Kennesaw State University

President Elect, Faculty Senate

Jennifer worked at Kennesaw State University as a President Elect, Faculty Senate

Kennesaw State University

President of the Faculty Senate

Jennifer worked at Kennesaw State University as a President of the Faculty Senate

Kennesaw State University

Associate Professor of Leadership Studies

Jennifer worked at Kennesaw State University as a Associate Professor of Leadership Studies

Kennesaw State University

Interim Graduate Program Coordinator for the Siegel Institute for Leadership, Ethics, and Character

Jennifer worked at Kennesaw State University as a Interim Graduate Program Coordinator for the Siegel Institute for Leadership, Ethics, and Character

Kennesaw State University

Assistant Professor of Leadership Studies

Jennifer worked at Kennesaw State University as a Assistant Professor of Leadership Studies

International Association for Research on Service-Learning and Community Engagement (IARSLCE)

Board Member

Represented the Graduate Student Network (chair)

The Graduate College - Kennesaw State University

Graduate Faculty Fellow

Jennifer worked at The Graduate College - Kennesaw State University as a Graduate Faculty Fellow

Engagement Scholarship Consortium

Chair of the Emerging Engagement Scholars Workshop Steering Committee

Jennifer worked at Engagement Scholarship Consortium as a Chair of the Emerging Engagement Scholars Workshop Steering Committee

Journal of Higher Education Outreach and Engagement

Associate Editor of Dissertation Overviews

Jennifer worked at Journal of Higher Education Outreach and Engagement as a Associate Editor of Dissertation Overviews

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Capacity Building for Community Engagement in Community Colleges

Journal for Civic Commitment

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Capacity Building for Community Engagement in Community Colleges

Journal for Civic Commitment

Book Advances Theory and Evidence-Driven Design and Redesign of Community Leadership Development Programs

Journal of Community Engagement and Scholarship

Review of the book Community effects of leadership development education: Citizen empowerment for civic engagement by Pigg, K., Gasteyer, S., Martin, G., Apaliya, G., Keatings, K

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Capacity Building for Community Engagement in Community Colleges

Journal for Civic Commitment

Book Advances Theory and Evidence-Driven Design and Redesign of Community Leadership Development Programs

Journal of Community Engagement and Scholarship

Review of the book Community effects of leadership development education: Citizen empowerment for civic engagement by Pigg, K., Gasteyer, S., Martin, G., Apaliya, G., Keatings, K

Integrated student leadership development: A qualitative case study on building the intercultural competence of first-year honors students

Journal of Leadership Education

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Capacity Building for Community Engagement in Community Colleges

Journal for Civic Commitment

Book Advances Theory and Evidence-Driven Design and Redesign of Community Leadership Development Programs

Journal of Community Engagement and Scholarship

Review of the book Community effects of leadership development education: Citizen empowerment for civic engagement by Pigg, K., Gasteyer, S., Martin, G., Apaliya, G., Keatings, K

Integrated student leadership development: A qualitative case study on building the intercultural competence of first-year honors students

Journal of Leadership Education

Documenting Teaching Effectiveness in the Online Environment Through Observations

Online Journal of Distance Learning Administration

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Capacity Building for Community Engagement in Community Colleges

Journal for Civic Commitment

Book Advances Theory and Evidence-Driven Design and Redesign of Community Leadership Development Programs

Journal of Community Engagement and Scholarship

Review of the book Community effects of leadership development education: Citizen empowerment for civic engagement by Pigg, K., Gasteyer, S., Martin, G., Apaliya, G., Keatings, K

Integrated student leadership development: A qualitative case study on building the intercultural competence of first-year honors students

Journal of Leadership Education

Documenting Teaching Effectiveness in the Online Environment Through Observations

Online Journal of Distance Learning Administration

Emergent Spaces of Civic Leadership Education and Development: Understanding the Liberal Arts and Humanities from a Perspective of Civic and Public Work

Journal of Leadership Education

The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Capacity Building for Community Engagement in Community Colleges

Journal for Civic Commitment

Book Advances Theory and Evidence-Driven Design and Redesign of Community Leadership Development Programs

Journal of Community Engagement and Scholarship

Review of the book Community effects of leadership development education: Citizen empowerment for civic engagement by Pigg, K., Gasteyer, S., Martin, G., Apaliya, G., Keatings, K

Integrated student leadership development: A qualitative case study on building the intercultural competence of first-year honors students

Journal of Leadership Education

Documenting Teaching Effectiveness in the Online Environment Through Observations

Online Journal of Distance Learning Administration

Emergent Spaces of Civic Leadership Education and Development: Understanding the Liberal Arts and Humanities from a Perspective of Civic and Public Work

Journal of Leadership Education

The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.

Student Perceptions of Millennial Faculty

Currents in Teaching and Learning

Our study examines how college students perceive millennial faculty. In exploring how students perceive millennial faculty, the model of interpersonal teacher behavior provides a framework from which to organize and categorize millennial faculty behaviors as reported by students, and to discern how they impact the student-faculty relationship. Our findings indicate that students generally have a favorable perception of millennial faculty. Through qualitative analysis, emergent themes such as the use of technology to teach and communicate, flexibility and adaptability in classroom management, and teaching personas, as well as use of communication styles and language to establish connections with students indicate positive perceptions of millennial faculty. The findings of our study serve as a useful resource for new millennial faculty as they develop their teaching practice and create a new knowledge base for a topic that has not been previously explored.

Extending Our Conceptualization of Boundary-Spanning Leadership for Community Engagement

Journal of Higher Education Outreach and Engagement

In this reflective conceptual essay, we critically examine two complementary models related to leadership for community engagement—the boundary-spanning model (Weerts & Sandmann, 2010) and the preliminary competency model for CEPs (Dostilio, 2017a). Both models organize and present prioritized activities necessary for individuals to advance community engagement. We believe an exploration of points of convergence and divergence between the models will lay the groundwork for continued inquiry and allow for further refinement of both models, with the aim of supporting the professional development of community engagement professionals (CEPs).

The Engaged Community College: Supporting the Institutionalization of Engagement Through Collaborative Action Inquiry

Journal of Higher Education Outreach and Engagement

Community-Engaged Pedagogy in the Virtual Classroom

Journal of Leadership Studies

Capacity Building for Community Engagement in Community Colleges

Journal for Civic Commitment

Book Advances Theory and Evidence-Driven Design and Redesign of Community Leadership Development Programs

Journal of Community Engagement and Scholarship

Review of the book Community effects of leadership development education: Citizen empowerment for civic engagement by Pigg, K., Gasteyer, S., Martin, G., Apaliya, G., Keatings, K

Integrated student leadership development: A qualitative case study on building the intercultural competence of first-year honors students

Journal of Leadership Education

Documenting Teaching Effectiveness in the Online Environment Through Observations

Online Journal of Distance Learning Administration

Emergent Spaces of Civic Leadership Education and Development: Understanding the Liberal Arts and Humanities from a Perspective of Civic and Public Work

Journal of Leadership Education

The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.

Student Perceptions of Millennial Faculty

Currents in Teaching and Learning

Our study examines how college students perceive millennial faculty. In exploring how students perceive millennial faculty, the model of interpersonal teacher behavior provides a framework from which to organize and categorize millennial faculty behaviors as reported by students, and to discern how they impact the student-faculty relationship. Our findings indicate that students generally have a favorable perception of millennial faculty. Through qualitative analysis, emergent themes such as the use of technology to teach and communicate, flexibility and adaptability in classroom management, and teaching personas, as well as use of communication styles and language to establish connections with students indicate positive perceptions of millennial faculty. The findings of our study serve as a useful resource for new millennial faculty as they develop their teaching practice and create a new knowledge base for a topic that has not been previously explored.

Toward an Innovative Civic Engagement Pedagogy

eJournal of Public Affairs

This article shares the thoughts of recipients of the John Saltmarsh Award for Emerging Leaders in Civic Engagement. The contributions appear in the order in which authors received the award (from most recent to earliest): Hartlep (2018 award recipient), “Critical Storytelling: Publishing as a Vehicle for Increasing Civic Engagement”; Lake (2017), “Activating a Community-Campus Read”; Purcell (2017), “Beyond Pedagogy: Community and Civic Engagement Leader Identity and Its Broader Educative Role”; Bush (2016), “What You Can Learn From Campus Tours”; Perry (2016), “Ripples Have to Start Somewhere: Social Entrepreneurship and Social Justice for Teaching Civic Engagement”; Fleck (2015), “Civic Engagement Enhanced Online”; Kliewer (2014), “Leveraging Leadership Coaching to Disrupt Authority and Enable Conditions for Civic and Democratic Learning”; Janke (2013), “Listening, Dialogue, and Empathy: Hallmarks of Community, Tools for Listening Across Differences”; Markham (2012), “Finding My ‘Community’ in Community Engagement”; and Orphan (2011), “I Believe in Expansion.” The article concludes with thoughts from John A. Saltmarsh about pedagogical practice.