Browsing by Subject "engaged learning"

Now showing 1 - 10 of 11
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    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.
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    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.
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    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.
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    IEL Student Demographics and Retention Report AY 2020-2021 and Summer 2021
    (2021-10-29) Hahn, Thomas
    The Institute for Engaged Learning (IEL) is home to multiple engaged learning opportunities in undergraduate research and civic engagement (see Appendix for descriptions of the programs). This report details demographics, school of enrollment, GPA, retention figures, and Record designation for students who participated in IEL programs in AY 2020- 2021 and Summer 2021. Below are key highlights followed by detailed tables broken out by program.
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    IEL Student Demographics and Retention Report AY 2021-2022
    (2022) Hahn, Thomas W.
    The Institute for Engaged Learning (IEL) is home to multiple engaged learning opportunities in undergraduate research and civic engagement (see Appendix for descriptions of the programs). This report details demographics, school of enrollment, GPA, retention figures, and Record designation for students who participated in IEL programs in AY 2021-2022.Below are key highlights followed by detailed tables broken out by program.
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    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.
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    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.
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    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.
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    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%.
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    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.