Institute for Engaged Learning Works

Permanent URI for this community

https://hdl.handle.net/1805/21502

Browse

Browsing Institute for Engaged Learning Works by Subject "assessment"

Now showing 1 - 10 of 10
  • Thumbnail Image
    Item
    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication and Integrative Learning VALUE Rubrics
    (2021-08-18) Hahn, Thomas
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL) for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2020-2021. The IEL Assessment Workgroup assessed written reflection artifacts of 124 students from 14 co-curricular programs. Using selected rows from the Written Communication and Integrative Learning VALUE Rubrics, the raters assessed the Communicator and Problem Solver Profiles of Undergraduate Learning. For Written Communication, overall results indicate that all of the student reflection artifacts at least met the benchmark for Control of Syntax and Mechanics. Nearly all (123 of 124) of the student reflection artifacts at least met the benchmark for Content Development. Overall, 99.6% of the scores for Written Communication met the benchmark. For Integrative Learning, nearly all of the student reflection artifacts (122 of 124) at least met the benchmark for Connections to Experiences. Likewise, nearly all of the student reflection artifacts (123 of 124) at least met the benchmark for Reflection and Self-Assessment. Overall, 98.8% of the scores for Integrative Learning met the benchmark.
  • Thumbnail Image
    Item
    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics
    (2022-11) Hahn, Thomas W.
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL)for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2021-2022.The IEL Assessment Workgroup assessed written reflection artifacts of 100students from 10co-curricular programs. Using selected rows from the Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics, the raters assessed the Communicator, Problem Solver, and Community Contributor Profiles of Undergraduate Learning.
  • Thumbnail Image
    Item
    IEL Assessment Workgroup Report - Assessing Written Reflections
    (2020-08-16) Hahn, Thomas
    This report describes a pilot assessment activitywithin the IUPUI Institute for Engaged Learning (IEL). As part of the strategic planning process within Division of Undergraduate Education (DUE), IEL articulated an assessment plan that included direct assessment of student learning within itsengaged learning programming. Specifically, the focusis on the “Communicator”profile within the Profilesof Learning for Undergraduate Success. To that end, this assessmentappliedthe AAC&U Written Communication VALUE Rubrictodirectly assess104students’written reflection artifactsof their experiences in AY 2019-2020.The learning outcome assessed was the following: By participating in engaged learning, students will: convey ideas effectively and ethically in oral, written, and visual forms across public, private, interpersonal, and team settings, using face-to-face and mediated channels.
  • Thumbnail Image
    Item
    The IUPUI Comprehensive Learner Record (CLR)
    (National Institute for Learning Outcomes Assessment, 2021-03) Daday, Jerry; Hahn, Thomas W.; Morrical, Erica
    In 2016, IUPUI began its participation in an effort led by the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA: Association of Student Personnel Administrators, to create and accelerate the development of Comprehensive Learner Records (CLR). While a traditional transcript reflects student performance in coursework over time and serves to document the award of specific credentials and degrees, it does not provide a mechanism for identifying applied and experiential learning within co-curricular programming and within various high-impact practices, such as undergraduate research and community engaged experiences. A CLR provides students with a record of these experiences so that they can appropriately articulate their learning with prospective employers or when applying for graduate and professional programs. With grant funding from the Lumina Foundation, AACRAO and NASPA selected IUPUI and eleven other institutions of higher education to develop and implement a CLR model.
  • Thumbnail Image
    Item
    Sam H. Jones (SHJ) Community Service Scholarship Assessment Report (2019-2020)
    (2020) Hahn, Thomas
    The SHJ program is one of the nation’s largest service-based scholarship programs. Created in 1994, this campus program has awarded over 3,500 scholarships, totaling over $8.8 million. The program began with two Scholars in its first year and has grown to more than 150 Scholars annually in multiple programs. The purpose of SHJ is to recognize students’ prior service contributions to the community and foster their leadership, professionalism, and community involvement. This report encompasses the following SHJ programs: Alternative Break Scholars, Bonner Leader Scholars, Community Service Leaders, Family, School & Neighborhood Scholars, Fugate Scholars, and Paws Pantry Scholars (see Appendix A for a description of each). These programs are referred collectively in this report as SAM Scholarships.
  • Thumbnail Image
    Item
    Sam H. Jones (SHJ) Community Service Scholarship Assessment Report (2020-2021)
    (2021-08) Hahn, Thomas
    The Sam H. Jones (SHJ) Community Service Scholarship program is one of the nation’s largest service- based scholarship programs. Created in 1994, this campus program has awarded over 3,600 scholarships, totaling over $9.4 million. The program began with two Scholars in its first year and has grown to more than 150 Scholars annually in multiple programs. The purpose of SHJ is to recognize students’ prior service contributions to the community and foster their leadership, professionalism, and community involvement. This report encompasses the following SHJ programs: Alternative Break Scholars, Bonner Leader Scholars, Family, School & Neighborhood Scholars, Fugate Scholars, and Paws Scholars (see Appendix A for descriptions). They are referred collectively in this report as SAM Scholarships.
  • Thumbnail Image
    Item
    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, Aimee
    Service 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.
  • Thumbnail Image
    Item
    Spring 2021 Community Engagement Associates (CEA) Program Questionnaire Report
    (2021-09-13) Hahn, Thomas W.
    The CEA program is an employment program in which community engaged faculty and staff apply for and receive funding to employ students to provide support for courses, programs, or projects that advance the community engagement mission of IUPUI. This report details both a direct assessment of CEAs by their faculty/staff mentors and an indirect assessment of CEAs-a confidential survey of CEAs was administered in spring2021 to gather their perceptions of the program, their learning, and provide opportunities to expand on their responses. A total of 65of 72students responded for a response rate of 90%.
  • Thumbnail Image
    Item
    Spring 2021 Jaguar Leadership Network (JLN) Questionnaire Report
    (2021) Hahn, Thomas; Hansen, Michele
    Admitting its first cohort of students in Fall 2020, the IUPUI Jaguar Leadership Network (JLN) is a comprehensive 2- year program intended to support sophomores and juniors in developing academic skills and leadership competencies through mentoring, engaged learning opportunities, leadership training and university service. The program is housed within the Institute for Engaged Learning (IEL). Following consultation with the Office of Institutional Research and Decision Support, IEL administered a confidential survey to JLN students to gather their perceptions of the program following completion of their first year. The survey was administered on April 29, 2021. A total of 85 students responded for a response rate of 90%. JLN facilitators sent the students reminders and encouraged them to respond.
  • Thumbnail Image
    Item
    Spring 2022 Jaguar Leadership Network (JLN) Questionnaire Report
    (2022) Hahn, Thomas W.; Hansen, Michele J.
    Admitting its first cohort of students in Fall 2020and its second cohort in Fall 2021, the IUPUI Jaguar Leadership Network (JLN) is a comprehensive 2-year program intended to support sophomores and juniors in developing academic skills and leadership competencies through mentoring, engaged learning opportunities, leadership training and university service. The program is housed within the Institute for Engaged Learning (IEL). Following consultation with the Office of Institutional Research and Decision Support, IEL administered a confidential survey to JLN students to gather their perceptions of the program following completion of the academic year. The survey was administered on April 1, 2022.A total of74out of 111students responded for a response rate of 67%.Thirty-three(out of 51)JLN Sophomores (1styear in the program) completed the survey (response rate =65%), while 41out of 60JLN Juniors (2ndyear in the program) completed the survey (response rate =68%).The JLN coordinator sent the students reminders and encouraged them to respond.