Browsing 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 Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success(Stylus Publishing, 2019) Thorington Springer, Jennifer; Powell, Amy A.; Graunke, Steven; Hahn, Tom; Hatcher, Julie A.; English, School of Liberal ArtsItem Campus–Community Partnerships: The Terms of Engagement(2002-01-01) Bringle, Robert G.; Hatcher, Julie A.The emergence of service–learning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campus–community partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities. Campus–community partnerships are a series of interpersonal relationships between (a) campus administrators, faculty, staff, and students and (b) community leaders, agency personnel, and members of communities. The phases of relationships (i.e., initiation, development, maintenance, dissolution) and the dynamics of relationships (i.e., exchanges, equity, distribution of power) are explored to provide service–learning instructors and campus personnel with a clearer understanding of how to develop healthy campus–community partnerships.Item Center For Service and Learning Research Collaborative(Office of the Vice Chancellor for Research, 2010-04-09) Bringle, Robert G.; Hatcher, Julie A.; Steinberg, KathyThe Center for Service and Learning Research Collaborative has achieved its mission to (a) increasing the capacity of IUPUI faculty to engage in research on service learning; (b) convening internal and external service learning scholars to develop new conceptual frameworks and methodological tools (e.g., Civic-Minded Graduates and Professionals) to improve the quality of service learning research; and (c) disseminating high quality scholarship through IUPUI Series on Service Learning Research (Stylus Publishing), publishing research resources (e.g., scales, Research Primer, Research Briefs), convening scholars for symposia and conferences, publications in peer-reviewed journals, and hosting the 10th Annual conference of the International Association for Research on Service Learning and Community Engagement in October, 2010.Item The "Civic-Minded Graduate" Construct for Assessing Civic Outcomes(2016-03-21) Hatcher, Julie A.; Bringle, Robert G.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 Civic-Minded Graduate: A North Star (Assessment Tools)(9/13/2011) 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 for practice are presented.Item Civic-Minded Graduate: Construct Validation Evidence(2015) Bringle, Robert G.; Hahn, Thomas W.; Hatcher, Julie A.