Women’s Emancipation and Development Agency (WOMEDA) Executive Director Juma Massisi (seated, center) facilitates conversation among women and Amizade students in Kayanga, Tanzania, as part of research that supported a successful United States Agency for International Development grant award for WOMEDA.


DukeEngage students Jeline Rabideau and Jenny Denton worked with middle school girls, such as ​Katie, in Western North Carolina to enhance literacy skills through digital storytelling projects focused on their families.


DukeEngage independent project student Alex Saffrit collaborated with a community member, Moses, in Nkokonjeru, Uganda, on a solar cooker project.


Ernesto Alaniz, community maintenance leader, Villanova civil engineering student Allie Braun, and Water for Waslala program manager Iain Hunt cooperate to inspect a new water tank near Santa Maria Kubali, Nicaragua.


Visioning and Implementation Team 

R. BBalualasubramaniam (Balu), Associate Editor, is a respected development activist, leadership trainer, thinker and writer, who has embarked on his journey in the development sector by living and working for more two decades among remote forest based tribal communities in the southern Indian district of Mysore. He has uniquely been able to combine a vast development sector experience with studying and teaching at the world’s leading schools of policy and development including Harvard and Cornell Universities. He has also been a special investigator for Lok Ayukta Karnataka in addition to holding membership & consulting positions in government bodies and commissions, academic board and development agencies.  Dr. R Balasubramaniam, the founder of Swami Vivekananda Youth Movement and Grassroots Research And Advocacy Movement embodies a rare blend of grassroots and macro perspectives on development and policy through his multi-faceted experience of more than three decades.  He is also the co-founder and advisor of Vivekananda Institute for Indian Studies which works with more than 20 universities across the world and offers programs in Global Service Learning, Study Abroad, Internships and field experiences. He is a avid blogger and has authored 5 books to date.

LightenedFeb2015FullProfileEric Hartman, Co-founder, is the Executive Director of the Center for Peace and Global Citizenship at Haverford College. Eric advances a critical understanding of global citizenship through research and practice with global learning and community development. He has written for several peer-reviewed and popular publications including The Stanford Social Innovation Review, International Educator, Tourism and Hospitality Researchand The Michigan Journal of Community Service-Learning. Eric has served as executive director of a community-driven global nonprofit organization, Amizade Global Service-Learning, and taught on human rights, transdisciplinary research methods, and globalization in global studies programs at Arizona State University and Providence College.  He co-founded both and the global engagement survey, initiatives that advance best practices in global learning and cooperative development within community-campus partnerships.


RichardProfileRichard Kiely, Co-founder & Visioning Committee, from 2011-2015 he served the founding director of Engaged Learning + Research at Cornell University and since 2016, serves as Senior Fellow in the Office of Engagement Initiatives as part of Engaged Cornell.  He is currently leading an effort to evaluate the impact of Engaged Cornell, a large scale community engagement initiative at Cornell University. In 2002, he received his PhD from Cornell, and in 2005 was recognized nationally as a John Glenn Scholar in Service-Learning for his longitudinal global service-learning research that led to the development of a transformative service-learning model. In 2006, Richard co-taught a graduate/undergraduate service-learning course in City & Regional Planning as part of the New Orleans Planning Initiative (NOPI). The participants in this course developed with their community partners a comprehensive recovery plan for the Ninth Ward in New Orleans. Richard also served as the Faculty Director of the Cornell Urban Scholars Program (CUSP) and the Cornell Urban Mentor Initiative (CUMI), two university-wide, interdisciplinary service-learning programs. Richard has taught, and has served as an advisor to numerous (global) service-learning programs and was the co-founder with colleague, Donna Nielsen, of a global service-learning partnership between Tompkins Cortland Community College and community members in Puerto Cabezas, Nicaragua, which will be entering its 23th year in 2017. Richard continues to act as a consultant and is an active scholar in the area of service-learning and community engagement in higher education. H regularly conducts seminars and workshops for students, staff and faculty on course design, experiential learning, service-learning, community-based participatory action research, assessment and program evaluation. He recently served as co-editor of the Michigan Journal of Community Service Learning for two special sections on global service-learning (2014-2015) and is currently working on a co-authored book Building a Better World: The Pedagogy and Practice of Global Service-Learning with globalsl co-founders. 

LoughBenjamin Lough, Visioning Committee & Quantitative Research Director, is an Assistant Professor at the University of Illinois School of Social Work. He earned his BS and MSW in 2003 from Brigham Young University, and his PhD in 2010 from Washington University in St. Louis. Dr. Lough has extensive international research experience, having recently served as a resident consultant to United Nations Volunteers (UNV) program in Germany, an independent consultant to the Department of Human and Social Services of American Samoa, and a program evaluator for the Foundation for International and Community Assistance in Armenia and the Republic of Georgia. His research interests include: community development, international volunteering and service, nonprofit management, and social work education. He recently completed a study with the American Jewish World Service to assess the impacts of international service-learning programs on participants’ civic engagement, philanthropic giving, and Judaism’s imperatives to pursue justice and enhance human rights. He has also worked with the Center for Social Development, the International Forum for Volunteering in Development, and UNV on various longitudinal studies assessing the impacts of international volunteerism on communities, host organizations, and volunteers.
Janice McJaniceMcMillanMillan, Associate Editor,
is Senior Lecturer and Convenor of the University of Cape Town’s (UCT) Global Citizenship program. Before joining UCT, Janice worked in the nonprofit sector in education and development. She joined UCT in 1994, first in the Department of Adult Education, and since 2000, in the Centre for Higher Education Development. From 1999-2001, she was the UCT representative on a national service-learning research and development project funded by the Ford Foundation. From 2010-2014, Janice was also the service-learning Coordinator of Stanford University’s BING Overseas Study program in Cape Town where she taught over 200 Stanford students over 5 years on a required seminar to think critically about global service learning.

Janice obtained her PhD in Sociology in 2008 from UCT with a focus on service learning as ‘boundary work’. Her teaching, research and development interests focus on higher education and social responsiveness – with particular emphasis on service learning, critical citizenship and university-community partnerships more broadly. Her theoretical interests focus on forms of pedagogy and knowledge at the interface of the university and the community; global citizenship education; reflective practice and the role of education in social change and development. She has published in a range of publications linked to service learning and community engagement. Janice sits on a number of university-wide committees including UCT’s Social Responsiveness Committee; the UCT Knowledge Coop Steering Committee; the Global Citizenship program Advisory Committee; and UCT’s Schools Improvement Initiative Steering Committee. She was also a Board member of SHAWCO, a large student volunteer organization at UCT for 9 years from 2005-2014.

AmandaMooreMcBride_webAmanda Moore McBride, Visioning Committee, is the Bettie Bofinger Brown Associate Professor at the George Warren Brown School of Social Work (“Brown School) at Washington University in St. Louis, where she is the Associate Dean for Social Work, leading the school’s top ranked Master of Social Work program. Through the Center for Social Development at the Brown School, Dr. McBride serves as faculty director of the Center’s research core on civic engagement and service, which studies civic interventions that mobilize social and political action and generate community impact. Interventions of focus include service learning as well as national service and international volunteering. With her international collaborators, she has co-authored two books and three journal issues, and written more than 50 publications on service. Dr. McBride is also a national leader on service in the context of higher education. Since 2006, she has led Washington University’s Richard A. Gephardt Institute for Public Service, where she promotes effective community engagement across the University. Most recently, she chaired Washington University’s April 2013 hosting of the Clinton Global Initiative-University (CGI-U), which brought 1200 students from around the world to the University to develop their civic skills. Dr. McBride has been recognized as teacher of the year at the Brown School and outstanding doctoral mentor by Washington University. In 2012, she was the mid-west regional Campus Compact’s community-engaged scholar award recipient. She has consulted with the United Nations, Social Science Research Council, Brookings Institution, United States Peace Corps and the Corporation for National and Community Service, as well as scores of colleges and universities looking to advance their civic agendas.

Eric Mlyndr-eric-mlyn-1.original, Visioning Committee, is Assistant Vice Provost for Civic Engagement and Executive Director of DukeEngage at Duke University. Prior to this position, he directed the Robertson Scholars Program, a joint merit scholarship program at Duke and UNC-Chapel Hill. A firm believer in the transformative power of experiential education, he has been building programs in this area for over a decade. A political scientist with a B.A. from Tufts University and a Ph.D. from the University of Minnesota, Eric’s academic and administrative work over the past 25 years has concerned itself with the role that society plays in fostering and strengthening democracy.

Nora Pillard Reynolds, bio_noraEditor, holds a Ph.D. in Urban Education from Temple University. She approaches this work from her experiences as a non-profit practitioner, higher education administrator, instructor, and researcher. Immediately following her graduation from Villanova University in 2002, Nora travelled to Nicaragua for the first time. That trip led her to co-found Water for Waslala, an NGO that works for access to clean drinking water in Waslala, Nicaragua. Water for Waslala has implemented 18 community water projects serving over 3,400 residents while reaching another 3,800+ residents since 2014 through a household filter micro-loan program. Water for Waslala has hosted over 300 Villanova University College of Engineering faculty and students in Nicaragua over the years. Most recently, as the Executive Director, Nora led the acquisition strategy and on April 1, 2016, Water for Waslala was acquired by WaterAid.

Her dissertation, Is international service-learning win-win? A case study of an engineering partnership, utilized participatory methods to explore community perspectives in Waslala, Nicaragua about the ten+ year partnership with Villanova University’s College of Engineering. For her dissertation, she earned the 2016 IARSLCE Recognition of Exemplary Contribution through Research on Service Learning and Civic Engagement. Findings from her dissertation have been published in the Michigan Journal of Community Service Learning (2014), the recent volume International Service Learning: Engaging Host Communities (2015), and the forthcoming Handbook of Family, School, Community Partnerships in Education (2017).

Photo by Matt Cashore/University of Notre DameCynthia Toms, Visioning Committee & Qualitative Research Director, is Director of Global Education and Assistant Professor of Sociology at Westmont College. She previously served as Assistant Director of the Center for Social Concerns at the University of Notre Dame, where she oversaw academic immersion courses for over 1,000 graduate and undergraduate students annually. For three years she served as the Associate Director and a faculty member at the Uganda Studies Program (sponsored by the Council for Christian Colleges and Universities), and has previously taught at Peking University and Huija Private College in China. Her dissertation focused on the impact of global volunteerism on community development in Latin America. Along with a recently edited book, Transformations at the Edge of the World, her published work appears in the Journal of Higher Education, Christian Higher Education, and Higher Education.


The kitchen table conversations that led to the initial development of this website emerged through a book-writing project among Hartman, Kiely, Friedrichs, and Boettcher.

Christopher Boettcher is an Assistant Professor of English at Castleton State College in Vermont. He specializes in general education courses in literature and writing as well as general education administration and assessment. A committed practitioner of Global Service-Learning since his first course in 2001, Chris has led numerous GSL programs on five continents. As a curricular consultant for Amizade Global Service-Learning, Chris helped to design and implement the Amizade GSL model. When he isn’t teaching or working in civic engagement and community development, Chris pursues an active research interest in nineteenth century intellectual history.

Jessica Friedrichs is a faculty member in the Social Work Department of the School for Social Change at Carlow University in Pittsburgh, PA.  She also serves as Coordinator of Carlow’s Service-Learning Center and as Co-Director of the Honors Program.   She holds a Master’s degree in Social Work and a Master’s degree in Public Administration from the University of Pittsburgh.  She has published in the journal Social Justice and presented at service-learning conferences for the past decade, focusing on service-learning pedagogy, both in the U.S. and global context.  She is part of a research team studying the impact of service-learning on students from diverse backgrounds, particularly those who are first-generation college students.  She has co-taught global service-learning courses in Bolivia, Tanzania, Northern Ireland, Jamaica and the Navajo Nation through the Amizade Global Service-Learning Center and served on Amizade’s Board of Directors.   In Pittsburgh, she teaches service-learning classes with an emphasis on exploring social media as a community organizing tool.  Before her academic position, she worked in the Pittsburgh non-profit sector with local and global service-learning, the refugee population, in a community-based foundation and with a variety of AmeriCorps programs.