Browsing by Subject "critical reflection"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
  • 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 Integrating Community Engaged Learning through Ethical Reflection (ICELER) Faculty Learning Community Theory of Change and Learning Goals, Years 1-4
    (Stem Education Innovation & Research Institute and the IUPUI Center for Service and Learning, 2022-09-04) Price, Mary F.; Coleman, Martin A.; Fore, Grant A.; Sorge, Brandon H.; Hahn, Tom; Sanders, Elizabeth; Nyarko, Samuel Cornelius; Hatcher, Julie A.
    This document presents the final ICELER theory of change, including annually generated FLC goals that were part of a multi-year institutional transformation grant #1737157 entitled Institutional Transformation: Enhancing IUPUI STEM Curriculum through the Community-Engaged Learning and Ethical Reflection Framework (I-CELER)
  • 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
    The Transformational Relationship Evaluation Scale II (TRES II) Reflection Framework: Version 2
    (2022-04) Clayton, Patti H.; Camo-Biogradlija, Jasmina; Kniffin, Lori E.; Price, Mary F.; Bringle, Robert G.; Pier, Alyssa A.
    The Transformational Relationship Evaluation Scale Reflection Framework (TRES II Reflection Framework, Version 2) is a critical reflection tool designed for all participants in community-campus relationships to generate actionable learning regarding their collective work and to serve as an intervention to deepen those relationships. This tool was designed to accompany the Transformational Relationship Evaluation Scale II (TRES II), which on its own has documented utility to enhance partnership inquiry and practice (Kniffin et. al., 2020). The TRES II Reflection Framework broadens and deepens the scale with intentionally-designed prompts structured using the DEAL Model of Critical Reflection (Ash & Clayton, 2009). Authors’ Note: This version of the TRES II Reflection Framework was last updated in April, 2022, and a PDF file can be accessed at the link provided in the recommended reference. Contact Patti Clayton, patti.clayton@curricularengagement.com, for an editable Word file and/or future versions.