Browsing by Subject "applied learning"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning
    (2009) Ash, Sarah L.; Clayton, Patti H.
    Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is key to generating, deepening, and documenting student learning in applied learning. This article will consider the meaning of critical reflection and principles of good practice for designing it effectively and will present a research-grounded, flexible model for integrating critical reflection and assessment.
  • Thumbnail Image
    Item
    The IUPUI Comprehensive Learner Record (CLR)
    (National Institute for Learning Outcomes Assessment (NILOA), 2021-03) Daday, Jerry; Hahn, Thomas W.; Morrical, Erica
    Indiana University Purdue University Indianapolis (IUPUI) was invited to write a case study because of its strong and rich history of using numerous forms of applied and experiential learning to promote student engagement along with its ongoing Comprehensive Learner Record (CLR) work. This case study provides institutional context, an explanation of CLR creation and implementation, the framework and process for tracking student participation, and a breakdown of the current data gathered. Recommendations for next steps improving student engagement include adding a web-based tool or interface and improving communication with campus stakeholders and end-users in order to education about the utility of the CLR.