Browsing by Author "Studer, Morgan L."

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    Civic-Minded Career Readiness Competencies.
    (2020-01-15) Brown, Lorrie A.; Studer, Morgan L.
    Higher education is increasingly being called to not only ensure that students are prepared to enter the labor market but also that they are prepared to thrive and contribute to society within and beyond their specific field. A focus on civic-mindedness in career development adds value to career readiness creating a more well-rounded graduate for a global workforce that is increasingly calling for employees to demonstrate knowledge, skills, and dispositions that include working with diverse others, communicating across difference, and valuing the contributions they can make towards the public good. Drawing on the Civic-Minded Graduate framework and NACE’s top eight Career Readiness Competencies, we have reframed the language of the career readiness competencies to help career development professionals intentionally design for the integration of civic learning and career readiness.
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    Service Learning Courses IUPUI High-Impact Taxonomy
    (2018-02-06) Hahn, Thomas W.; Hatcher, Julie A.; Price, Mary F.; Studer, Morgan L.
    The IUPUI Taxonomy for Service Learning Courses has the potential to contribute to the campus and to research on service learning because the taxonomy: 1) Creates a common approach in working with instructors to support the fidelity and quality of high impact teaching practices, including service learning courses. 2. Supports institutional assessment and research on high impact practices by asking instructors to report on selected course attributes (dimensions of the course design that may vary from low intensity to high intensity), and then explore the relationship between these course variables and student outcomes. 3. Informs and advances a research agenda for service learning by identifying those course attributes (i.e., variables) that may relate to student outcomes, (e.g., civic learning, academic learning, personal growth), as well as other outcomes (e.g., faculty development, community impact, community partner collaboration and satisfaction). 4.Supports institutional and multi-campus research on service learning courses through the use of a common taxonomy that describes variations in course attributes. 5. Provides a framework and approach for other institutions to either adapt or adopt the taxonomy, depending upon how service learning is conceptualized within institutional mission and context.