Julie Hatcher

Professor Emeritus

Faculty

Phone:

317-274-6753

Email:

jhatcher@iu.edu

Website:

https://csl.indianapolis.iu.edu/teaching-research/tools-instruments/professional/index.html

Biography

I am an Associate Professor of Philanthropic Studies and Executive Director of the Center for Service and Learning and at IU Indianapolis. My current responsibilities include leading the work of the Center to support a campus culture of community engagement among faculty, staff, students, and alumni. I was among the first cohort of students in the Ph.D. program in Philanthropic Studies. I am part of the Community Engagement Leadership Team and have been instrumental in the success of the campus to receive the Carnegie Elective Classification for Community Engagement in 2006 and 2015 as well as the President’s Higher Education Honor Roll nearly each year since its inaugural award in 2008.

Education

• Indiana University, Doctor of Philosophy, 2008                           
• Lilly Family School of Philanthropy, Philanthropic Studies
• Indiana University, M.S. Education College, 1988  
• School of Education, Student Personnel Administration  

Courses Taught

• PHST 301              Historical Context and Contemporary Approaches to Philanthropy
• PHST 490              Internship in PHST               
• PHST 450              Capstone in PHST
• PHST 490              Internship in PHST               
• PHST 212              Philanthropy and Civic Engagement           
• PHST 330              Community Service Seminar
• PHST 590              Internship                             
• PHST 521              Intro to Non Profit Sector and Philanthropic Studies

Publications

• Service-learning and philanthropy: Implications for course design.  
• Assessing civic knowledge and engagement.   
• Defining the catchphrase: Understanding the civic engagement of college students. 
• Using a partnership approach in study abroad: Implications and strategies for program design and assessment.
• Research on service learning: Conceptual frameworks and assessment: Volume 2A: Students and faculty. 
• Research on service learning: Conceptual frameworks and assessment: Volume 2B: Communities, institutions, and partnerships. 
• International service learning: Conceptual frameworks and research.
• Service-learning in the United States and South Africa: A comparative analysis informed by John Dewey and Julius Nyerere.
• Current trends in service learning and civic engagement and their implications for higher education.
• Service learning as scholarship: Why theory-based research is critical for service learning.
• Student engagement trends over time. 
• Institutionalization of service learning in higher education.
• Reflection in service learning: Making meaning of experience.
• Reflection: Bridging the gap between service and learning.
• The moral dimensions of John Dewey’s philosophy: Implication for service learning in undergraduate education.
• Engaging and supporting faculty in service learning.
• Implementing service learning in higher education.
• A service-learning curriculum for faculty.
• Innovative practices in service-learning and curricular engagement. 
• Advancing civic engagement through service learning.
• Institutional strategies to involve first-year students in service.

Research Interests

My 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. Specifically, I have developed the Civic-Minded Professional Scale, and collaborated on a team to develop the Civic-Minded Graduate Scale, Narrative Prompt, and Rubric. I enjoy collaborating on national projects such as the Carnegie Classification for Community Engagement and the Association of American Colleges and Universities (e.g., Bridging Theory to Practice, rubric development team for Civic Engagement). I routinely consult with faculty and academic leaders on designing Philanthropic Studies curriculum and integrating service into academic study. When international guests visit the Lilly Family School of Philanthropy, they often visit our Center for Service and Learning as well to understand how the practice of service engagement is enacted in higher education through both curricular and co-curricular programs.

Honors and Awards

• IU Indianapolis Pride of the Jaguar Award
• Trustees Teaching Award Lilly Family School of Philanthropy                                   
• Invited Participant in American Association of Colleges Bringing Theory to PracticeFoundation Well-Being Seminar                                                          
• Fulbright-Hays Group Project Abroad, Kenya             
• Outstanding Dissertation Award, International Association for Research on Service-Learning and Community Engagement                            

Current Projects

• College student civic outcomes
• Experiential philanthropy courses
• College students as episodic volunteer

Presentations

• Developing an undergraduate curriculum in Philanthropic Studies.
• Advancing the research on experiential philanthropy courses
• Developing civic-minded graduates: Cross-cultural perspectives
• Developing civic-minded professionals:  Findings from research and implications for good practice
• Developing civic-minded graduates and professionals: Implications for faculty development
• Days of service: Civic outcomes in episodic volunteer experiences for college students. 
• Developing engaged citizens: What we know about fostering civic-mindedness.
• Transmitting the philanthropic tradition through service learning.
• Nonprofit leaders and service learning: Improving partnerships and learning. 
• Value and variance of the Ph.D. in Philanthropic Studies. 
• Assessing student learning outcomes in Philanthropic Studies.
• Recent trends in philanthropy: Implications for you and your work. 
• Engaging undergraduates in the archives: Case study in Philanthropic Studies. 
• Service learning and Philanthropic Studies.
• Doctoral program in Philanthropic Studies: A multidisciplinary approach
• Institutionalization and sustainability in Philanthropic Studies, Nonprofit Management, and Third Sector Leadership programs.
• Reflective practice in Philanthropic Studies. 
• Academic programs in Philanthropic Studies.
• Service-based Scholarships in Higher Education: Implications for Civic-Minded Graduates, Professionals, and the Public Good. 
• Civic-minded Professional Scale: Developing and evaluating a quantitative measure to advance research. 
• Civic-minded graduate: Qualitative and quantitative measures to advance research, assessment and program design. 
• Developing and evaluating the Civic-Minded Professional scale: Findings from a national survey of faculty. 
• International service learning in Calnali, Mexico.
• Thinking outside of the box: Innovative approaches to active learning and civic education.
• Reflection strategies for learning communities.
• RISE Initiative: Supporting civic and economic development through undergraduate learning. 
• Teaching for the common good: Academic outcomes for service learning
• The relationship between service learning and deep learning. 
• Where’s the public good in community engagement.
  
• Assessment of service learning: Identifying goals and resources. 
• Structuring reflection for learning and development. 
• VALUE Project: Civic knowledge and engagement rubric development. 
• Designing a service learning class: Key elements of reciprocity, reflection and civic learning outcomes
• Bringing study abroad and service learning programs together.
• Reflective practice in service learning
• Assessment in service learning: Civic learning outcomes
• Service learning to what end? Private gain or public good? 
• Engagement multiplied: The impact of college-level dialogue and reflection experiences on civic-mindedness as professionals. 
• Faculty, community, and stakeholder interests in evaluation research: Case study of Project on Civic Reflection. 
• International service learning in higher education: Implications for faculty work, student learning, and campus-community partnerships.
• Service learning interactions with organizations in the third sector
• Civic-minded graduates: Identifying knowledge, skills, and dispositions to improve assessment and research.
• Boyer Scholars faculty development program.
• Competing paradigms: Quantitative and qualitative research methodology.
• Analyzing Morton’s typology of service paradigms and integrity.
• Where’s the community impact in service-learning research?
• Identifying and designing quantitative scales for service learning research.
• Motives for service among college students.
• Service learning and retention in the first year.
• The critical role of reflection in service learning: A multi-campus study of service learning.
• The role of service learning on retention of students: A multi-campus study of service learning.
• The effects of community service on students.
• Partnerships for the common good: The power of coffee and conversations. 
• Service learning towards civic engagement: Current trends. 
• Documenting civic engagement from an institutional perspective.
• Internationalization and community engagement. 
• Civic engagement and faculty work: Institutional strategies from cross-cultural perspectives.
• Evaluation of civic engagement. 
• Campus strategies for engagement. 
• Documenting and evaluating the work: Counting and measuring. 
• Campus case study of civic engagement. 
• Institutional assessment of service-learning and civic engagement.
• Institutional assessment of civic engagement for Carnegie Classification.
• Civic engagement and faculty work: Institutional strategies from cross-cultural perspectives.
• Documenting civic engagement from an institutional perspective.
• Community engagement: External pulls and internal strategies.

Other Activities

National Advisory Board for Carnegie Elective Classification for Community Engagement