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Service and Learning Scholarship at IUPUI
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Peer reviewed research and scholarship related to or involving service and learning at IUPUI.
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Browsing Service and Learning Scholarship at IUPUI by Author "Hatcher, Julie A."
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Item Analyzing Morton's Typology of Service Paradigms and Integrity(2006) Bringle, Robert G.; Hatcher, Julie A.; McIntosh, Rachel E.Research on college students found limited support for Morton’s (1995) hypothesis that students have a preference for one distinct type of service orientation (i.e., charity, project, social change). The findings did replicate previous findings that college students prefer the charity paradigm. A measure of integrity was developed and two dimensions were identified that possessed distinct correlates. As Morton predicted, as the degree of integrity increased the preference for a distinct type of service became blurred, suggesting that developing integrity should be an intentional educational goal and it might be aided by exposing students to all three approaches to community service. Implications for service-learning educators are discussed.Item Assessing Civic Engagement at Indiana University-Purdue University Indianapolis(Wiley Online Library, 2014) Pike, Gary R.; Bringle, Robert G.; Hatcher, Julie A.Faculty and staff at Indiana University–Purdue University Indianapolis (IUPUI) have developed several tools to assess campus civic engagement initiatives. This chapter describes the IUPUI Faculty Survey and the Civic-Minded Graduate Scale, and reports on findings from campus-based assessment and research.Item Assessing Civic Knowledge and Engagement(Wiley Online Library, 2011) Hatcher, Julie A.Civic engagement of college students is readily endorsed as an aspiration in higher education; however, defining and assessing civic learning outcomes is challenging. This chapter brings clarity to the knowledge, skills, and dispositions of civic-minded graduates and offers advice on program development and assessment strategies to reach civic outcomes.Item Civic-Minded Graduate: A North Star(2011) Steinberg, Kathryn S.; Hatcher, Julie A.; Bringle, Robert G.Because of increased interest in higher education regarding the civic learning outcomes for college students and graduates, identifying and measuring civic learning outcomes is important to evaluating the efficacy of civic engagement programs and teaching strategies (e.g., service-learning). A conceptual framework for the Civic-Minded Graduate (CMG) construct is presented as well as three measurement procedures (i.e., CMG Scale, CMG Narrative Prompt and Rubric, CMG Interview Protocol and Rubric) that evaluate the construct. Results from three studies provide evidence of the psychometric properties of each measurement procedure and converging evidence to support the meaningfulness of the CMG construct. Implications of adopting the CMG as a “north star” for future research and practice are presented.Item Conceptualizing Civic Engagement: Orchestrating Change at a Metropolitan University(2007) Bringle, Robert G.; Hatcher, Julie A.; Holland, BarbaraIndiana University-Purdue University Indianapolis (IUPUI) has undertaken numerous initiatives over the past fifteen years that have contributed to the development, clarification, and increased understanding of civic engagement and its related components. This case study demonstrates how advancing the public purposes of higher education requires the commitment, persistence, vision, and good judgment of many, but in particular the Chief Academic Officer, who assumes pivotal responsibility for civic engagement as a fundamental aspect of faculty work and student learning.Item Engaging and Supporting Faculty in Service Learning(1997) Bringle, Robert G.; Hatcher, Julie A.; Games, RichardItem Institutionalization of Service Learning in Higher Education(Ohio State University Press, 2000) Bringle, Robert G.; Hatcher, Julie A.Item Meaningful Measurement of Theory-Based Service-Learning Outcomes: Making the Case with Quantitative Research(2000) Bringle, Robert G.; Hatcher, Julie A.Research is most beneficial when the design of research is guided by a theory and when the information that is gained through data collection is relevant to supporting, developing, refining, and revising a theory. The practice of service-learning will be improved when we understand the conditions that increase the likelihood of service-learning classes reaching intended educational outcomes. This article provides recommendations for generating meaningful information about service-learning that include evaluating hypotheses derived from theory, using multiple-item measures of theoretical constructs, using designs that allow causal inferences to be made, and making appropriate theoretical and practical generalizations from research.Item The Relationship between Enrollment in Service Learning Courses and Deep Approaches to Learning: A Campus Study(2015) Hahn, Thomas W.; Hatcher, Julie A.Utilizing 2012 National Survey of Student Engagement (NSSE) data for both freshmen and senior students on a college campus, this study isolates the influence of participation in service learning courses on freshmen and senior students’ application of deep approaches to learning. Deep learning, as compared to surface learning, describes the extent to which a student engages in the learning process. Students who use deep learning strategies make more robust connections to course material by emphasizing learning activities such as integration, synthesis, and reflection. By making deeper connections, students focus on both the substance and the underlying meaning of their studies. Students learn to apply the knowledge gained to real life situations and successfully integrate this with prior learning. Multiple linear regression results for both freshmen and senior students suggest that students’ use of deep approaches to learning increased as their participation in service learning courses increased, adjusting for student characteristics and participation in other high impact practices. These findings provide a rationale for institutions to support faculty who engage with their community partners to develop service learning courses. For faculty who teach service learning courses, these findings support the value, from an institutional perspective, of the work that they do.Item The Role of Service-Learning on the Retention of First-Year Students to Second Year(2010) Bringle, Robert G.; Hatcher, Julie A.; Muthiah, Richard N.Retention of college students is a priority of all colleges and universities. This research investigated whether or not student enrollment in a service-learning course in the fall semester of college was related to (a) intentions to stay on that campus, based on self-reports at the end of the semester, and (b) reenrollment the following fall on that campus, based on reports from campus registrars the following fall. Enrollment in a service-learning course was related to intentions to continue at the same campus and this relationship was mediated by the higher quality of service-learning courses (vs. non service-learning courses). This relationship between service-learning and intentions to re-enroll at the same campus held even when pre-course intentions were covaried out. Re-enrollment at the same campus the following year was found to be related to enrollment in a service-learning course. This relationship was mediated by the higher quality of the service-learning courses (vs. non-service-learning courses) and greater intention to continue education at the campus, but these relationships did not persist after controlling for pre-course intentions.