Browsing by Author "Zoeller, Aimee"
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Item 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, DarrellThe 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.Item Career Self-Efficacy Mentoring for Pre-Promotion Underrepresented Faculty(Office of Academic Affairs, IUPUI, 2016-09-16) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, CherylThis poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program at Indiana University – Purdue University Columbus.Item Career Self-Efficacy Mentoring for Pre-Promotion, Under-Represented Faculty at IUPUC(Office of Academic Affairs, IUPUI, 2015-02-15) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, CherylItem Considering the Space Race from the Sociological Perspective(Humanities in Class Digital Library, 2021-11-15) Zoeller, Aimee; Sociology, School of Liberal Arts, IUPUCHow might we understand the current billionaire space race from a social class and critical race standpoint? How does one’s multiple social identities and social positions inform their worldview of space exploration?Item Diversifying for Sustainability: Repurposing a Targeted Pilot Faculty Mentoring Program(2017-10) Towers, George W.; Poulsen, Joan R.; Zoeller, Aimee; Crisp, Cheryl; Torres Bernal, AnibalFor most junior faculty at Indiana University – Purdue University Columbus, dissatisfaction with traditional mentoring, that is, pairing with a senior departmental colleague for open-ended mentoring, was a fact of faculty life. In 2015-16, the authors addressed this ineffective reality by implementing a grant funded pilot program to provide targeted mentoring on career self-efficacy for under-represented, pre-promotion faculty. Mentors received training and were matched with mentees. Assessment demonstrated program effectiveness. Participants made measurable gains in general self-efficacy; increasing their self-confidence, establishing more robust social supports, and learning new strategies for career success. Upon program completion, we sought a sustainable modification of the program to more broadly serve all faculty. Feedback from focus groups led us to diversify the program by creating a “mentor bureau” and conducting mentee-only peer mentoring sessions. The bureau helps mentees form a local mentoring network or “map” (Rockquemore, 2013). We asked mentors to identify areas of expertise and mentees to choose from among these topics. In 2016-17, the mentoring bureau enlisted 15 mentors who mentored 11 mentees. Including program leaders, 44% (27 of 62) of full-time faculty participated in the bureau. Peer-mentoring was conducted through informal discussions at monthly mentee-only lunches. Feedback indicates satisfaction with both program components. Mentees reported that they gained expertise through the mentoring bureau and built relationships in the peer mentoring meetings. We are pleased to have the opportunity to share our sustainable and diverse mentoring model that successfully complements traditional mentoring.Item IUPUC Faculty Mentoring Program(Office of Academic Affairs, IUPUI, 2017-11-14) Towers, George; Poulsen, Joan; Zoeller, Aimee; Crisp, Cheryl; Le, Kimdy; Rousseau, NathanItem Service Learning Courses IU Indianapolis High-Impact Practice Taxonomy(Indiana University, 2024-08-09) Bishop, Charity; Brown, Lorrie; Daday, Jerry; Garrity, Karen; Hahn, Thomas; Hyatt, Susan; Lienemann, Charli; Price Mahoney, Jennifer; Shukla, Anubhuti; Zoeller, AimeeService learning is identified as a high-impact practice: that is, a teaching and learning practice that shows “evidence of significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education” (AAC&U, 2023). The purpose of the IU Indianapolis Taxonomy for Service Learning Courses is to: 1. Support instructors by providing clear criteria for teaching high impact service learning courses. 2. Identify service learning course attributes, explore the relationship between the attributes and student outcomes, and provide assessment guidelines for the attributes. 3. Inform and advance a research agenda for service learning by identifying course attributes that may affect student outcomes, (e.g., civic learning, academic learning, personal growth), as well as outcomes for other stakeholders (e.g., faculty development, community impact, community partner collaboration and satisfaction). 4. Provide a tool to document evidence to support instructors’ promotion, tenure, and professional advancement. 5. Support institutional and multi-campus research on service learning courses with a common taxonomy. 6. Provide a framework and approach for other institutions to either adopt or adapt the taxonomy, depending upon how service learning is conceptualized within each institution’s mission and context.Item Taking the Great Leap Forwards: Teaching Woody Guthrie in the College Classroom(Working-Class Studies Association, 2022-12-24) Fazio, Michele; Zoeller, Aimee; Fernandez, Mark F.; Carney, Court; Stadler, Gustavus; IUPUC Liberal ArtsThis essay explores the work of Woody Guthrie and other folk artists who have followed in his tradition of documenting working-class people’s experiences in song. In addition to outlining the creation of the Teaching Woody Guthrie Faculty Learning Collective–a group of teacher-scholars, activists, and musicians who are dedicated to collaborating across disciplines to illustrate Woody Guthrie’s relevance in today’s precarious world–the essay includes suggested curriculum to teach folk music and political activism in the college classroom.Item Using the IUPUI Capstone Taxonomy to Design High‐Impact‐Practice Capstone Experiences for Graduating Students(Wiley, 2020-07) McKinley Freeman, Tyrone; Pierce, David; Zoeller, Aimee; Lilly Family School of PhilanthropyItem Woody Guthrie: People Are the Song: Supplemental Interdisciplinary College Curriculum(Woody Guthrie Center, 2022) Carney, Court; Fazio, Michele; Fernandez, Mark; Stadler, Gustavus; Zoeller, Aimee; IUPUC Liberal ArtsThe following curriculum was developed by the Teaching Woody Guthrie Faculty Collective, with support from the Woody Guthrie Center. The Collective is comprised of Court Carney, Michele Fazio, Mark Fernandez, Gustavus Stadler, and Aimee Zoeller. The general purpose of the curriculum is to introduce students to Woody Guthrie, with a specific aim of considering current and historical social problems and phenomena from Guthrie’s perspectives, philosophies, and methodologies. The lessons begin with a short introduction and include discussion prompts and engaging activities that can be implemented across college disciplines, including but not limited to: English, history, sociology, economics, and political science.