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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Browsing Service and Learning Scholarship at IUPUI by Subject "civic 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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    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.