Browsing by Subject "service learning"

Now showing 1 - 10 of 19
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    An Analysis of Indiana Youth Group Demographics
    (Proceedings of IMPRS, 2023-01-26) Gross, Rachel; Abraham, Olivia; Messmore, Niki
    This study examines the demographics of the youth attending Indiana Youth Group (IYG) programs and how the demographics of the IYG attendees compare to youth in Marion County, Indiana at large. Indiana Youth Group is a center based in Indianapolis that serves LGBTQ+ youth ages 12-24 that creates safer spaces to build community and offers harm-reduction programs that empower youth to build confidence, explore their identities, and foster friendships. IYG provides a wide array of programs free of charge, including basic needs, support groups, arts and crafts, sexual health education, STI/HIV testing, case management, mental health counseling, and affinity groups to lessen the impact of stressors most faced by LGBTQ+ youth and increase self-efficacy. Based on our analysis of demographic data from the 2020 IYG Annual Report and the 2020 Indiana Youth Institute (IYI) County Snapshots, we found that IYG attendees are less diverse than the greater Marion County youth population in terms of race in 2020. IYG serves a higher proportion of white youth and a lower proportion of Black and Hispanic/Latinx compared to the Marion County population. Our study proposes the following strategies to broaden outreach to racially minoritized populations: identify and build relationships with trusted community-based organizations (CBOs) within Black, Indigenous, and People of Color (BIPOC) communities, invest in health education and health literacy, and increase language access by conveying program information through trusted community messengers. Organizational changes could include cultural competency and social justice training for staff that specifically focuses on the intersection between systemic racism and LGBTQ+ oppression.
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    Bridging Frameworks for Transformative Service Learning
    (2023) Price, Jeremy F.; Santamaría Graff, Cristina
    This handout accompanies a presentation about transformative service learning. It is designed for you to consider your own contexts and service learning projects to consider how to design, facilitate, and reflect on service learning that sustains long-term mutually-beneficial partnerships.
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    The Calnali Microfinance Project: Three-Year Retrospective and Future Initiatives [poster]
    (2013-04-23) Hook, Sara Anne; Ankenbruck, Mary
    The Calnali Microfinance Project officially began in March 2010 with a visit from a delegation from IUPUI. Three years of data clearly demonstrate the feasibility of microfinance, even in the most remote areas of a country and in communities which have not had a tradition of entrepreneurship. The poster will emphasize the importance of partnerships between universities, non-profit organizations at the local, national and international level and leaders in the host community in setting a foundation for long-term success. Among the partner organizations that continue to be integral to the project are Rotary clubs in Indiana, Missouri and Mexico, the Rotarian Action Group for Microfinance, Pro Mujer, the IUPUI BiCCHEC Signature Center, the IUPUI Center for Service and Friends of Hidalgo. The support of newly elected leadership in Calnali was essential in providing the on-the-ground advocacy and cultural/political sensitivity that are necessary to move forward with this type of project. The lessons learned from the project transcend national boundaries. Recent research findings show that what women who participate in microfinance programs want as outcomes are universal: food for their families, a roof over their heads and educational opportunities for their children. The poster will feature photographs of the people and the region, the project website and a brief video. It will provide the most current performance indicators for the project and highlight plans for sustaining and expanding its capacity in the future, such as a major grant proposal to Rotary International and providing health services to the community.
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    Campus and community connections: The evolving IUPUI Common Theme Project
    (Coalition of Urban and Metropolitan Universities http://www.cumuonline.org/journal/mujAbstracts.aspx, 2013) Hanna, Kathleen A.
    In 2009, IUPUI launched the Common Theme Project, designed to “promote campus unity, conversation, and collaboration on timely issues that connect IUPUI to central Indiana and the world.” This paper briefly discusses the evolution of the Common Theme Project, from its roots as a freshman common reader to the current campus focus on social entrepreneurship, strategies that increased campus and community interest, and our goal to move from “project” status to a campus initiative that will enhance IUPUI’s commitment to outreach and engagement.
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    Center For Service and Learning Research Collaborative
    (Office of the Vice Chancellor for Research, 2010-04-09) Bringle, Robert G.; Hatcher, Julie A.; Steinberg, Kathy
    The Center for Service and Learning Research Collaborative has achieved its mission to (a) increasing the capacity of IUPUI faculty to engage in research on service learning; (b) convening internal and external service learning scholars to develop new conceptual frameworks and methodological tools (e.g., Civic-Minded Graduates and Professionals) to improve the quality of service learning research; and (c) disseminating high quality scholarship through IUPUI Series on Service Learning Research (Stylus Publishing), publishing research resources (e.g., scales, Research Primer, Research Briefs), convening scholars for symposia and conferences, publications in peer-reviewed journals, and hosting the 10th Annual conference of the International Association for Research on Service Learning and Community Engagement in October, 2010.
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    Civic-Minded Graduate: A North Star (Assessment Tools)
    (9/13/2011) Steinberg, Kathryn S.; Hatcher, Julie A.; Bringle, Robert G.
    Because of increased interest in higher education regarding the civic learning outcomes for college students and graduates, identifying and measuring civic learning outcomes is important to evaluating the efficacy of civic engagement programs and teaching strategies (e.g., service- learning). A conceptual framework for the Civic-Minded Graduate (CMG) construct is presented as well as three measurement procedures (i.e., CMG Scale, CMG Narrative Prompt and Rubric, CMG Interview Protocol and Rubric) that evaluate the construct. Results from three studies provide evidence of the psychometric properties of each measurement procedure and converging evidence to support the meaningfulness of the CMG construct. Implications of adopting the CMG as a “north star” for future research and for practice are presented.
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    Curricular Engagement Report: Academic Year 2016
    (2017-01-01) Norris, Kristin; Weiss, H. Anne; Wendling, Lauren
    The purpose of this report is to provide readers with information about the frequency of community engagement through course-based experiences at IUPUI.
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    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 Science
    Educators 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.
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    Fundamentals of Assessing Civic Learning Outcomes
    (2015-11-20) Norris, Kristin; Weiss, H. Anne
    This interactive presentation is designed for attendees to create an assessment plan for gathering evidence around students civic learning during a particular pedagogical experience- usually community- or experiential-based teaching and learning strategies.
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    If the World Can Be Your Oyster, Why Settle for Clams: Enhancing Student Learning through Meaningful Work and Global Reach
    (2011-04-15) Jones, Josette; Hook, Sara Anne
    This presentation will showcase the various approaches taken in online courses and in one-on-one interactions to enhance student learning and provide students with the opportunity for collaboration and connections at the local, national and even international level. Some of the approaches include service learning, international initiatives, participation in faculty research projects, faculty-guided student research at the undergraduate and graduate level, peer evaluation, co-authoring and co-presenting of research results and use of technology to build partnerships and create community.