Robert G. Bringle, Ph.D.

Chancellor's Professor Emeritus of Psychology and Philanthropic Studies

(317) 362-8066


Major research interests are in the areas of (1) service learning and civic engagement in higher education; (2) close relationships and jealousy; (3) evaluation of educational, health, and social programs.


Dr. Bringle has been involved in the development, implementation, and evaluation of educational programs directed at talented undergraduate psychology majors, high school psychology teachers, first-year students, and the introductory psychology course. As a social psychologist, he is widely known for his research on close relationships and jealousy.

He was the Kulynych/Cline Visiting Distinguished Professor of Psychology at Appalachian State University from 2012-2015. Prior to that, he served as Executive Director of the Indiana University Purdue University Indianapolis (IUPUI) Center for Service and Learning (1994-2012). His work resulted in an expansion of the number of service learning courses, a curriculum for faculty development, a Community Service Scholars program, an America Reads tutoring program, and a HUD Community Outreach Partnership Center. The IUPUI service learning program was ranked 8th best in the nation among all colleges and universities in 2002 and has been listed among the best programs each subsequent year. IUPUI received a Presidential Award in 2006 as part of the inaugural President's Higher Education Community Service Honor Roll. His scholarly interests for service learning, community service, and civic engagement include student and faculty attitudes and motives, educational outcomes, institutionalization, and assessment and measurement issues.

He consults with other campuses, on national initiatives, and internationally (South Africa, Macedonia, Mexico, Egypt, Ireland, Malaysia, Japan, Hong Kong, Singapore, Spain, The Netherlands, Austria) on issues related to community service and civic engagement. The University of the Free State, South Africa, awarded him an honorary doctorate in 2004 for his scholarly work on civic engagement and service learning. In 2008, Dr. Bringle was recognized as one of the prominent alumni scientists by his alma mater, Hanover College. He was inducted into the Academy of Civic Engagement Scholarship in 2016. Dr. Bringle received a Fulbright grant to assist the Vrije Universiteit Amsterdam institutionalize service learning in 2017 and a Global Fulbright Scholars grant to assist with institutionalizing service learning at Ngee Ann Polytechnic, Singapore; the Universidad Antonoma de Madrid in Spain, and Vrije Universiteit Amsterdam during 2018-19.


  • 1969 B.A. in psychology and mathematics from Hanover College
  • 1972 M.S. in social psychology from the University of Massachusetts-Amherst
  • 1974 Ph.D. in social psychology from the University of Massachusetts-Amherst
  • 2004 Phil.D. (honoris causa), University of the Free State, South Africa

Publications & Professional Activity

Bringle, R. G. (2020). Service learning in 3-D: Democratic, diversity, and dialogue. In P. Aramburuzabala, E. Ballesteros, J. Garcia-Gutierrez, & P. Lazaro (Eds.), The role of service-learning in the construction of global citizenship (pp. 29-44). Madrid, Spain: Universidad Nacional de Eduacion a Distancia.

Bringle, R. G., & Wall, E. (2020). Civic-minded graduate: Additional evidence. Michigan Journal of Community Service Learning, 26(1), 1-17.

Bringle, R. G., Brown, L., Hahn, T. W., & Studer, M. (2020). Pedagogies and civic programs to develop competencies for democratic culture and civic learning outcomes. Bordón. Revista de Pedagogía, 71(3).

Bringle, R. G., & Clayton, P. H. (2020). Integrating service learning and digital technologies: Examining the challenge and the promise. RIED.Revista Iberoamerican de Education a Distancia [The Ibero-American Journal of Digital Education], 23(1), 43-65.

Bringle, R. G., T. W. Hahn, & J. A. Hatcher (2019). The civic-minded graduate: Additional evidence II. The International Journal of Research on Service-Learning and Community Engagement, 7(1), Article 3.

Bringle, R. G. (2019). Integrating social psychology with service learning. In J. A. Hatcher, R. G. Bringle, & T. W. Hahn (Eds.), Practical wisdom for conducting research on service learning: Quality and purpose. Stylus.

Hatcher, J. A., Bringle, R. G., & Hahn, T. W. (Eds.). (2019). Practical wisdom for conducting research on service learning: Quality and purpose. Stylus.

Bringle, R. G., Hedgepath, A., & Wall, E. (2018). “I am so angry I could . . . help!” The nature of empathic anger. The International Journal of Research on Service-Learning and Community Engagement, 6(1), Article 3.

Borden, V., Coates, H., & Bringle, R. (2018). Emerging perspectives on measuring and classifying institutional performance. In E. Hazelkorn, S. Coates, & A. C. McCormick (Eds.), Research handbook on quality, performance and accountability in higher education (pp. 189-205). Edward Elgar Publishing.

Bringle, R. G. (2017). Hybrid high-impact pedagogies: Integrating service-learning with three other high-impact pedagogies. Michigan Journal of Community Service Learning, 24(1), 49-63.

Bringle, R. G. (2017). Social psychology and civic outcomes. In J. A. Hatcher, R. G. Bringle, & T. W. Hahn (Eds.), Research on student civic outcomes in service learning: Conceptual frameworks and methods (pp. 69-89). Stylus.

Hatcher, J. A., Bringle, R. G., & Hahn, T. W. (2017) (Eds.). Research on student civic outcomes in service learning: Conceptual frameworks and methods. Stylus.

Bringle, R. G., Ruiz, A., Brown, M. A., & Reeb, R. (2016). Enhancing the psychology curriculum through service learning. Psychology Learning and Teaching, 1-16.

Bringle, R. G., Reeb, R., Brown, M. A., & Ruiz, A. (2016). Service learning in psychology: Enhancing undergraduate education for the public good. Washington, DC: American Psychological Association.

Bringle, R. G., Clayton, P. H., & Bringle, K. E. (2015). Teaching democratic thinking is not enough: The case for democratic action. Partnerships: A Journal of Service Learning & Civic Engagement, 6(1), 1-26.

Pike, G. R., Bringle, R. G., & Hatcher, J. A. (2014). Assessing civic engagement at Indiana University-Purdue University Indianapolis. In D. G. Terkla & L. O. Shuler (Eds.), Assessing community engagement in students. New directions for institutional research (pp. 87-97). San Francisco, CA: Jossey-Bass.

Bringle, R. G., Winnick, T. A., & Rydell, B. J. (2013). The prevalence and nature of unrequited love. SAGE Open, 3(2).

Clayton, P. H., Bringle, R. G., & Hatcher, J. A. (Eds.). (2013). Research on service learning: Conceptual frameworks and assessment. Vols. 2A & 2B. Arlington, VA: Stylus.

Hatcher, J. A., & Bringle, R. G. (Eds.). (2012). Understanding service-learning and community engagement:  Crossing boundaries through research.  Charlotte, NC: Information Age Publishing.

Steinberg, K, Hatcher, J. A., & Bringle, R. G. (2011, Fall). A north star: Civic-Minded graduate. Michigan Journal of Community Service Learning, 19-33.

Thomson, A. M., Smith-Tolken, A., Naidoo, A. V., & Bringle, R. G. (2011). Service learning and civic engagement: A comparison of three national contexts. Voluntas, 22, 214-237.

Bringle, R. G., & Hatcher, J. A. (2011). Student engagement trends over time. In H. E. Fitzgerald, D. L. Zimmerman, C. Burack, & S. Seifer (Eds.), Handbook of engaged scholarship: Contemporary landscapes, future directions: Volume 2: Campus-community partnerships (pp. 411-430). E. Lansing, MI: Michigan State University Press.

Bringle, R. G., & Steinberg, K. (2010). Educating for informed community involvement. American Journal of Community Psychology, 46, 428-441.

Bringle, R. G., Hatcher, J. A., & Muthiah, R. (2010). The role of service-learning on retention of first-year students to second year. Michigan Journal of Community Service Learning, 16(2), 38-49.

Bringle, R. G., & Rydell, R. J. (2009). Obsessive love. In H. Reis & S. Sprecher (Eds.). Encyclopedia of human relationships. Thousand Oaks, CA: Sage.

Rydell, R. J., & Bringle, R. G. (2007). Differentiating reactive and suspicious jealousy. Social Behavior and Personality, 35(8), 1099-1114.

Bringle, R. G., & Tonkin, H. (2004). International service-learning: A research agenda. In H. Tonkin, S. J. Deeley, M. Pusch, D. Quiroga, M. J. Siegel, J. Whiteley, & R. G. Bringle, Service-learning across cultures: Promise and achievement (pp. 365-374). New York: International Partnership for Service-Learning and Leadership.

Rydell, R. J., McConnell, A. R., & Bringle, R. G. (2004). Jealousy and commitment: Perceived threat and the effect of relationship alternatives. Personal Relationships, 11, 451-468.

Bringle, R. G. (2003). Enhancing theory-based research on service-learning. In S. H. Billig & J. Eyler (Eds.), Deconstructing service-learning: Research exploring context, participation, and impacts (pp. 3-21). Greenwich, CN: Information Age Publishing.

Laythe, B., Finkel, D., Bringle, R., & Kirkpatrick, L. A. (2002). Religious fundamentalism as a predictor of prejudice:  A two-component model. Journal for the Scientific Study of Religion, 41, 623-635.

Bringle, R. G., & Hatcher, J. A. (2002).  University-community partnerships:  The terms of engagement.  Journal of Social Issues, 58, 503-516.

Bringle, R.G., & Hatcher, J.A. (2000).  Meaningful measurement of theory-based service-learning outcomes:  Making the case with quantitative research.  Michigan Journal of Community Service Learning, Fall, 68-75.

Bringle, R.G., & Hatcher, J.A. (2000). Institutionalization of service learning in higher education.  Journal of Higher Education, 71, 273-290.

Bringle, R. B., & Buunk, B. (1991).  Jealousy and extradyadic relationships.  In K. McKinney & S. Sprecher (Eds.), Sexuality in close relationships (pp. 135-153).  Hillsdale, NJ:  Erlbaum.


  • Chancellor’s Medallion, Indiana University Purdue University Indianapolis, 2019
  • Fulbright Global Scholar, Ngee Ann Polytechnic, Singapore, 2017; Universidad Antonoma de Madrid, 2018; Vrije Universidad Amsterdam, 2019
  • Fulbright Specialist, Vrije Universiteit, The Netherlands, 2017
  • Academy of Community Engagement Scholarship, Inducted, 2016
  • Spirit of Philanthropy Award, IUPUI Center for Service and Learning, 2015
  • Legacy of Service Award, Indiana Campus Compact, 2012
  • Glenn W. Irwin, Jr. M.D., Experience Excellence Recognition Award, IUPUI, 2011
  • Chancellor’s Award for Excellence in Teaching, IUPUI, 2011
  • Philosophiae Doctor (honoris causa), University of the Free State, South Africa, 2004
  • Outstanding Contributions to the Service-Learning Research Field, International Association for Research on Service-Learning and Civic Engagement, 2004
  • George W. Pinnell Award for outstanding service, Indiana University, 2003
  • Volunteer of the Year Award, Boys & Girls Clubs of Indianapolis, 2002
  • John A Whitesel Award, IUPUI Student Life and Diversity Programs, 2001
  • B. D. Hiltunen Faculty Award, Indiana Campus Compact, 2000
  • Thomas Ehrlich Faculty Award for Service Learning by Campus Compact and American Association for Higher Education, 1998
  • Teaching Excellence Recognition Award Indiana University, 1997, 1998, 1999, 2000
  • Member (elected) Campus Compact Invisible College, 1995
  • Service Award IUPUI School of Science, 1995
  • Teaching Award IUPUI School of Science, 1994
  • Sigma Xi Indiana University, 1982
  • Phi Kappa Phi University of Massachusetts, 1972
  • Phi Eta Sigma Hanover College, 1966