Jay Brandenberger

Jay Brandenberger, Ph.D., is a Professor of the Practice and concurrent Associate Professor in the Department of Psychology at the University of Notre Dame. He serves as Director for Assessment and Engaged Scholarship at the Institute for Social Concerns and Director of Academic Community Engagement. His work focuses on evaluating the impacts of community-based learning programs, fostering interdisciplinary academic partnerships, and advancing research on moral development and civic engagement. Brandenberger has held key roles at Notre Dame since 1991, contributing to initiatives such as the Graduate Justice Fellowship and the SPIRE Network.

He holds a Ph.D. in Educational and Developmental Psychology from the University of Pittsburgh (1991) and a B.A. in English from Notre Dame (1978). Prior to his academic career, he co-founded Guadalupe Azlan School in Texas and taught at Waynesburg College and the University of Pittsburgh.

Brandenberger’s research explores social cognition, moral theory, and assessment of student outcomes in higher education. He collaborates on national studies examining prosocial responsibility, leadership, and the long-term effects of service-learning. His work emphasizes integrating ethical frameworks with engaged scholarship, aiming to enhance institutional commitments to social justice and the Catholic social tradition.

• Key Roles: Director of Assessment & Engaged Scholarship (Institute for Social Concerns), Director of Academic Community Engagement, Concurrent Associate Professor (Psychology)
• Affiliations: Institute for Educational Initiatives, Journal of Poverty and Public Policy editorial board
• Research Focus: Moral development, service-learning outcomes, civic engagement, and institutional impact assessments

Recipient of the Notre Dame Frank O’Malley Undergraduate Teaching Award, Brandenberger advocates for universities to prioritize public and epistemic virtues. His longitudinal studies reveal how college experiences shape long-term prosocial behavior and well-being, influencing policy and pedagogical practices nationally.