Browsing by Subject "civic-mindedness"

Now showing 1 - 5 of 5
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    Perceptions of Community partners regarding the Sam H. Jones Community Service Scholarship Program
    (2015-09-01) Hahn, Thomas W.; Brown, Lorrie A.; Peters, Adam J.
    The purpose of this evaluation was to understand perceptions of community partners who have partnered with the Center for Service and Learning (CSL) to host Sam H. Jones (SHJ) Community Service Scholarship recipients. Community partners were asked to voluntarily participate in an interview at the end of the Spring 2015 semester to learn more about their experiences with the Scholars and suggestions for program improvement. Their responses were de-identified and analyzed. This report shares overall findings from these interviews and provides general recommendations to improve the experience for both the student and the community partners.
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    Place-Based Experiential Learning: A Pathway to Sustainability and Environmental Literacy
    (AERA, 2022) Sorge, Brandon; Fore, Grant Alan; Williamson, Francesca Arielle; Angstmann, Julia; Technology Leadership and Communication, School of Engineering and Technology
    When implemented effectively, Place-Based Experiential Learning (PBEL) pedagogies have been shown through different studies to enhance student content knowledge, course engagement, critical thinking skills, and civic-mindedness. This research followed 10 semester-long university courses, during one academic year, implementing PBEL pedagogies with a focus on urban farming. Courses came from a wide array of disciplines including courses focused on science, technology, engineering, or mathematics as well as many non-STEM courses. Students completed pre- and post-assessments to measure change in civic-mindedness, place attachment, situated sustainability meaning-making, and environmental scientific literacy. Statistically significant positive change with small to moderate effect sizes were found in student’s environmental scientific literacy, situated sustainability meaning-making, place attachment, and civic-mindedness.
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    The Relationship of Participation in Service Learning Courses with Alumni Civic-Mindedness and Effectiveness Working with Diversity
    (2016-07-01) Hahn, Thomas W.
    Analysis of data from the 2014 IUPUI Alumni survey found that undergraduate alumni who participated in service learning courses reported higher levels of civic-mindedness than alumni who did not participate or participated less often in service learning courses. These results were significant after adjusting for gender, ethnicity, volunteer service in high school, and four high impact practices - participation in study abroad, research with faculty, practicum, and co-curricular service. High school volunteer service, practicum, and co-curricular service were also independent predictors of civic–mindedness. Alumni who participated in service learning courses also reported higher levels of effectiveness working with people of different races, ethnicities and religions.
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    Sam H. Jones Service Scholarship Assessment Report (2016-17)
    (2017-10-15) Hahn, Thomas
    To measure various indicators related to participation in the Sam H. Jones (SHJ) Community Service Scholarship Program, a questionnaire was administered to students who received a SHJ award in April 2017. This report encompasses the following SHJ programs: Alternative Break Team Leaders, Community Service Leader, Community Service Scholar, Family, School & Neighborhood Scholars, First-Year Service Scholars, Paws Pantry Scholars, and Service Corp Scholars. These 8 programs are referred collectively in this report as SAM Scholarships.
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    The Role of Place Attachment and Situated Sustainability Meaning-Making in Enhancing Student Civic-Mindedness: A Campus Farm Example
    (JSE, 2022-02-21) Sorge, Brandon H.; Wiliamson, Francesca A.; Fore, Grant A.; Angstmann, Julia L.; Pediatrics, School of Medicine
    This research explores the role that place attachment and place meaning towards an urban farm play in predicting undergraduate students’ civic-mindedness, an important factor in sustainability and social change. In 2017 and 2018, three STEM courses at a private university in the Midwest incorporated a local urban farm as a physical and conceptual context for teaching course content and sustainability concepts. Each course included a four to six-week long place-based experiential learning (PBEL) module aimed at enhancing undergraduate STEM student learning outcomes, particularly place attachment, situated sustainability meaning-making (SSMM), and civic-mindedness. End-of-course place attachment, SSMM, and civic-mindedness survey data were collected from students involved in these courses and combined with institutionally provided demographic information. Place attachment and SSMM surveys, along with the course in which the students participated, were statistically significant predictors of students’ civic-mindedness score.