Browsing by Author "Hahn, Thomas W."

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    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics
    (2022-11) Hahn, Thomas W.
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL)for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2021-2022.The IEL Assessment Workgroup assessed written reflection artifacts of 100students from 10co-curricular programs. Using selected rows from the Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics, the raters assessed the Communicator, Problem Solver, and Community Contributor Profiles of Undergraduate Learning.
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    Civic-Minded Graduate: Construct Validation Evidence
    (2015) Bringle, Robert G.; Hahn, Thomas W.; Hatcher, Julie A.
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    Civic-Minded Rubric 2.0
    (2017-07-10) Weiss, H. Anne; Hahn, Thomas W.; Norris, Kristin E.
    The Civic-Minded Graduate Rubric 2.0 was developed in order to travel across multiple artifacts of and experiences in learning and service. The goal was to create a practical tool for faculty and staff to use when assessing either a large, broad civic learning goal related to obtaining a tertiary education- being a civic minded graduate- or assessing a certain aspect of being civic-minded as it relates to a specific learning experience, initiative, pedagogy or program (empathy, curiosity, depth of community engagement, etc.).
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    Evaluating Digital Stories as Authentic Evidence of Civic-Mindedness
    (Center for Service & Learning, IUPUI, 2014-12) Hahn, Thomas W.; Norris, Kristin E.; Weiss, Anne
    Using the Civic-Minded Graduate and the Association of American Colleges & Universities VALUE Rubric, digital stories created by recipients of co-curricular service-based scholarship programs were analyzed to document authentic evidence of civic-mindedness. The findings indicate that: * Digital stories are an effective tool to capture evidence of civic learning. * Students showed high levels of civic identity on both rubrics. * The research increased understanding of the similarities and differences in terms of how the two rubrics measure civic learning and capture variance in civic-mindedness.
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    IEL Student Demographics and Retention Report AY 2021-2022
    (2022) Hahn, Thomas W.
    The Institute for Engaged Learning (IEL) is home to multiple engaged learning opportunities in undergraduate research and civic engagement (see Appendix for descriptions of the programs). This report details demographics, school of enrollment, GPA, retention figures, and Record designation for students who participated in IEL programs in AY 2021-2022.Below are key highlights followed by detailed tables broken out by program.
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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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    Perceptions of Community partners regarding the Sam H. Jones Community Service Scholarship Program
    (2015-09-01) Hahn, Thomas W.; Brown, Lorrie A.; Peters, Adam J.
    The purpose of this evaluation was to understand perceptions of community partners who have partnered with the Center for Service and Learning (CSL) to host Sam H. Jones (SHJ) Community Service Scholarship recipients. Community partners were asked to voluntarily participate in an interview at the end of the Spring 2015 semester to learn more about their experiences with the Scholars and suggestions for program improvement. Their responses were de-identified and analyzed. This report shares overall findings from these interviews and provides general recommendations to improve the experience for both the student and the community partners.
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    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.
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    The Relationship between Service Learning and Deep Learning
    (Association for Institutional Research Forum, 5/29/2014) Hahn, Thomas W.; Hatcher, Julie A.
    This research investigated the relationship between college students’ participation in service learning courses and their reported use of deep learning skills. An analysis of 2012 National Survey of Student Engagement data for freshmen and seniors at Indiana University-Purdue University, Indianapolis found that reported deep learning skills of higher order learning, integrative learning, and reflective learning were all higher for both freshmen and seniors who participated in service learning courses, with integrative learning skills having the greatest gain. These results contribute evidence that service learning should be valued to the extent that it contributes to student learning at the course level as well as at the institutional level and provide a rationale for institutions to support faculty who engage with the community partners to develop service learning courses.
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    The Relationship of Participation in Service Learning Courses with Alumni Civic-Mindedness and Effectiveness Working with Diversity
    (2016-07-01) Hahn, Thomas W.
    Analysis of data from the 2014 IUPUI Alumni survey found that undergraduate alumni who participated in service learning courses reported higher levels of civic-mindedness than alumni who did not participate or participated less often in service learning courses. These results were significant after adjusting for gender, ethnicity, volunteer service in high school, and four high impact practices - participation in study abroad, research with faculty, practicum, and co-curricular service. High school volunteer service, practicum, and co-curricular service were also independent predictors of civic–mindedness. Alumni who participated in service learning courses also reported higher levels of effectiveness working with people of different races, ethnicities and religions.