Service and Learning Scholarship at IUPUI

Permanent URI for this collection

https://hdl.handle.net/1805/4394
Peer reviewed research and scholarship related to or involving service and learning at IUPUI.

Browse

Browsing Service and Learning Scholarship at IUPUI by Title

Now showing 1 - 10 of 23
  • Thumbnail Image
    Item
    Analyzing Morton's Typology of Service Paradigms and Integrity
    (2006) Bringle, Robert G.; Hatcher, Julie A.; McIntosh, Rachel E.
    Research on college students found limited support for Morton’s (1995) hypothesis that students have a preference for one distinct type of service orientation (i.e., charity, project, social change). The findings did replicate previous findings that college students prefer the charity paradigm. A measure of integrity was developed and two dimensions were identified that possessed distinct correlates. As Morton predicted, as the degree of integrity increased the preference for a distinct type of service became blurred, suggesting that developing integrity should be an intentional educational goal and it might be aided by exposing students to all three approaches to community service. Implications for service-learning educators are discussed.
  • Thumbnail Image
    Item
    The Articulated Learning: An Approach to Guided Reflection and Assessment
    (2004) Ash, Sarah L.; Clayton, Patti H.
    The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.
  • Thumbnail Image
    Item
    Assessing Civic Engagement at Indiana University-Purdue University Indianapolis
    (Wiley Online Library, 2014) Pike, Gary R.; Bringle, Robert G.; Hatcher, Julie A.
    Faculty and staff at Indiana University–Purdue University Indianapolis (IUPUI) have developed several tools to assess campus civic engagement initiatives. This chapter describes the IUPUI Faculty Survey and the Civic-Minded Graduate Scale, and reports on findings from campus-based assessment and research.
  • Thumbnail Image
    Item
    Assessing Civic Knowledge and Engagement
    (Wiley Online Library, 2011) Hatcher, Julie A.
    Civic engagement of college students is readily endorsed as an aspiration in higher education; however, defining and assessing civic learning outcomes is challenging. This chapter brings clarity to the knowledge, skills, and dispositions of civic-minded graduates and offers advice on program development and assessment strategies to reach civic outcomes.
  • Thumbnail Image
    Item
    Civic-Minded Graduate: A North Star
    (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 practice are presented.
  • Thumbnail Image
    Item
    Conceptualizing Civic Engagement: Orchestrating Change at a Metropolitan University
    (2007) Bringle, Robert G.; Hatcher, Julie A.; Holland, Barbara
    Indiana University-Purdue University Indianapolis (IUPUI) has undertaken numerous initiatives over the past fifteen years that have contributed to the development, clarification, and increased understanding of civic engagement and its related components. This case study demonstrates how advancing the public purposes of higher education requires the commitment, persistence, vision, and good judgment of many, but in particular the Chief Academic Officer, who assumes pivotal responsibility for civic engagement as a fundamental aspect of faculty work and student learning.
  • Thumbnail Image
    Item
    Designing Programs with a Purpose: To Promote Civic Engagement for Life
    (6/1/2011) Bringle, Robert G.; Studer, Morgan; Wilson, Jarod; Clayton, Patti H.; Steinberg, Kathryn S.
    Curricular and co-curricular civic engagement activities and programs are analyzed in terms of their capacity to contribute to a common set of outcomes associated with nurturing civic-minded graduates: academic knowledge, familiarity with volunteering and nonprofit sector, knowledge of social issues, communication skills, diversity skills, self-efficacy, and intentions to be involved in communities. Different programs that promote civic-mindedness, developmental models, and assessment strategies that can contribute to program enhancement are presented.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Engaging and Supporting Faculty in Service Learning
    (1997) Bringle, Robert G.; Hatcher, Julie A.; Games, Richard