51С�Ƴ�

Biography

Isabelle is the Director of the Donelan Office of Community-Based Learning, Teaching, and Engaged Scholarship at the College of the 51С�Ƴ�. Isabelle teaches courses on disability theology, community engagement, and leadership for social justice. Isabelle works with faculty and Worcester community partners helping to implement community-based projects and placements in community-based learning courses and facilitating community-engaged research opportunities through the Scholarship in Action Program. In conjunction with Donelan Office staff and other program partners, Isabelle also provides faculty development opportunities in community engaged teaching and learning and anti-racist community engaged research. Isabelle completed her doctoral work at UMass Boston in higher education. Her dissertation, "Consciousness and Context for Culturally Relevant Pedagogy" examines inclusive teaching practices and barriers and supports for implementing them in order to better teach to diverse populations. Isabelle earned her Master of Divinity from Harvard Divinity School in 2014 and graduated from 51С�Ƴ� in 2010 with a bachelor's degree in religious studies. Isabelle loves running, reading, baking, and the Red Sox! Isabelle lives in Stow, MA with her husband, Nick Poles '13 and son, George. 

Clubs and Organizations

Co-Chair, AJCU Community Engaged Learning Professionals (CELP) Network (https://ajcunet.edu/networks/community-engagement-learning-professionals/)
Former Fellow, Society for Experiential Education (SEE) (https://nsee.memberclicks.net/see-fellows-2022-2024)
Member, The 51С�Ƴ� Alumni Anti-Racism Alliance (CHARA) (https://www.chara1843.com/)

Publications

Jenkins, I. (in press). ""Enhancing Culturally Responsive Pedagogy in Teaching and Learning for White Faculty: Can Professional Development Help?" The International Journal of Transformative Teaching and Learning in Higher Education.

Hayaki, J., & Jenkins, I. (2024). “Teaching about substance use recovery: The pedagogical power of community-based learning.” The Journal of Community Engagement and Higher Education, 16(2), 5-15.

Hough, T., Jenkins, I., Pierce, C., & Bellet, A. (2024). “Balancing Act: Integrating Broad and Narrow Constructs of Experiential Learning in Higher Education.” Experiential Learning and Teaching in Higher Education, 7(2). https://doi.org/10.46787/elthe.v7i2.4012

Jenkins, I., Ludden, A., & Sterk Barrett, M. (2023). “Combining high impact practices to facilitate hope for young adults transitioning into college.” Jesuit Higher Education: A Journal, 12(2). 

Janke, E., Jenkins, I., Quan, M. & Saltmarsh, J., (2023). “Persistence and Proliferation: Integrating Community-Engaged Scholarship into 59 Departments, 7 Units, and 1 University Academic Promotion and Tenure Policies,, Michigan Journal of Community Service Learning, 29(1). doi: https://doi.org/10.3998/mjcsl.2537

Janke, E., Quan, M., Jenkins, I. & Saltmarsh, J., (2023). “We’re Talking About Process: The Primacy of Relationship and Epistemology in Defining Community-engaged Scholarship in Promotion and Tenure Policy,” Michigan Journal of Community Service Learning, 29(1). doi: https://doi.org/10.3998/mjcsl.2734

Janke, E., Jenkins, I., Quan, M., & Saltmarsh, J. (2022). Codebook for Incorporating Community-Engaged Scholarship into Promotion and Tenure Policy: An Institutional Case Study. Greensboro, NC: Institute for Community and Economic Engagement. (v.1). Retrieved from https://www.openicpsr.org/openicpsr/project/170041/version/V1/view

Jenkins, I., Ryan, V., & Sterk Barrett, M. (2018). “I will be forever changed”: Encouraging meaning-making in service-learning. New England Faculty Development Consortium Exchange, 31.

Sterk Barrett, M. & Jenkins, I. (2018). Service-learning: A powerful pedagogy for promoting academic success among students of color. International Journal of Research on Service-Learning and Community Engagement, 6(1).