Institute for Engaged Learning Works

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Browsing Institute for Engaged Learning Works by Author "Daday, Jerry"

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    The IUPUI Comprehensive Learner Record (CLR)
    (National Institute for Learning Outcomes Assessment, 2021-03) Daday, Jerry; Hahn, Thomas W.; Morrical, Erica
    In 2016, IUPUI began its participation in an effort led by the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA: Association of Student Personnel Administrators, to create and accelerate the development of Comprehensive Learner Records (CLR). While a traditional transcript reflects student performance in coursework over time and serves to document the award of specific credentials and degrees, it does not provide a mechanism for identifying applied and experiential learning within co-curricular programming and within various high-impact practices, such as undergraduate research and community engaged experiences. A CLR provides students with a record of these experiences so that they can appropriately articulate their learning with prospective employers or when applying for graduate and professional programs. With grant funding from the Lumina Foundation, AACRAO and NASPA selected IUPUI and eleven other institutions of higher education to develop and implement a CLR model.
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    Service Learning Courses IU Indianapolis High-Impact Practice Taxonomy
    (Indiana University, 2024-08-09) Bishop, Charity; Brown, Lorrie; Daday, Jerry; Garrity, Karen; Hahn, Thomas; Hyatt, Susan; Lienemann, Charli; Price Mahoney, Jennifer; Shukla, Anubhuti; Zoeller, Aimee
    Service learning is identified as a high-impact practice: that is, a teaching and learning practice that shows “evidence of significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education” (AAC&U, 2023). The purpose of the IU Indianapolis Taxonomy for Service Learning Courses is to: 1. Support instructors by providing clear criteria for teaching high impact service learning courses. 2. Identify service learning course attributes, explore the relationship between the attributes and student outcomes, and provide assessment guidelines for the attributes. 3. Inform and advance a research agenda for service learning by identifying course attributes that may affect student outcomes, (e.g., civic learning, academic learning, personal growth), as well as outcomes for other stakeholders (e.g., faculty development, community impact, community partner collaboration and satisfaction). 4. Provide a tool to document evidence to support instructors’ promotion, tenure, and professional advancement. 5. Support institutional and multi-campus research on service learning courses with a common taxonomy. 6. Provide a framework and approach for other institutions to either adopt or adapt the taxonomy, depending upon how service learning is conceptualized within each institution’s mission and context.