to which institutions qualify to receive the Community Engagement Classification.  In addition, the Panel provides guidance and insight around issues that help shape the content and administration of the Classification in future years.

Members of the National Advisory Panel are recognized nationally and internationally as leading scholars in community engagement.  Their significant commitment of time, creative thought, and deep expertise are central to the selection of newly classified as well as re-classified colleges and universities.  

Panel members for the 2015 application review include:

Castillo image

Celestina Castillo
Center for Community Based Learning

Occidental College

Celestina Castillo is the Director of the Center for Community Based Learning (CCBL) at Occidental College. Prior to joining the CCBL, Celestina was a community partner primarily through the CCBL-founded Northeast Education Strategy Group and later as a supervisor and mentor for Occidental students regarding community projects. As a community partner, she participated in Portland State University’s Partnership Forum in 2008, hosted by the Center for Academic Excellence, which informed a guide on developing reciprocal community-campus partnership. As a director of the CCBL, she has given presentations on Occidental College’s model of civic and community engagement at numerous conferences.  Celestina earned her BA in History at Pomona College, and a MS in Urban Policy Analysis and Management at New School University in New York. She has worked with a wide range of community-based organizations focused on education, workforce development, advocacy, and organizing. At the Los Angeles County Children’s Planning Council she worked with a number of community-based service organizations, schools, and County Departments to integrate community organizing principles and practices into service delivery models. 


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Amy Driscoll
Consulting Scholar
Carnegie Foundation for the Advancement of Teaching

Amy Driscoll is Consulting Scholar with The Carnegie Foundation for the Advancement of Teaching.  In 2005, Dr. Driscoll coordinated development of the Carnegie Community Engagement Classification, and in 2006 and 2008 she coordinated the Carnegie classification of 197 universities/colleges as community engaged institutions.  Dr. Driscoll was former Director of Teaching, Learning, and Assessment at California State University Monterey Bay.  Previously, she served as the Director of Community/University Partnerships at Portland State University, where she initiated community-based learning and community Capstones.   Dr. Driscoll has presented widely at conferences of the Association of American Colleges and Universities, the National Assessment Institute, Campus Compact, local/state meetings and has mentored more than 60 institutions in institutionalization of community engagement.  Dr. Driscoll currently coordinates the annual Assessment Leadership Academy for the Western Association of Schools and Colleges with Mary Allen. Her publications include Making Outreach Visible: A Guidebook to Documenting Professional Service(Driscoll & Lynton, 1999), Assessing Service Learning (Gelmon, Holland, Driscoll & Spring, 2001), Taking Ownership of Accreditation: Processes that Promote Institutional Improvement and Faculty Engagement (Driscoll & Cordero de Noriega, 2006), and From Outcomes-based Assessment to Learner-centered Education (Driscoll & Wood, 2007), "Tracing the Scholarship of Engagement through My Professional Memoirs" in Faculty Priorities Reconsidered (2005 Jossey-Bass), and "Roles and Responsibilities of Academic Administrators: Supporting the Scholarship of Civic Engagement" with L. Sandmann, in Public Work and the Academy (2005, Anker Publications). 


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Timothy Eatman
Imagining America

Syracuse University

Previous to becoming co-director of Imagining America (IA), Tim Eatman served as IA’s research director, providing leadership on key research and action initiatives that have shaped regional, national, and global conversations about publicly engaged scholarship. As co-principal investigator of the Tenure Team Initiative on Public Scholarship, he co-wrote its seminal report, “Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University” (2008) with IA’s founding director, Julie Ellison, and organized a series of regional meetings with Campus Compact that involved more than 60 higher education institutions. This work on faculty rewards developed into a second national study by Eatman on the career aspirations and decisions of graduate students and early-career academic professionals who identify as publicly engaged scholars.  Eatman, who transitioned with the IA headquarters from the University of Michigan to Syracuse University (SU) in 2007, has championed the expansion of the consortium’s research enterprise. He has represented IA and SU nationally and internationally through keynote addresses, workshops and consultancies that have increased conceptual understanding about and visibility for publicly engaged scholarship, forging critical relationships with several leading higher education associations. In the summer of 2013, for a second consecutive year, he was a faculty member of the American Association of Colleges and Universities’ Institute on High-Impact Practices and Student Success. He serves on the leadership team of IA’s collaborative action-research project with Columbia University Law School’s Center for Institutional and Social Change on diversity and engagement, and will soon begin a two-year appointment as an Honorary Professor at the University of South Africa.  An educational sociologist, Eatman received his Ph.D. in educational policy studies at the University of Illinois at Urbana-Champaign, a master’s degree in college student development at Howard University, and a bachelor’s degree in early childhood development at Pace University. He is the recipient of the 2010 Early Career Research Award from the International Research Association for Service Learning and Community Engagement.


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Thomas Ehrlich
Visiting Professor
Graduate School of Education

Stanford University 

Thomas Ehrlich is a Visiting Professor at the Stanford University Graduate School of Education. He has previously served as president of Indiana University, provost of the University of Pennsylvania, and dean of Stanford Law School.  He was also the first president of the Legal Services Corporation in Washington, DC, and the first director of the International Development Cooperation Agency, reporting to President Carter.  After his tenure at Indiana University, he was a Distinguished University Scholar at California State University and taught regularly at San Francisco State University.  From 2000 to 2010 he was a Senior Scholar at The Carnegie Foundation for the Advancement of Teaching.  He is author, co-author, or editor of 14 books including Preparing Undergraduates for Business: Liberal Learning for Professional Education (2011), which won the Ness Prize for the best book of the year on liberal education; Reconnecting Education and Foundations: Turning Good Intentions into Educational Capital (2007);  Educating for Democracy: Preparing Undergraduates for Lives of Responsible Political Engagement (2007); and Civic Work, Civic Lessons: Two Generations Reflect on Public Service, with Ernestine Fu (2013).  He has been a trustee of Bennett College, of Mills College, and of the University of Pennsylvania.  He is a graduate of Harvard College and Harvard Law School and holds five honorary degrees. He is also a member of the American Academy of Arts & Sciences.


Hartley imageMatthew Hartley
Professor of Education
Graduate School of Education

University of Pennsylvania

Matthew Hartley is Professor of Education at the University of Pennsylvania’s Graduate School of Education. His research and writing focus on academic governance, and he is especially interested in exploring how academic communities define their educational and civic missions. Dr. Hartley is currently engaged in research in Kazakhstan examining the shift of the governance system of this post-Soviet country and how efforts to promote institutional autonomy and a more open society are being enacted on campuses across that country.  He has also been engaged in work with the Council of Europe in Strasburg, France, exploring partnerships between universities, schools, and civil society organizations aimed at promoting Education for Democratic Citizenship.  In 2011 he completed a Fulbright in Bratislava, Slovakia, in partnership with the Slovak Governance Institute examining the launch of community-based learning efforts at several universities. His book, To Serve a Larger Purpose, co-edited with John Saltmarsh, examines the roles of universities in democratic societies. Dr. Hartley serves on the editorial boards of Educational Research, the Review of Higher Education, and the Journal of Higher Education Outreach and Engagement.   He earned his Master’s and Doctorate from Harvard University’s Graduate School of Education.


Hatcher imageJulie Hatcher
Executive Director
Center for Service and Learning;

Associate Professor, Philanthropic Studies
Indiana University-Purdue University Indianapolis

Julie A. Hatcher is Executive Director of the Center for Service and Learning and Associate Professor of Philanthropic Studies at Indiana University-Purdue University Indianapolis.  She served as the initial Director of Undergraduate Programs in the School of Philanthropy, the first degree program of its kind in the nation.  Her research and scholarship focuses on civic learning outcomes in higher education, philanthropic motivations of professionals, the philosophy of John Dewey, and the role of higher education in civil society.  She has published significantly throughout her career.  She received the International Association for Research on Service Learning and Community Engagement Dissertation Award for her dissertation, The Public Role of Professionals:  Developing and Evaluating the Civic-minded Professional Scale. She collaborates on national projects such as the Carnegie Classification for Community Engagement and the Association of American Colleges and Universities rubric development team for Civic Engagement.  Julie routinely consults with faculty and academic leaders on designing philanthropic studies curriculum and integrating service into academic study, and she enjoys collaborating on local and international projects to advance the public purposes of higher education.


Holland imageBarbara Holland
Senior Scholar
Indiana University-Purdue University Indianapolis

Barbara A. Holland is a researcher and consultant recognized internationally for her scholarship and expertise on organizational change in higher education with a focus on the institutionalization of community engagement. Dr. Holland has been a senior executive at several universities in the United States and Australia, held a visiting scholar role in the U.S. Department of HUD headquarters for two years, and was Executive Director of the National Service-Learning Clearinghouse for seven years. Among her many publications, she is the author of the “Holland Matrix” which has been widely adopted as an institutional planning tool. For her many contributions to the engagement field, she received the 2006 Research Achievement Award from the International Association for Research on Service-Learning and Community Engagement (IARSLCE). In 2008 she was named as one of the first two Honorary Fellows of the Engagement Australia organization. Barbara has been a founding board member of many higher education associations and journals, and has served as an adviser to more than 100 academic institutions across five nations. Her current work focuses on designing systems to monitor and measure the impact of engagement, and strategies to develop effective leaders to support the growing strategic importance of community engagement strategies during this time of great change in higher education. She resides in Portland, Oregon.

Hollander imageElizabeth Hollander
Senior Fellow
Tisch College of Citizenship and Public Service
Tufts University

Elizabeth Hollander joined Tisch College of Citizenship and Public Service at Tufts University as a senior fellow after nine years at the head of Campus Compact, a national coalition of college and university presidents committed to fulfilling the public purposes of higher education. During that time, she doubled the organization’s membership to more than 1,000 institutions of higher learning. Prior to joining Campus Compact in 1997, Hollander was executive director of the Monsignor John J. Egan Urban Center at DePaul University, which works with the University to address critical urban problems, alleviate poverty and promote social justice in the metropolitan community through teaching, service, and scholarship. She also served as president of the Government Assistance Program in Illinois and director of planning for the city of Chicago under Mayor Harold Washington. As a Tisch College senior fellow, Hollander is an active ambassador for Tisch College in national higher education civic engagement networks.


Janke image 1Emily Janke
Institute for Community & Economic Engagement

University of North Carolina Greensboro

Emily M. Janke is the founding director of the Institute for Community and Economic Engagement (ICEE) and an associate professor in the Peace and Conflict Studies department at the University of North Carolina at Greensboro.  Dr. Janke has held key leadership roles to support the fair treatment of community engaged scholarship in promotion and tenure policy and practices, track and monitor community engagement and public service, develop a university-wide website and Referral Desk to advance communication and potential for collaboration, develop the Community Engagement CollaboratoryTM (with Medlin and Holland), and support department-level community engagement partnerships. Janke served as chair of the Community Engagement Metrics Task Force for the University of North Carolina General Administration. Her teaching and scholarship explore multiple aspects of community and economic engagement, including community-university relationships and partnerships, institutional culture and change strategies, and the role of reciprocity, communication and tension in collaborative relationships for public good. Janke is a Visiting Fellow with the New England Resource Center for Higher Education (NERCHE) where she is a member of The Next Generation Engagement Project, a collaboration between NERCHE, the American Association of State Colleges and Universities (AASCU), and Imagining America. She received the Early Career Researcher Award (2012) and the Dissertation Award (2008) given by the International Association for Research on Service-Learning and Community Engagement. She received the John Saltmarsh Award for Emerging Civic Engagement Leaders (2012) given by the American Democracy Project of AASCU, and the Sustainer Award (2014) given by North Carolina Campus Compact.


Moog imageLori Moog
Director of Service Learning and Community Outreach
Raritan Valley Community College

Lori Moog is the Director of Service Learning and Community Outreach at Raritan Valley Community College.  She has coordinated the college’s premier Service Learning program since 1996, a program that has earned national awards including recognition on the President’s Community Service Honor Roll from 2006 to 2012 and the 2008 Carnegie Community Engagement Classification.  Ms. Moog has extensive experience developing and coordinating campus and community programs.  She has led the development of service learning initiatives with local K-12 schools and offered more than 40 professional development workshops to community college faculty and administrators on developing service learning programs nationally and regionally.  From 2004 to 2007, Ms. Moog served as the Project Director of the Learn and Serve Supporting Actions for Engagement (SAFE) multi-state grant initiative, helping faculty to design curricular about emergency preparedness, presenting seminars to college faculty and administrators as well as publishing journal articles on how to develop similar programs.  From 2007 to 2009, she served as the Project Director of the Learn and Serve grant project, Developing Regional Collaborations, which created a regional network for community colleges in New Jersey, New York, and Pennsylvania that advanced service learning initiatives among disadvantaged populations.   From 2011 to 2012, Ms. Moog helped to establish the first New Jersey Campus Compact and supported its early development while the organization was housed at Raritan Valley Community College.  Beginning in 2014, she will coordinate a three-year, multi-state service learning grant with the Teagle Foundation and six other community colleges, which will assess and develop students’ civic and moral responsibility.   


Plater image 1William Plater
Chancellor's Professor Emeritus
Executive Vice Chancellor Emeritus

Indiana University-Purdue University Indianapolis

William M. Plater is Executive Vice Chancellor and Dean of the Faculties Emeritus at Indiana University-Purdue University Indianapolis (IUPUI) and Chancellor’s Professor Emeritus of Public Affairs, Philanthropic Studies, and English.  He is currently Senior Advisor for International Affairs of the WASC Senior Colleges and Universities Commission, where he served as a Commissioner from 2005 through 2011.  Dr. Plater served as the Indiana University Dean of the School of Liberal Arts (1983-87), Executive Vice Chancellor and Dean of the Faculties (1987-2006), and Director of the Workshop on International Community Development (2006-2012) at IUPUI until his retirement in 2010.  Before joining IUPUI, Plater was Associate Director of the School of Humanities at the University of Illinois at Urbana-Champaign, where he earned BA, MA, and PhD degrees in English.  From 2012 to 2013, Plater served as senior advisor for education strategies at Course Networking, a learning technologies company providing global networking services for academic purposes through social media.   He was a director of the management committee of Epsilen, a learning technologies company owned in majority share by the New York Times and senior advisor for education at Epsilen from 2010 to 2011. In 2006, AASCU established the William M. Plater Award for Civic Engagement, the first national award of any kind to recognize provosts.  Students graduating from IUPUI—from bachelors to PhDs—with outstanding civic engagement records are awarded the Plater Medallion for Civic Engagement.  Plater has been awarded honorary doctorates by Purdue University and the National Institute of Development Administration in Thailand.



Rice imageEugene Rice
Senior Fellow
Association of American Colleges and Universities

R. Eugene Rice is Senior Scholar at the Association of American Colleges and Universities. He received his Ph.D. in Religion and Society from Harvard University and is a graduate of the Harvard Divinity School. For ten years, he served as Director of the Forum on Faculty Roles and Rewards and the New Pathways projects at the American Association for Higher Education.  Before moving to AAHE, he was Vice President and Dean of the Faculty at Antioch College, where he held an appointment of Professor of Sociology and Religion.  Earlier, Gene was Program Executive and Senior Fellow at the Carnegie Foundation, engaged in the national study of the scholarly priorities of the American professoriate and collaborating with the late Ernest Boyer on the Carnegie report Scholarship Reconsidered.  His work on that topic is available in the New Pathways Working Paper Series in an essay entitled “Making a Place for the New American Scholar” (Stylus), and appears in a book Faculty Priorities Reconsidered: Encouraging Multiple Forms of Scholarship, edited with KerryAnn O’Meara (Jossey-Bass).  Gene’s special interest is in the scholarship of engagement, and recently he has taken this work internationally, e.g., Brazil, Liberia, the West Bank, and Saudi Arabia. During the major part of his career, Rice was professor of Sociology and Religion at the University of the Pacific, where he helped initiate the first of the experimental “cluster colleges”—Raymond College—and served as chairperson of the Department of Sociology.  In Change magazine’s survey of leadership in American higher education, Gene Rice is recognized as one of a small group of “idea leaders” whose work has made a difference.


Robinson imageGail Robinson
Senior Advisor
Community College National Center for Community Engagement

Gail Robinson is an education consultant who works with faculty, staff, and administrators at colleges, universities, and nonprofit organizations to develop service learning and community engagement programs. She serves as senior advisor to the Community College National Center for Community Engagement; consults on higher education civic engagement initiatives in the U.S., Pakistan, the Middle East, and North Africa for Innovations in Civic Participation; and assists on college completion issues with The National Campaign to Prevent Teen and Unplanned Pregnancy. She has designed and delivered professional development workshops and institutes for Campus Compact and some of its state affiliates. Ms. Robinson was the director of service learning for the American Association of Community Colleges from 1994 to 2012, managing federal and nonfederal grant projects and administering more than 125 college grants. She directed AACC’s national data collection, evaluation, and research on community college service learning initiatives; served as co-editor of AACC’s A Practical Guide for Integrating Civic Responsibility into the Curriculum and designed its companion online video training modules; and authored numerous articles, reports, and monographs. Ms. Robinson was the convener of Service Learning in Higher Education—a group that comprised more than 50 Washington, DC-area associations, organizations, and institutions—and served on the board of directors of the National Society for Experiential Education and the International Association for Research on Service-Learning and Community Engagement. 

Saltmarsh imageJohn Saltmarsh
New England Resource Center for Higher Education
University of Massachusetts, Boston

John Saltmarsh is the Director of the New England Resource Center for Higher Education (NERCHE) at the University of Massachusetts, Boston as well as a faculty member in the Higher Education Administration Doctoral Program in the Department of Leadership in Education in the College of Education and Human Development. He leads the project in which NERCHE serves as the administrative partner with the Carnegie Foundation for the Advancement of Teaching for Carnegie’s elective Community Engagement Classification. He is the author, most recently, of an edited volume “To Serve a Larger Purpose:” Engagement for Democracy and the Transformation of Higher Education (2011) and a book with Edward Zlotkowski, Higher Education and Democracy: Essays on Service-Learning and Civic Engagement (2011). He is also the author of numerous book chapters and articles on civic engagement, service-learning, and experiential education, and the co-author of the Democratic Engagement White Paper (NERCHE, 2009). He is an associate editor for the Michigan Journal of Community Service-Learning, and on the editorial board of the Journal of Higher Education Outreach and Engagement. He serves on the National Advisory Board of Imagining America, a member of Association of American Colleges and Universities (AACU) Coordinating Committee Members of the Civic Learning and Democratic Engagement Action Network and has served as past chair and member of the board of the International Association for Research on Service Learning and Community Engagement (IARSLCE), as an ex-officio member of the Board of The Democracy Imperative, and on AACU’s board of the Core Commitments Project. He is a member of the National Review Board for the Scholarship of Engagement, has served as a National Scholar with Imagining America’s Tenure Team Initiative, and as a member of the Advisory Committee for the Carnegie Foundation’s Community Engagement Classification. From 1998 through 2005, he directed the national Project on Integrating Service with Academic Study at Campus Compact. He holds a Ph.D. in American History from Boston University and taught for over a decade at Northeastern University and as a Visiting Research Fellow at the Feinstein Institute for Public Service at Providence College.

Sandmann imageLorilee Sandmann
Department of Lifelong Education, Administration, and Policy
University of Georgia

Lorilee R. Sandmann is professor in the Department of Lifelong Education, Administration, and Policy in the College of Education at The University of Georgia and also the editor of the Journal of Higher Education Outreach and Engagement. For 40 years, Dr. Sandmann has held administrative, faculty, extension, and outreach positions at the University of Minnesota, Michigan State University, Cleveland State University, as well as The University of Georgia. Her research focuses on leadership and organizational change in higher education with special emphasis on the institutionalization of community engagement; faculty roles and rewards related to engaged scholarship; and preparing future engaged scholars. Dr. Sandmann has been inducted into the International Adult and Continuing Education Hall of Fame, was president of the American Association for Adult and Continuing Education, chaired what is now the Council of Engagement and Outreach for the Association of Public and Land-Grant Universities, and is on the National Advisory Panel for Community Engagement of the Carnegie Foundation for the Advancement of Teaching. She was awarded UGA’s Outstanding Faculty Scholarship of Engagement Award and the International Association for Research on Service Learning and Community Engagement’s 2013 Distinguished Researcher Award. She holds a Ph.D. from the University of Wisconsin-Madison in adult education and business management. 


Smith Baker imageChanda Smith Baker
President & CEO
Pillsbury United Communities, Minneapolis, MN

Chanda Smith Baker was named President and Chief Executive Officer of Pillsbury United Communities, a nonprofit health and human service organization in 2011.  In this role, she is responsible for leading 200 staff, six neighborhood centers, and eight social enterprises. Prior to assuming this role, she provided dynamic and thoughtful leadership at Pillsbury United for 10 years in a variety of demanding positions, including Chief Learning Offier, Vice President, and Director of Government Relations. Ms. Smith Baker’s 20-year nonprofit and community experience has been focused in urban, low-income communities.  She is a proactive and visionary leader who wins ardent and loyal community support, develops key collaborations, and builds crucial relationships. She has gained a repution for her passion for social justice, her penchant for innovation, and her reputation for top performance. Ms. Smith Baker has a Master's degree in organizational development from Concordia University, is certified as a life coach, and is a graduate of the University of Michigan's Executive Leadership Institute.  Ms. Smith Baker currently sits on the boards of the International Federation of Settlements, MACC Commonwealth, Minnesota Campus Compact, and MACC Alliance, and is the chair of the African American leadership forum. Ms. Baker received the Hometown Hero recognition in 2011 for her role leading the recovery efforts following a tornado in North Minneapolis and was a Minneapolis-St. Paul Business Journal “Diversity in Business” honoree in 2012.  Ms. Smith Baker is a native Minnesotan living blocks away from her childhood home.  She is married and has five children, Dominique, Malik, Elon, Ryland, and Jayland.


Applications for the 2015 Carnegie Community Engagement Classification and Re-Classification were due on April 15, 2014.  The results of the application process will be announced in January 2015.  Only those institutions that receive the classification will be identified.

Learn more about the Community Engagement Classification >>


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