Browsing by Subject "reflection"
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Item 2023 IUPUI ePortfolio Report(2024-02-12) Carrison, Sophie; Oesch-Minor, Deborah; Swinford, RachelThe ePortfolio Studio at IUPUI has been supporting students as they build, update, and publish their ePortfolios since the Studio opened in the summer of 2021. This support comes in the form of student consultations, either in-person, online, or asynchronous where students submit their ePortfolio links and the ePortfolio Studio consultants will provide skilled feedback on how to include best practices in their ePortfolios. The purpose of this report is to reflect on how many student consultations and kickoffs the ePortfolio Studio had between Fall 2022 and Fall 2023 semesters, as well as the ways that the Studio has supported faculty in the past year.Item Enhancing the Psychology Curriculum Through Service Learning(Sage, 2016-11) Bringle, Robert G.; Ruiz, Ana I.; Brown, Margaret A.; Reeb, Roger N.; Department of Psychology, School of ScienceEducators in psychology should aspire to encourage students’ holistic growth in academic, personal, and civic domains. We propose that service learning is the most potent pedagogy for developing well-rounded, psychologically literate citizens capable of meeting the goals for the undergraduate psychology major. This article defines service learning, delineates the rationales for service learning, and summarizes research demonstrating the efficacy of this pedagogical approach. The article also describes the learning objectives derived from the American Psychological Association Guidelines for the Undergraduate Major (Version 2.0, 2013), with an emphasis on the ways in which service learning contributes to academic learning, civic learning, and personal growth. Finally, the article illustrates the four types of service learning, and it provides a concrete example for structuring reflection in order to connect community experiences with course content in a service learning psychology course.Item Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities(Informing Science Institute, 2017-01-09) Schnepp, Jerry; Rogers, Christian; Engineering Technology, School of Engineering and TechnologyAim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what...Item An exploration of reflective writing and self-assessments to explain professionalism lapses among medical students(2014-07) Hoffman, Leslie Ann; Frankel, Richard M.; Brokaw, James J.; Pike, Gary R. (Gary Robert), 1952-; Shew, Ronald L.; Vu, T. RobertBackground: Recent literature on medical professionalism claims that self-awareness and the ability to reflect upon one’s experiences is a critical component of professionalism; however there is a paucity of empirical evidence to support this claim. This study employed a mixed methods approach to explore the utility of reflective writing and self- and peer assessments in explaining professionalism lapses among medical students. Methods: A retrospective case-control study was conducted using students from Indiana University School of Medicine (IUSM) who had been disciplined for unprofessional behavior between 2006-2013 (case group; n=70). A randomly selected control group (n=230) was used for comparison. Reflective ability was assessed using a validated rubric to score students’ professionalism journals. Mean reflection scores and assessment scores were compared using t-tests. Logistic regression analysis was used to determine the impact of reflection scores and self- and peer assessment scores on the likelihood of having been disciplined for unprofessional behavior. Subsequent qualitative analysis further explored when and how students learned professionalism during their clinical experiences. Results: The study found that students in the case group exhibited lower reflective ability than control students. Furthermore, reflective ability was a significant factor in explaining the odds that a student had been cited for professionalism lapses. There were no differences in self-assessment scores between the two groups, but students in the case group had significantly lower peer assessment scores than control students. Peer assessment scores also had the greatest influence on the odds that a student had been cited for professionalism deficiencies during medical school. Qualitative analysis revealed that students learn professionalism from role models who demonstrated altruism and respect (or lack thereof). Conclusions: These findings suggest that students should be provided with guidance and feedback on their reflective writing to promote higher levels of reflection, which may reduce the number of students who are cited for professionalism lapses. These findings also indicate that peer assessments can be used to provide students with insightful feedback regarding their professional development. Finally, role models have a strong influence on students’ professional development, and therefore must be cognizant of the implicit messages their behaviors convey.Item Improving medication practices for persons with intellectual and developmental disability: Educating direct support staff using simulation, debriefing, and reflection(2017-10-03) Auberry, Kathy; Wills, Katherine; Shaver, CarrieDirect support professionals (DSP) are increasingly active in medication administration for people with intellectual and developmental disabilities (IDD), thus supplementing nursing and family caretakers. Providing workplace training of DSPs is often the duty of nursing personnel. This article presents empirical data and design suggestions for including simulations, debriefing, and written reflective practice during in-service training for DSPs in order to improve DSPs’ skills and confidence related to medication administration. Quantitative study results demonstrate that DSPs acknowledge that their skill-level and confidence rose significantly after hands-on simulations. The skill- level effect was statistically significant for general medication management -4.5 (p <0.001) and gastrointestinal medication management -4.4 (p < 0.001). Qualitative findings show a deep desire by DSPs to not just be “pill poppers” but to understand the medical processes, causalities, and consequences of their medication administration. On the basis of our results, the authors make recommendations regarding how to combine DSP workplace simulations and debriefing with written reflective practice in DSP continuing education.Item Intensive Reflection in Teacher Training: What is it Good For?(2015) Ene, Estela; Riddlebarger, Cassidy; Department of English, School of Liberal ArtsThe merits of reflective exercises in teacher training are well known. Reflection through journals, surveys/questionnaires, action research, or supervised teaching and classroom discussion creates opportunities for teachers in training to think critically of what they do in their classes, why they do it, and how they could improve. Sometimes, however, teacher training programs may not be ideally positioned to offer novice student teachers (NSTs) the most extensive and coordinated opportunities for teaching, observation, and reflection. The current study examines the usefulness of an intensive reflective exercise realized as a two-question questionnaire used in a Second Language Writing (SLW) course. The findings indicate that the questionnaire was useful in eliciting a fair amount of critical thinking and integration of prior knowledge, new content, and personal experience. For the teacher trainer, it worked as a tool for assessing student learning and planning lessons. The study reflects on the limitations of the intensive reflection exercise applied in it (such as brevity and isolation from other assignments), and makes pedagogical recommendations for future implementation.Item Objective and Quantitative Assessment of Caries Lesion Activity(Elsevier, 2018) Ando, Masatoshi; Fontana, Margherita; Eckert, George J.; Arthur, Rodrigo A.; Zhang, Hui; Zero, Domenick T.; Cariology, Operative Dentistry and Dental Public Health, School of DentistryObjectives Evaluate the ability of objectively measured specular reflection, roughness, and fluorescence change during dehydration to assess caries lesion activity. Methods One hundred ninety-five ground/polished 3 × 3 × 2 mm sound human enamel specimens were divided into three groups and demineralized using a multispecies microbial caries model for 3, 6, or 9 days; and then remineralized with 1100 ppm-F as NaF solution for 10 days using a pH-cyclic model. Reflection (amplitude: %), roughness (Ra: μm), fluorescence change during dehydration (ΔQ: %×mm2), and microfocus computed tomography [μ-CT: lesion volume (μm3)] were measured for sound, demineralized and remineralized enamel. The surface was hydrated and fluorescence images were acquired at 1 s intervals for 10 s (ΔQ10). During image acquisition, surface was dehydrated with continuous compressed air. Changes-in-ΔQ per second (ΔQD: %×mm2/sec) at 5 (ΔQD5) and 10 s (ΔQD10) were obtained. Results Reflection decreased from sound to demineralized groups (p < 0.0001); remineralized groups were higher than demineralized groups (p < 0.001), but not different from sound (p > 0.32). Roughness increased from sound to demineralized groups (p < 0.0001) and remineralized groups were also higher than sound (p < 0.0001). ΔQ10, ΔQD5 and ΔQD10 increased from sound to demineralized groups (p < 0.0001), and remineralized groups decreased compared to demineralized groups (p < 0.05), but was higher than sound (p < 0.0001). The correlations of μ-CT with reflection, roughness, and ΔQ10 were −0.63, 0.71, and 0.82, respectively (p < 0.0001). Conclusions Reflection, roughness and ΔQ could distinguish between sound and demineralized enamel. Reflection and ΔQ were able to distinguish between demineralized and remineralized enamel. Clinical significance Determination of caries activity, whether a lesion is active or inactive, is an essential and critical component of caries diagnosis. However, especially for enamel lesions, it is difficult to estimate without longitudinal follow-up. Reflection, roughness and fluorescence change during dehydration have the potential to measure caries lesion activity at a-single-appointment.Item The Plantation’s Fall and the Nonprofit Sector’s Rise: Addressing the Influence of the Antebellum Plantation on Today’s Nonprofit Sector(2021) Gladden, Shonda Nicole; Levine Daniel, JamieThe legacy of the American plantation system of the Antebellum South is frequently examined for its influence on American government. However, we do not discuss at length its influence on philanthropy and the nonprofit sector. We attempt to address this shortcoming by contextualizing the plantation narrative within the nonprofit sector. We then pose and start to answer three questions to provide a path forward for the sector to address current and future challenges. We conclude with a personal narrative in which we grapple with some of these questions.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, AimeeService 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.Item Vertex Labeling of a Half-Cube to Induce Binary Face Labeling(ARF, 2021) Sarkar, Jyotirmoy; Mathematical Sciences, School of ScienceA plane, passing through the center and orthogonal to a diagonal, slices a cube into two identical halves each having three triangles, three pentagons and a hexagon. If you label the ten vertices of a half-cube with numbers, then each face is said to receive an induced face label given by the sum of all vertices around it. Label the ten vertices of a half-cube with digits 0 through 9 so that the induced labels of the three triangles and the three pentagons constitute two distinct values.