Browsing by Author "Poulsen, Joan"

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    Capstones IUPUI High-Impact Practice Taxonomy
    (2019) Pierce, David; Zoeller, Aimee; Wood, Zebulun; Wendeln, Ken; Bishop, Charity; Engels, Erin; Powell, Amy; Poulsen, Joan; Brehl, Nick; Nickolson, Darrell
    The capstone is a signature, culminating experience that requires students to integrate knowledge, skills, and dispositions acquired during college and apply them in a situation that approximates some aspect of disciplinary practice. Students are prepared to achieve excellence in the capstone when the unit has intentionally designed a pathway that strategically places the capstone at the end of the students’ journey. In this way, the capstone is integrated and connected to the undergraduate experience, and is not a stand-alone course or experience. The Capstones Taxonomy differentiates the five attributes of capstones along three dimensions of impact. The common thread that works across all five attributes is as follows: High Impact: The capstone impacts students in the short-term for the duration of the course. The positive impact of the capstone accrues to each individual student. Higher Impact: The capstone impacts the entire class as students share experiences with each other. The impact of the capstone should be felt after the class concludes. Highest Impact: The capstone supports or advances the engagement of students with their next steps and impacts their trajectory in a lasting way. Students see the interdependent connections between their work and the world.
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    IUPUC Faculty Mentoring Program
    (Office of Academic Affairs, IUPUI, 2017-11-14) Towers, George; Poulsen, Joan; Zoeller, Aimee; Crisp, Cheryl; Le, Kimdy; Rousseau, Nathan
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    Personality and Ostracism: Do Hope, Optimism, and Forgiveness Moderate the Effects of Social Exclusion?
    (2012-03-20) Johnson, Courtney Beth; Rand, Kevin L.; Stewart, Jesse C.; Poulsen, Joan
    This study examined effects of ostracism on psychological well-being and self-control and the roles of the personality traits hope, optimism, and forgiveness as moderators of these effects. Undergraduate students (N=104) were randomly assigned to be included or excluded in a computerized ball-toss game, Cyberball. Facets of psychological well-being examined included belonging and self-esteem. Participants also completed cognitive and physical self-control measures via tracing and handgrip tasks. Ostracized participants experienced less belonging, but there was no significant difference between groups on self-esteem. Ostracized participants persisted for less time on the tracing task. There were no significant differences between groups for performance on the handgrip task. None of the personality traits were found to moderate the effects of ostracism on psychological well-being or self-control. Results are discussed in terms of implications and recommendations for future researchers.