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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    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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    Engaging and Supporting Faculty in Service Learning
    (1997) Bringle, Robert G.; Hatcher, Julie A.; Games, Richard
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    Institutionalization of Service Learning in Higher Education
    (Ohio State University Press, 2000) Bringle, Robert G.; Hatcher, Julie A.
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    Meaningful Measurement of Theory-Based Service-Learning Outcomes: Making the Case with Quantitative Research
    (2000) Bringle, Robert G.; Hatcher, Julie A.
    Research is most beneficial when the design of research is guided by a theory and when the information that is gained through data collection is relevant to supporting, developing, refining, and revising a theory. The practice of service-learning will be improved when we understand the conditions that increase the likelihood of service-learning classes reaching intended educational outcomes. This article provides recommendations for generating meaningful information about service-learning that include evaluating hypotheses derived from theory, using multiple-item measures of theoretical constructs, using designs that allow causal inferences to be made, and making appropriate theoretical and practical generalizations from research.
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    The Articulated Learning: An Approach to Guided Reflection and Assessment
    (2004) Ash, Sarah L.; Clayton, Patti H.
    The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.
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    Analyzing Morton's Typology of Service Paradigms and Integrity
    (2006) Bringle, Robert G.; Hatcher, Julie A.; McIntosh, Rachel E.
    Research on college students found limited support for Morton’s (1995) hypothesis that students have a preference for one distinct type of service orientation (i.e., charity, project, social change). The findings did replicate previous findings that college students prefer the charity paradigm. A measure of integrity was developed and two dimensions were identified that possessed distinct correlates. As Morton predicted, as the degree of integrity increased the preference for a distinct type of service became blurred, suggesting that developing integrity should be an intentional educational goal and it might be aided by exposing students to all three approaches to community service. Implications for service-learning educators are discussed.
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    Sustaining Civic Engagement: Faculty Development, Roles, and Rewards
    (2006) Bringle, Robert G.; Hatcher, Julie A.; Jones, Steven; Plater, William M.
    Civic engagement of students, faculty, and staff is identified as central to the mission of Indiana University-Purdue University Indianapolis (IUPUI). Although nearly all of the Campus Compact Indicators of Engagement could be cited as mechanisms through which IUPUI’s civic engagement mission is supported (Bringle and Hatcher 2004), this article will focus on faculty roles and rewards. Following an introduction that describes the university’s core mission and values with respect to civic engagement, the discussion will focus on specific policies, procedures, and programs to support faculty roles and rewards for civic engagement. A conceptual framework for faculty development, based on experiential learning theory (Kolb 1984) is used to organize a description of faculty development activities to promote civic engagement.
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    The Scholarship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work
    (2006) Bringle, Robert G.; Hatcher, Julie A.
    Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well-informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.
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    Conceptualizing Civic Engagement: Orchestrating Change at a Metropolitan University
    (2007) Bringle, Robert G.; Hatcher, Julie A.; Holland, Barbara
    Indiana University-Purdue University Indianapolis (IUPUI) has undertaken numerous initiatives over the past fifteen years that have contributed to the development, clarification, and increased understanding of civic engagement and its related components. This case study demonstrates how advancing the public purposes of higher education requires the commitment, persistence, vision, and good judgment of many, but in particular the Chief Academic Officer, who assumes pivotal responsibility for civic engagement as a fundamental aspect of faculty work and student learning.
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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.