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Browsing by Author "Steinberg, Kathryn S."
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Item America Gives: A Survey of Americans’ Generosity After September 11(2005) Steinberg, Kathryn S.; Rooney, Patrick M.This paper describes a telephone survey (called America Gives) which asked 1,304 randomly-selected adults about their philanthropic behavior (giving of time and treasure) after the events of September 11, 2001. The questions were part of a larger national study (n = 4,200) on giving and volunteering that was being conducted at the time of the September 11 attacks. This paper provides a brief description of the study that was being conducted at the time of the terrorist attacks, the methodological considerations resulting from the immediate philanthropic response to the September 11 events, and steps that were taken to adapt the study to the changing national conditions. Next we provide descriptive results from the survey, along with multivariate analyses of the determinants of giving and volunteering in this unique situation. Finally, we provide some caveats for researchers who may want to assess household giving and volunteering, and discuss implications for nonprofit managers and policy makers.Item America Gives: A Survey of Americans’ Generosity After September 11 - Technical Version(2005) Steinberg, Kathryn S.; Rooney, Patrick M.This article describes a telephone survey (called “America Gives”) that asked 1,304 randomly selected adults about their philanthropic behavior (giving of time and treasure) after the events of September 11, 2001. The questions were part of a larger national study (n = 4,200) on giving and volunteering that was being conducted at the time of the September 11 attacks. This article provides a brief description of that study, the methodologi-cal considerations resulting from the immediate philanthropic response to the September 11 events, and steps that were taken to adapt the study to the changing national conditions. Next, the authors provide descriptive results from the survey, along with multivariate analyses of the determinants of giving and volunteering in this unique situation. Finally, the authors provide some caveats for researchers who may want to assess house-hold giving and volunteering, and discuss implications for nonprofit managers and policy makers.Item 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.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 Designing Programs with a Purpose: To Promote Civic Engagement for Life(6/1/2011) Bringle, Robert G.; Studer, Morgan; Wilson, Jarod; Clayton, Patti H.; Steinberg, Kathryn S.Curricular and co-curricular civic engagement activities and programs are analyzed in terms of their capacity to contribute to a common set of outcomes associated with nurturing civic-minded graduates: academic knowledge, familiarity with volunteering and nonprofit sector, knowledge of social issues, communication skills, diversity skills, self-efficacy, and intentions to be involved in communities. Different programs that promote civic-mindedness, developmental models, and assessment strategies that can contribute to program enhancement are presented.Item Educating for Informed Community Involvement(2010-09) Bringle, Robert G.; Steinberg, Kathryn S.Service learning, which integrates community service into coursework, provides a pedagogical intervention that can promote the civic growth of students in unique and powerful ways. Research is reviewed that documents the capacity of service learning to meet learning objectives associated with a conceptual framework that focuses on the knowledge, skills, and dispositions of a civic-minded college graduate. The outcomes of service learning should facilitate these students assuming influential roles in helping others become empowered, and thereby are important for enhancing the quality of life in communities. We also review research that focuses on the impact of service learning for community outcomes. Finally, we present implications for teaching community psychology, and recommendations for future research on service learning and community engagement.Item A Methodological Comparison of Giving Surveys: Indiana as a Test Case(2001-09) Rooney, Patrick M.; Steinberg, Kathryn S.; Schervish, Paul G.Every 4 years, the Center on Philanthropy at Indiana University conducts a telephone survey (called Indiana Gives) of the giving and volunteering behaviors of Indiana citizens. In preparing to conduct Indiana Gives for 2000, a larger methodological question was asked: How much does survey methodology matter in generating accurate measures of giving and volunteering? In this most recent wave of the Indiana survey, conducted in October and November 2000, eight groups of approximately 100 randomly selected Indiana residents were asked to complete one of eight surveys related to giving and volunteering. It was found that the longer the module and the more detailed its prompts, the more likely a household was to recall making any charitable contribution and the higher the average level of its giving. These differences persisted even after controlling for differences in age, educational attainment, income, household status, race, and gender.Item Service Learning Research Primer(2009) Steinberg, Kathryn S.; Bringle, Robert G.; Williams, Matthew J.Item Service-Learning Research Primer(National Service-Learning Clearinghouse, 2010) Steinberg, Kathryn S.; Bringle, Robert G.; Williams, Matthew J.This research primer, created by the IUPUI Center for Service and Learning, is designed to address the need for information on how to conduct high-quality and rigorous research on service-learning. It reviews the literature base, appropriate research methodologies and measurement procedures, and available online resources.