Service and Learning Scholarship at IUPUI

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https://hdl.handle.net/1805/4394
Peer reviewed research and scholarship related to or involving service and learning at IUPUI.

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    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.
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    Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning
    (2009) Ash, Sarah L.; Clayton, Patti H.
    Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is key to generating, deepening, and documenting student learning in applied learning. This article will consider the meaning of critical reflection and principles of good practice for designing it effectively and will present a research-grounded, flexible model for integrating critical reflection and assessment.
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    Partnerships in Service Learning and Civic Engagement
    (2009) Bringle, Robert G.; Clayton, Patti H.; Price, Mary F.
    Developing campus-community partnerships is a core element of well-designed and effective civic engagement, including service learning and participatory action research. A structural model, SOFAR, is presented that differentiates campus into administrators, faculty, and students, and that differentiates community into organizational staff and residents (or clients, consumers, advocates). Partnerships are presented as being a subset of relationships between persons. The quality of these dyadic relationships is analyzed in terms of the degree to which the interactions possess closeness, equity, and integrity, and the degree to which the outcomes of those interactions are exploitive, transactional, or transformational. Implications are then offered for how this analysis can improve practice and research.
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    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.
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    Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational
    (2010) Clayton, Patti H.; Bringle, Robert G.; Senor, Bryanne; Huq, Jenny; Morrison, Mary
    As a defining aspect of service-learning and civic engagement, relationships can exist among faculty members, students, community organizations, community members, and administrators on campus. This research developed procedures to measure several aspects of these relationships. Investigators collected information from 20 experienced service-learning faculty members about their relationships with repre- sentatives of community organizations using the newly-developed Transformational Relationship Evaluation Scale (TRES). Results indicate that transactional and transformational qualities can be dif- ferentiated using TRES and are related to other characteristics of relationships (e.g., closeness). Conceptual work underlying this study aims to advance practitioner-scholars’ understanding of partner- ships as one type of relationship, offering a refinement on and an expansion of the terminology associ- ated with service-learning and civic engagement.
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    Service-Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere
    (2008) Hatcher, Julie A.; Erasmus, Mabel A.
    As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part of state mandated transformations for higher education.
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    A Service-Learning Curriculum for Faculty
    (1995) Bringle, Robert G.; Hatcher, Julie A.
    The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service- learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants.
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    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.
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    Transforming Internationalization Through Partnerships
    (2010-01) Sutton, Susan Buck
    For those of us in international education, the present moment is both exciting and daunting. A new landscape is emerging, but we do not yet know all its contours. The good news is we do not have to venture into this new territory alone. The forces now impelling internationalization have dialogue and collaboration at their core. This realization moves the exchanges and partnerships in which our institutions have long engaged to the center of any internationalization strategy. And these relationships, in turn, can become the means by which our institutions collectively move forward together.
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    Service Learning and Community Engagement: A Comparison of Three National Contexts
    (2010-06) Thomson, Ann Marie; Smith-Tolken, Antoinette R.; Naidoo, Anthony V.; Bringle, Robert G.
    One of the presumptions of a well-functioning, viable democracy is that citizens participate in the life of their communities and nation. The role of higher education in forming actively engaged citizens has long been the focus of scholarly research, but recently an active debate has emerged concerning the role of service as a third core function of institutions of higher learning. Service learning (SL), a teaching approach that extends student learning beyond the classroom, is increasingly seen as a vehicle to realize this third core function. By aligning educational objectives with community partners’ needs, community service is meant to enhance, among other objectives, reciprocal learning. Although the term and its associated activities originated in the United States (US), theoretical debates linking civic engagement and education extend far beyond the US context. Nevertheless, research on SL as a distinctive pedagogical approach remains a nascent field. A significant gap exists in the literature about what this pedagogical approach seeks to achieve (in nature and in outcomes) and how it is construed in non-western contexts. Using a comparative analysis across three widely different contexts, this article explores the extent to which these differences are merely differences in degree or whether the differences are substantive enough to demand qualitatively different models for strengthening the relationship between higher education and civil society.