Browsing by Author "Norris, Kristin E."

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    Academic Freedom and University Autonomy: A comparative analysis of the Turkish higher education system
    (2011-03-10) Norris, Kristin E.
    The article provides an overview of the faculty profession in less developed countries including academic appointments and the tenure system, discusses issues related to academic freedom and autonomy of work, then discusses the influence of these factors in the Turkish higher education system.
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    Assessing Civic Mindedness
    (Association of American Colleges & Universities (AAC&U) in Diversity & Democracy: Civic learning for shared futures, 2011) Steinberg, Kathryn S.; Norris, Kristin E.
    These models, although described using diverse language, share a worthwhile goal: to prepare American students to participate in democratic forums, even and especially in this time of economic need. Without this preparation, students may be rehearsing for work in a challenging economic environment without developing the critical skills they will need to build a new and more vibrant democratic society. In fact, the two goals are connected: As Martha Nussbaum has noted, "A flourishing economy requires the same skills that support citizenship" (2010). These skills include the ability to consider multiple angles, converse with those who hold different perspectives, and compromise to creatively solve urgent problems. Such are the habits that a liberal education engenders, and such education can help reverse our civic recession and inspire democratic engagement now and in the future.
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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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    Community Engagement Professionals as Inquiring Practitioners for Organizational Learning
    (Institute of Higher Education, 2019) Weiss, H. Anne; Norris, Kristin E.; School of Education
    This essay examines the inquiry activities that community engagement professionals (CEPs) can utilize to support organizational learning. We advocate for an inquiry approach that focuses on improvement and informing community-engaged practices and organizational change. By unpacking why inquiry is imperative for CEPs and outlining the tensions that may arise, we introduce three concepts: inquiry consists of different yet connected activities including, but not limited to, assessing student learning; CEPs are key knowledge workers in higher education; and, finally, CEPs can and should leverage inquiry to inform institutional planning and systematically align policies, processes, and procedures to demonstrate our public missions for society and other key stakeholders.
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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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    Faculty experiences with community engaged research: Challenges, successes, and recommendations for the future.
    (2018-10) Weiss, H. Anne; Wendling, Lauren; Norris, Kristin E.
    Methodology for an institutional research study that explores the lived experiences of faculty, who to some extent, work with the community - its people, organizations, assets, etc. - when conducting research and creative activity.
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    What is the value of short? Exploring the benefits of episodic volunteer experiences for college students
    (IUPUI Center for Service and Learning, 2015-08-12) Hahn, Thomas W.; Hatcher, Julie A.; Norris, Kristin E.; Halford, Jennifer
    This exploratory study is designed to understand the civic outcomes (e.g., civic-mindedness, intentions to volunteer in the future, and intentions to donate money in the future) for college students who participate in a “Day of Service”. Understanding civic outcomes for college student episodic volunteers helps to justify the investment of staff time devoted to planning and implementing short-term volunteer events by both campus and community-based organizations.