Browsing by Subject "Service learning"
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Item 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.Item Campus and community connections: The evolving IUPUI Common Theme Project(Coalition of Urban and Metropolitan Universities http://www.cumuonline.org/journal/mujAbstracts.aspx, 2013) Hanna, Kathleen A.In 2009, IUPUI launched the Common Theme Project, designed to “promote campus unity, conversation, and collaboration on timely issues that connect IUPUI to central Indiana and the world.” This paper briefly discusses the evolution of the Common Theme Project, from its roots as a freshman common reader to the current campus focus on social entrepreneurship, strategies that increased campus and community interest, and our goal to move from “project” status to a campus initiative that will enhance IUPUI’s commitment to outreach and engagement.Item Civic Learning: A Sine Qua Non of Service Learning(Frontiers Media, 2021) Bringle, Robert G.; Clayton, Patti H.; Psychology, School of ScienceCivic learning is an essential element of service learning, but one that is often underdeveloped in practice. This article surveys various conceptualizations of civic learning that are in use in higher education around the world, discusses approaches to designing service learning courses to generate civic learning outcomes, and proposes two methods for assessing student attainment of them. The intent is to build instructors’ capacities to cultivate the knowledge, skills, dispositions, and behaviors that lie at the very heart of civic learning and of public life in the ever-more complex and interconnected 21st century.Item CTSA 2 Community: www.ctsa2community.org(2011-08-31) Ackermann, Ronald; Hardwick, Emily; Comer, Karen; Hudson, Brenda; Odell, Jere D.; Arenson, Andrew; Barnett, Bill; McGuire, Patrick; Derr, Michelle; Reid, Tisha; Vandergraff, Donna; Marrero, David G.This poster describes the development an accessible, user-driven, and sustainable web resource for community and academic experts working together to identify, adopt, and implement a wide array of community engaged research infrastructures for enhancing community engagement in all forms of clinical and translational research. CTSA2Community aims to be a storage place for valuable resources referring to the set-up and running of a community engagement program. Resources are provided by experts in the field of community engagement.Item El Aprendizaje Basado en el Voluntariado Internacional: Un camino directo a las 5 C's: Comunicación, Comparaciones, Conexiones, Cultura, Comunidades(2011-03-15) Smith, Andrea Meyer; Antón, Marta; Tezanos-Pinto, Rosa; Garcia, Marta GarciaEsta investigación intenta entender mejor qué tipos de aprendizaje ocurren cuando los estudiantes toman parte en un programa de aprendizaje basado en el voluntariado internacional. Una meta es demostrar que las cinco C’s de ACTFL (comunicación, cultura, conexiones, comparaciones, y comunidades) son parte del aprendizaje percibido por los estudiantes después de haber participado en un programa de aprendizaje basado en el voluntariado en el extranjero. Otra meta es ofrecer un ejemplo de un programa que utiliza los métodos de auto-reflexión y auto-análisis recomendados en los estudios críticos del voluntariado y cómo estos métodos empujan a los estudiantes a alcanzar las cinco C’s de ACTFL, para que otros profesores tengan un modelo para crear sus propios programas de aprendizaje basado en el voluntariado internacional.Item An evaluation of the impact of an intercultural service learning experience on the development of transcultural self-efficacy of nursing students(2014-11-06) Schmidt, Lynn Marie; McNelis, Angela; Dreifuerst, Kristina Thomas; Horton-Deutsch, Sara; Lay, KathyThe increase in diverse populations with unique, culturally specific needs, along with the lack of diverse healthcare providers to deliver culturally competent care, has escalated the need for non-diverse practitioners to gain the knowledge, skills, and attitudes to deliver culturally competent care. Culturally competent care cannot be offered to patients unless nurses understand how cultural values, attitudes, and beliefs impact patients' response to care. Nurses must develop cultural competence to accurately access, develop, and implement effective nursing interventions. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to explore the impact of an intercultural service learning experience (domestic or international) on pre-licensure nursing students' perceived development of transcultural self-efficacy. A convenience sample of senior semester nursing students enrolled in a private, faith-based, baccalaureate degree nursing program in the Midwest United States completed the Transcultural Self-Efficacy Tool (TSET), Cultural Competence Clinical Evaluation Tool-Student Version (CCCET-SV), and reflective journals. All students were immersed in an intercultural service learning experience. Eighteen students traveled domestically and 38 traveled internationally. The data revealed that there was not a statistical difference in TSET scores based on location of the intercultural experience. However, there was a statistically significant difference from pretest to posttest for perceived Cognitive, Practical, and Affective dimensions of transcultural self-efficacy, in change scores (pretest to posttest), and pretest to posttest for pre-licensure BSN students’ perceived clinical competence behaviors (culturally sensitive and professionally appropriate attitudes, values, and beliefs) following an intercultural service learning experience.Item From Teaching Democratic Thinking to Developing Democratic Civic Identity(Partnerships: A Journal of Service-Learning and Civic Engagement, 2015) Bringle, Robert G.; Clayton, Patti H.; Bringle, Kathryn E.Using theory and research from the cognitive and social sciences as well as the literature of service-learning and community-campus engagement, we critically examine an over-emphasis on democratic thinking as the primary construct of interest in American higher education’s efforts to prepare young people for meaningful participation in democracy. We propose developing democratic civic identity as a more appropriate superordinate goal than teaching democratic thinking. We examine relationships between and among cognition, behavior, and attitudes generally and within the context of democratically-engaged community-campus partnerships and democratic critical reflection as a basis for developing and refining persons as civic agents in a diverse democracy. We conclude with implications of the analysis for service-learning—a pedagogy that, when designed and implemented accordingly, provides a uniquely powerful means to cultivate democratic civic identity.Item Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies(Michigan Journal of Community Service Learning, 2017) Bringle, Robert G.This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other pedagogies (e.g., civic learning, regular and structured reflection, reciprocal partnerships, diversity, democratic values) that can produce outcomes that are more extensive, more robust, more transformational, and more distinctive than traditional pedagogies or a single high-impact practice. Possibilities for future research and implications for course design and implementation are proffered.Item The Impact of Service-Learning on Second Language Writing Skills(2011-03-14) Hamstra, Michele Diane Pike; Upton, Thomas A. (Thomas Albin); Antón, Marta; Beck, M. CatherineItem Service-Learning Essentials: Questions, Answers, and Lessons Learned by Barbara Jacoby (review)(2015) Bringle, Robert G.