Center for Service and Learning
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The Center for Service and Learning engages students, faculty, staff, and community members in educationally meaningful service to promote learning and development; advances best practices and research; achieves community goals through partnerships; and furthers the civic engagement mission of IUPUI.
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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.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.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.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.Item Assessing Civic Mindedness(Association of American Colleges & Universities (AAC&U) in Diversity & Democracy: Civic learning for shared futures, 2011) Steinberg, Kathryn S.; Norris, Kristin E.These models, although described using diverse language, share a worthwhile goal: to prepare American students to participate in democratic forums, even and especially in this time of economic need. Without this preparation, students may be rehearsing for work in a challenging economic environment without developing the critical skills they will need to build a new and more vibrant democratic society. In fact, the two goals are connected: As Martha Nussbaum has noted, "A flourishing economy requires the same skills that support citizenship" (2010). These skills include the ability to consider multiple angles, converse with those who hold different perspectives, and compromise to creatively solve urgent problems. Such are the habits that a liberal education engenders, and such education can help reverse our civic recession and inspire democratic engagement now and in the future.Item Beyond Anecdote: Challenges in Bringing Rigor to Service-Learning Research(11/13/2005) Gelmon, Sherril; Furco, Andrew; Holland, Barbara; Bringle, Robert G.This conference presentation discusses the challenges of bringing rigor to service and learning research.Item Building our capacity for relational program planning in GSL: Lessons from an institution -community partner action research project(2019-11-05) Price, Mary F.; Makki Alamdari, Sara; Luca-Sugawara, Carmen; Steele, Jeff; Leslie, Stephanie; Aguirre, Odette; Vuković-Čović, SanjaThe research on service learning notes the under use of program planning theory as an instrument to improve outcomes in Service Learning, not only for students but for our aspirational goals in host communities. Program planning, particularly, when focused on relationships, power and positionality, can further the ethical integrity of SL/GSL programs. In this session, our community-academic working group will discuss an ongoing action research project that brings together multiple NGO partners, student, faculty and higher education staff to examine their relational practices across four case examples and adapting three tools to support our learning and practice: Sandmann et al [2009] Service Learning Program Planning Model [SLPPM], Bringle et al’s (2010) Transformational Relationship Evaluation Scale (TRES) and our working group´s principles for ethical global community engagement [adapted from Lasker (2016). We will introduce our processes, findings and lessons learned.Item Campus–Community Partnerships: The Terms of Engagement(2002-01-01) Bringle, Robert G.; Hatcher, Julie A.The emergence of service–learning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campus–community partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities. Campus–community partnerships are a series of interpersonal relationships between (a) campus administrators, faculty, staff, and students and (b) community leaders, agency personnel, and members of communities. The phases of relationships (i.e., initiation, development, maintenance, dissolution) and the dynamics of relationships (i.e., exchanges, equity, distribution of power) are explored to provide service–learning instructors and campus personnel with a clearer understanding of how to develop healthy campus–community partnerships.Item Center for Service and Learning Program Review and Assessment Committee (PRAC) Report 2015-16(2016-11-04) Hahn, ThomasThe 2015-16 Program Review and Assessment Committee (PRAC) report submitted by the Center for Service and Learning (CSL) focuses on the civic learning outcomes of: ● First-Year Service Scholars ● Community Service Scholars - community partners’ perspective ● Service Learning Assistant Scholars - faculty/staff perspective ● IUPUI alumniItem Center For Service and Learning Research Collaborative(Office of the Vice Chancellor for Research, 2010-04-09) Bringle, Robert G.; Hatcher, Julie A.; Steinberg, KathyThe 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.