IU Indianapolis ScholarWorks :: Browsing by Subject "service-learning"

Browsing by Subject "service-learning"

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Curricular Engagement Report: Academic Year 2017
(2017-11-01) Norris, Kristin; Weiss, Anne
IUPUI has a history of counting service-learning (2000-2012) and community-based learning courses (2103-2016). The information is used for school- and campus-level reporting (e.g., Chancellor’s Report to the Community, Curricular Engagement Report to the Deans), award applications (e.g., Carnegie Classification for Community Engagement), and key data points for the campus and leadership communications. This report contains the methodology and findings for "counting courses" for the AY17.
Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational
(2010) Clayton, Patti H.; Bringle, Robert G.; Senor, Bryanne; Huq, Jenny; Morrison, Mary
As a defining aspect of service-learning and civic engagement, relationships can exist among faculty members, students, community organizations, community members, and administrators on campus. This research developed procedures to measure several aspects of these relationships. Investigators collected information from 20 experienced service-learning faculty members about their relationships with repre- sentatives of community organizations using the newly-developed Transformational Relationship Evaluation Scale (TRES). Results indicate that transactional and transformational qualities can be dif- ferentiated using TRES and are related to other characteristics of relationships (e.g., closeness). Conceptual work underlying this study aims to advance practitioner-scholars’ understanding of partner- ships as one type of relationship, offering a refinement on and an expansion of the terminology associ- ated with service-learning and civic engagement.
Educating for Informed Community Involvement
(2010-09) Bringle, Robert G.; Steinberg, Kathryn S.
Service learning, which integrates community service into coursework, provides a pedagogical intervention that can promote the civic growth of students in unique and powerful ways. Research is reviewed that documents the capacity of service learning to meet learning objectives associated with a conceptual framework that focuses on the knowledge, skills, and dispositions of a civic-minded college graduate. The outcomes of service learning should facilitate these students assuming influential roles in helping others become empowered, and thereby are important for enhancing the quality of life in communities. We also review research that focuses on the impact of service learning for community outcomes. Finally, we present implications for teaching community psychology, and recommendations for future research on service learning and community engagement.
Establishing Criteria for Implementing and Evaluating Community Agency Involvement in Service-Learning
(2010-08-31T18:26:13Z) Quiring, Erin B.; Plater, William Marmaduke, 1945-; Bringle, Robert G.; Sutton, Susan Buck
Many academicians, business people, and government officials are calling for college students to not only earn a degree but to leave college ready to be active and engaged citizens in their communities. One of the fastest-growing responses to this call within higher education has been the introduction of service-learning courses across disciplines. This study was designed to attempt to bring some focus to community agency needs and desires in service-learning relationships, both in domestic and international programs. Factors and criteria frequently cited in the literature as important to community agencies and when creating partnerships were compiled into a list of 10 criteria. Community agencies and faculty/staff involved in service-learning at Indiana University-Purdue University Indianapolis (IUPUI) were then asked to respond to each factor, indicating how important each was to them and how satisfied they were with how each factor was carried out in their current relationship(s). Overall, the 62 respondents found having interaction based on mutual respect and relationships built on trust as most important and the factors with which they are most satisfied. Faculty/staff respondents tended rate each factor as more important than community agency respondents, though there were no significant differences between the two groups’ satisfaction ratings. International respondents, including both faculty/staff and community agency respondents, in general, rated each item more important and reported greater satisfaction than domestic respondents. Aspects of the relationships under study, including frequency of interaction, type of interaction, and frequency of supervising service-learning students, were also related to respondents’ ratings of each factor. Even with limitations, the study helps move toward a greater understanding of working with community agencies, establishing criteria to aid in evaluating and implementing service-learning relationships, and providing a base for future studies.
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)
International service learning in post-war Croatia: Capacity building for social work profession
(20th Biennale International Consortium for Social Development (ICSD) Symposium, Zagreb, Croatia, 2017-07) Luca Sugawara, Carmen; Carlson, Joan; Makki Alamdari, Sara; Vukoviæ-Èoviæ, Sanja
Building on a strong partnership with University of Zagreb, Department of Social Work, and a local community organization serving a post-war community in the Osijek and Vukovar region, in 2011, the Indiana University School of Social Work developed an international service-learning course that aims at strengthening social work students’ competencies to work with post-war communities. This study examines learning outcomes of a five-year study abroad experience in post-war Croatia. All 49 students who completed the International Service-Learning course in the past five years were emailed and invited to participate in this study. Drawing on a data set of 30 student respondents to a survey, and one focus-group of six students, the study examines key learning outcomes gained through participation in the program. For purposes of this study, four subscales were developed: (1) critical thinking/academic development, (2) cultural competence, (3) personal and leadership developments, and (4) civic participation/global mindfulness. Average scores for each subscale were calculated. The results show substantial improvement in learning outcomes as a result of taking the course in all subscales, especially in cultural competence (Mean=4.48, SD=0.55) and global mindfulness (Mean=4.38, SD=0.60). More specifically, through focus group data, we learn that international service-learning experiences become a powerful learning platform that goes beyond teaching students professional competencies, shaping their leadership skills, as well as positively influencing their roles as agents of change in their own communities. Preliminary results indicate that, through living in a post-war community even for a short time, and working with local Croatian organizations, students begin to confront their own realities and prejudicial notions, and become more inclusive of different views that question their personal assumptions, and prepare them to interact with refugees in Indiana and other parts of the world. More importantly, students appear to begin shaping a sense of pluralism, question their upbringing, and build on the ability to work in dissonant and unequal environments. The implications for practice, teaching and research are also explored.
Partnerships in Service Learning and Civic Engagement
(2009) Bringle, Robert G.; Clayton, Patti H.; Price, Mary F.
Developing campus-community partnerships is a core element of well-designed and effective civic engagement, including service learning and participatory action research. A structural model, SOFAR, is presented that differentiates campus into administrators, faculty, and students, and that differentiates community into organizational staff and residents (or clients, consumers, advocates). Partnerships are presented as being a subset of relationships between persons. The quality of these dyadic relationships is analyzed in terms of the degree to which the interactions possess closeness, equity, and integrity, and the degree to which the outcomes of those interactions are exploitive, transactional, or transformational. Implications are then offered for how this analysis can improve practice and research.
A Service-Learning Curriculum for Faculty
(1995) Bringle, Robert G.; Hatcher, Julie A.
The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service- learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants.
Service-Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere
(2008) Hatcher, Julie A.; Erasmus, Mabel A.
As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part of state mandated transformations for higher education.
A Study Abroad Course Leads to Service Learning Project
(ASEE, 2018) McIntyre, Charles; Camp, Ryan A.; Fox, Patricia; Patrick, Shawn; Engineering Technology, School of Engineering and Technology
Indiana University-Purdue University Indianapolis study abroad students, who learned about sustainable practices in businesses, industries and municipalities in Germany returned to Indianapolis to assist a community partner to start a recycling project in Indianapolis. Germany like some other European countries have been working on sustainable issues in businesses, industries and within their municipalities for decades. The country’s results are impressive in sustainable urban structures and planning, renewable energy usage, national recycling, sustainable transportation systems, and green policies all at the local, state and federal levels, which in turn has led to economic growth and innovation within the country (Buehler, Jungjohann, Keeley, & Mehing, 2011). Service learning is defined as “course-based, credit bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflects on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility” (Bringle & Hatcher, 1995). This past summer’s study abroad students had the opportunity to participate in a service learning project. The project was to incorporate a recycling program for a local church’s festival, which is held for three days in the month of July. The study abroad students had just returned from learning about a society that spends enormous efforts in the area of recycling, reusing, and reducing. Students that volunteered were to work with the local recycling facility to acquire the right type of containers for the project, work at the festival assisting with the recycling program, and observe the other festival activities during the three-day event to research other opportunities for sustainable practices for the next year’s festival or church campus as a whole. In this paper will describe the students experience of studying abroad and learning about sustainability and then applying that knowledge in a service learning project back home. In addition, this paper will describe the ongoing student research project recommending a sustainable approach for the church and school on the whole campus.

Browsing by Subject "service-learning"

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