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Center Faculty and Staff Publications



Beckman, M. (2010). From connection to disconnection: Crossing over into the worlds of homelessness.  In D. Byrd, E. Nixon-Cobb, M. Beckman, L. McMahon, B. Seetch & A. Smith (Eds.) Teaching the isms: Feminist pedagogy across the disciplines. Towson, MD: Institute for Teaching and Research on Women, Towson University.

Beckman, M., Brandenberger, J.W., & Smith Shappell, A. (2009, Fall). Graduate students and community-based learning. Academic Exchange Quarterly, 13(3), 45-50.

Beckman, M., Cockburn, B., & Penney, N. (in press). Maximizing the impact of community-based research. Journal of Higher Education Outreach and Engagement.

Beckman, M. & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research.  CUR Quarterly, 29(4), 40-44.

Beckman, M., & Long, J. (in press). Beyond tomorrow: Charting a long term course toward community impact in local public education, In H.E. Fitzgerald & J. Primavera (Eds.) Going Public: Civic and Community Engagement, the Scholarship of Practice. East Lansing, MI: Michigan State University Press.

Bowman, N. (2009). College diversity courses and cognitive development among students from privileged and marginalized groups. Journal of Diversity in Higher Education, 2, 182-194.

Bowman, N. (2010). The development of psychological well-being among first-year college students. Journal of College Student Development, 51, 180-200.

Bowman, N. (2010). Dissonance and resolution: The non-linear effects of diversity courses on well-being and orientations toward diversity. Review of Higher Education, 33, 543-568.

Bowman, N.(2010). Promoting participation in a diverse democracy: A meta-analysis of college diversity experiences and civic engagement. Review of Educational Research.

Bowman, N. (in press). Can first-year college students accurately report their learning and development? American Educational Research Journal.

Bowman, N. (in press). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research.

Bowman, N. (in press). Assessing learning and development among diverse college students. In S. Herzog (Ed.), Diversity and educational benefits: Expanding the scope, deepening our understanding (New Directions for Institutional Research Series). San Francisco: Jossey-Bass.

Bowman, N. , & Brandenberger, J. (2012). Experiencing the unexpected: Toward a model of college diversity experiences and attitude change. Review of Higher Education, 35 (2), 179–205.

Bowman, N. , & Brandenberger, J. (in press). Quantitative assessment of service-learning outcomes: Is self-reported change an adequate proxy for longitudinal change? In J. Keshen, B. Holland, & B. Moely (Eds.) Advances in Service-Learning: Research for What? (Advances in Service-Learning Research Series, Vol. 10). Charlotte, NC: Information Age Publishing.

Bowman, N., Brandenberger, J. Hill, P., & Lapsley, D. (2011). The long-term effects of college diversity experiences: Well-being and social concerns 13 years after graduation. Journal of College Student Development, 52 (6), 729-739.

Bowman, N., Brandenberger, J., Hill, P.., Lapsley, D., & Quaranto, J. (2010). Serving in college, flourishing in adulthood: Does community engagement during the college years predict adult well-being? Applied Psychology: Health and Well-Being, 2, 14-34.

Bowman, N., Brandenberger, J., Mick, C., & Toms Smedley, C. (2010). Sustained immersion experiences and student orientations toward equality, justice, and social responsibility: The role of short-term service-learning. Michigan Journal of Community Service Learning, 17(1), 20-31.

Bowman, N., Kitayama, S., & Nisbett, R. (2009). Social class differences in self, attribution, and attention: Socially expansive individualism of middle-class Americans. Personality and Social Psychology Bulletin, 35, 880-893.

Bowman, N., & Small, J. (in press). Do college students who identify with a privileged religious group experience greater spiritual development? Exploring individual and institutional factors. Research in Higher Education, 51, 595-614.

Bowman, N., & Small, J. L. (in press). Exploring a hidden form of minority status: College students’ religious affiliation and well-being. Journal of College Student Development.

Brandenberger, J. (2008). Service-Learning. In Moral Education: A Handbook (Vol. 2, pp. 406-407). Westport, CT: Praeger.

Brandenberger, J. (2008). Social Justice. In Moral Education: A Handbook (Vol. 2, pp. 420-421). Westport, CT: Praeger.

Brandenberger, J., & Bowman, N. (2009). Reciprocal influences of spirituality, religious commitment, and prosocial development in college. Research paper for publication by the Spirituality and Higher Education Project at the Higher Education Research Institute, UCLA.   

Hill, P., Burrow, A., Brandenberger, J., Lapsley, D., & Quaranto, J. (2010). Collegiate purpose orientations and well-being in adulthood. Journal of Applied Developmental Psychology. Available online:

Hill, P., Jackson, J., Roberts, B., Lapsley, D., & Brandenberger, J. (in press). Change you can believe in: Changes in goal-setting during merging and young adulthood predict later adult well-being. Social Psychology and Personality Science.

McDowell, R. (2010) "Eat, Pray, Love" Saint André Style. ND Global / The European Edition. Available online:

McDowell, R., (2011) "Building relationships through theatre, Community-based learning en français!" ND Global / The European Edition. NDEurope Fall 2011, p.8pdf

Pfeil, M. (2008). “Power and the option for the poor,” in S. Pope (Ed.), Hope and Solidarity: Jon Sobrino’s Challenge to Christian Theology (pp. 215-227). Maryknoll: Orbis Books.

Pfeil, M. (2009). “Wise as serpents, innocent as doves: Strategic appropriation of Catholic Social Teaching,” in C. Griffith (Ed), Prophetic witness: Catholic women’s strategies for the Church (pp. 64-71). New York: Crossroad.  

Purcell, W. (2010). Catholic Social Teaching and Catholic Relief Services Guiding Principles. Course for Catholic Relief Services.

Small, J., & Bowman, N. (in press). Religious commitment, skepticism, and struggle among college students: The impact of majority/minority religious affiliation and institutional type. Journal for the Scientific Study of Religion.

Smith Shappell, A. (2010). Reflection as a means of discovery: Where is God in the experience? In C. Toms Smedley & R. J. Morgan (Eds.) Transformations at the Edge of the World (pp. 59-72). Abilene, TX: Abilene Christian University Press.

Smith Shappell, A., & Barbato, S. (2010). Post-Immersion reflective practices. Journal of College and Character, 11(3).

Stoecker, R., & Beckman, M. (2010). Making Higher Education Civic Engagement Matter in the Community. Retrieved from

Stoecker, R., Beckman, M., & Min, B. (2010).  Evaluating the community impact of higher education community engagement.  In H.E. Fitzgerald, C. Burack & S. Seifer (Eds.) Handbook of engaged scholarship: The contemporary landscape. Volume Two: Community-Campus partnerships. East Lansing, MI: Michigan State University Press.

Tomas Morgan, R. & Kollman, P. (2009). Service-learning at Catholic universities: challenges and opportunities. New Theology Review, 22(1), 25-36.

Tomas Morgan R. & Kollman, P. (forthcoming 2011). International Service Learning in Faith Based Contexts. In P. Green & M. Johnson (Eds.), Beyond Boundaries: Tension and Transformation in International Service Learning. Sterling, VA: Stylus Publishing

Toms Smedley, C. (2009). Review of the book Unlikely Disciples: A Sinner’s Semester at America’s Holiest University. Christian Higher Education 8(5).

Toms Smedley, C., & Morgan, R. (Eds.). (2010). Transformations at the edge of the world. Abilene, Texas: Abilene Christian University Press.         


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