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Browsing by Subject "high impact practices"
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Item The Case for Integrating ePortfolio Pedagogy Into Nonprofit and Philanthropic Studies(2020) McKinley Freeman, Tyrone; Lilly Family School of PhilanthropyRecently named a high-impact practice in undergraduate education, electronic portfolios (ePortfolios) are student-created, web-based presentations of student learning and development designed for a particular audience. The ePortfolio pedagogy, as a prominent teaching method used at more than half of all U.S. colleges and universities, is particularly well-suited for the field of nonprofit and philanthropic studies (NPS) but has not yet been widely adopted. Engaging students in the process of creating ePortfolios produces numerous educational benefits that speak directly to NPS’s aspirations for its students as they graduate into their careers and lives as active citizens and for itself as an emerging field continuing to establish its authority within the Academy and its credibility with a public that struggles to understand what NPS is, what it does, and why it is needed. This essay explores the potential of the ePortfolio as a signature pedagogy for NPS. After examining what ePortfolios and ePortfolio pedagogy are, I argue that the strengths of ePortfolios are well-balanced and address key goals and particular considerations unique to NPS as an emerging and interdisciplinary field of inquiry in the 21st century. Following this, I review major issues and possibilities in adapting ePortfolios to support effective teaching and learning at different scales within undergraduate NPS. Finally, I offer professional development resources that help NPS instructors and program administrators initiate or advance their use of the pedagogy, and further encourage broader adoption across the field.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)Item Internships in Kinesiology: Reconsidering Best Practices(Human Kinetics, 2018) Urtel, Mark; Michaliszyn, Sara F.; Stiemsma, Craig; Physical Therapy, School of Health and Rehabilitation SciencesThe purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.Item Scholarly Identity Mapping (SIM), V.7, I‐CELER: A reflection activity to support STEM faculty in living into their values and claiming academic identities grounded in public purpose and social responsibility (Learning Resource).(2018-08) Price, Mary F.Scholarly Identity Mapping [SIM] is a sense making activity and process that invites academic professionals to describe, examine and graphically represent who they are, what they value and the public purposes of their work. The specific social identity under examination through this activity are facets of one's professional/academic identity(ies). SIM consists of two parts and includes directed readings, guided writing and instructions that lead to the production of two kinds of “identity” maps: one dedicated to values and a second that integrates values with one’s perceptions of the means and ultimate ends of their academic work across teaching, research & creative activity and service. For the purposes of the I‐CELER Faculty Learning Community, we will use SIM as an entry point to examine our academic identities paying particular attention to how our understandings of ourselves, our roles, values and purposes express an ethos that we carry into the classroom, lab, field and community – giving particular attention to our roles as educators. The version of SIM presented here has been adapted from a prior version (Price& Hatcher, 2013; Price, 2016 a,b; 2018) developed to support the development and advancement of community engaged faculty and academic staff. The current version has been adjusted to support STEM colleagues in enhancing their agency and self-efficacy leading to shifts in instructional and reflective practice. It is asserted that a focus on identity and ethos among STEM faculty will yield improvement in the quality of ethics education in participating STEM departments.Item The Future of Social Work Education: A Guide to Developing, Implementing, and Assessing e-Simulations(Indiana University School of Social Work, 2022-11-08) Wolfe-Taylor, Samantha N.; Khaja, Khadija; Wilkerson, David; Deck, Christian K.; School of Social WorkAdvances in technology, an increase in non-traditional students, a new generation of e-learners, the COVID-19 pandemic’s impact on education and practice, and the emergence of greater practitioner and client adoption of telebehavioral health present opportunities and challenges for curricular innovation in schools of social work. e-Simulations are reliable, valid, authentic high impact practices that address these challenges and prepare students for a future where social workers are called upon to adopt telebehavioral practice. Although there is literature on the development, implementation, and assessment of simulation-based learning in social work education, much of the literature explores the use of simulations in face-to-face social work education. Provided is a guide for educators and administrators on developing, implementing, and assessing online simulations (e-simulations) in social work education.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.