Institute for Engaged Learning

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    Beyond Anecdote: Challenges in Bringing Rigor to Service-Learning Research
    (11/13/2005) Gelmon, Sherril; Furco, Andrew; Holland, Barbara; Bringle, Robert G.
    This conference presentation discusses the challenges of bringing rigor to service and learning research.
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    The impact of the message content of rewards and punishments on the attribution of freedom
    (1973-06-01) Bringle, Robert G.; Lehtinen, Susan; Steiner, Ivan D.
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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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    Planning and assessing to improve campus--community engagement
    (2001) Bringle, Robert G.; Hatcher, Julie A.; Young, Peter
    Two methods for assessing the scholarship of engagement at the institutional level are presented: (a) the Comprehensive Assessment of the Scholarship of Engagement (CASE), a systematic method that compiles information about service learning and community engagement, identifies campus strengths, and prioritizes planning areas, and (b) an institutional portfolio that provides a rich data base of descriptive and evaluative information.
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    Institutional strategies to involve first-year students in service
    (2002) Hatcher, Julie A.; Bringle, Robert G.; Muthiah, Richard
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    Campus–Community Partnerships: The Terms of Engagement
    (2002-01-01) Bringle, Robert G.; Hatcher, Julie A.
    The emergence of service–learning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campus–community partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities. Campus–community partnerships are a series of interpersonal relationships between (a) campus administrators, faculty, staff, and students and (b) community leaders, agency personnel, and members of communities. The phases of relationships (i.e., initiation, development, maintenance, dissolution) and the dynamics of relationships (i.e., exchanges, equity, distribution of power) are explored to provide service–learning instructors and campus personnel with a clearer understanding of how to develop healthy campus–community partnerships.
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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.