University College

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    Help Us, Help Students: Supporting Advisors During COVID-19
    (Indiana University, 2021) Burelison, Ashley H.; Rust, Matthew M.; Chaille, Megan E.; Huff, Amber F.; Crist, Madison; Klosterman, Grace
    “Self-care” has become a buzz-word in the last few years, but there is extensive research supporting the need for individuals to dedicate time to engage in activities designed to increase individual well-being and reduce stress and symptoms of burnout. Seventy-seven academic advisors at Indiana University-Purdue University Indianapolis (IUPUI) completed the “Help Us, Help Students” survey which examined advisors’ work and self-care activities during the COVID-19 global pandemic. As the COVID-19 pandemic emerged, advisors took their roles to the virtual platform and experienced many benefits and challenges associated with working from home. Through this survey, researchers collected information about advisors’ work-from-home experiences and analyzed the frequency and change of 13 self-care activities during three time periods in 2020: prior to, during, and just after the 100% remote work time period. Results indicated that advisors engaged in more self-care activities and that they engaged in those activities more frequently during the time they were working entirely from home as compared with when they were working on campus. Advisors also discussed their preferences and levels of comfort in returning to campus or requesting flexible work arrangements from their supervisors. This paper also considers limitations for future research.
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    Indiana University–Purdue University Indianapolis
    (University of South Carolina, 2017) Bowman, Heather; Powell, Amy; Buyarski, Cathy
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    Internships High-Impact Practice Taxonomy
    (2018-03-09) Benedict, Brian; Rust, Matthew M.
    The IUPUI Internships Taxonomy was developed to improve practice and assessment: Improving practice 1.Identifying best practices and resources for enhancing experiential learning to support and improve internship course design. 2.Coaching internship instructors and internship employers on incorporating principles of learning into internship experiences. 3.Providing higher quality learning experiences for students completing internships for credit. 4.Providing consistency in quality of experience for students across schools/majors that complete internships for credit. 5.Providing multiple avenues for students to assess and reflect upon their internship experience. 6.Building working relationships with internship sites that allow for collaboration on student learning outcomes. Improving assessment 1.Moving beyond the number of hours at the internship site being the major criterion of internship learning. 2.Collecting and assessing feedback from students and internship sites in multiple areas to improve internship courses. 3.Reflecting becomes a larger factor in assessing student learning from internship.