Service and Learning Scholarship at IUPUI
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Peer reviewed research and scholarship related to or involving service and learning at IUPUI.
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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 The Role of Service-Learning on the Retention of First-Year Students to Second Year(2010) Bringle, Robert G.; Hatcher, Julie A.; Muthiah, Richard N.Retention of college students is a priority of all colleges and universities. This research investigated whether or not student enrollment in a service-learning course in the fall semester of college was related to (a) intentions to stay on that campus, based on self-reports at the end of the semester, and (b) reenrollment the following fall on that campus, based on reports from campus registrars the following fall. Enrollment in a service-learning course was related to intentions to continue at the same campus and this relationship was mediated by the higher quality of service-learning courses (vs. non service-learning courses). This relationship between service-learning and intentions to re-enroll at the same campus held even when pre-course intentions were covaried out. Re-enrollment at the same campus the following year was found to be related to enrollment in a service-learning course. This relationship was mediated by the higher quality of the service-learning courses (vs. non-service-learning courses) and greater intention to continue education at the campus, but these relationships did not persist after controlling for pre-course intentions.Item Engaging and Supporting Faculty in Service Learning(1997) Bringle, Robert G.; Hatcher, Julie A.; Games, RichardItem Meaningful Measurement of Theory-Based Service-Learning Outcomes: Making the Case with Quantitative Research(2000) Bringle, Robert G.; Hatcher, Julie A.Research is most beneficial when the design of research is guided by a theory and when the information that is gained through data collection is relevant to supporting, developing, refining, and revising a theory. The practice of service-learning will be improved when we understand the conditions that increase the likelihood of service-learning classes reaching intended educational outcomes. This article provides recommendations for generating meaningful information about service-learning that include evaluating hypotheses derived from theory, using multiple-item measures of theoretical constructs, using designs that allow causal inferences to be made, and making appropriate theoretical and practical generalizations from research.Item What about Service-Learning Matters?(2015-09-30) Hatcher, Julie A.; Hahn, Thomas W.Using a Taxonomy to Identify Variables to Improve Research and PracticeItem Sustaining Civic Engagement: Faculty Development, Roles, and Rewards(2006) Bringle, Robert G.; Hatcher, Julie A.; Jones, Steven; Plater, William M.Civic engagement of students, faculty, and staff is identified as central to the mission of Indiana University-Purdue University Indianapolis (IUPUI). Although nearly all of the Campus Compact Indicators of Engagement could be cited as mechanisms through which IUPUI’s civic engagement mission is supported (Bringle and Hatcher 2004), this article will focus on faculty roles and rewards. Following an introduction that describes the university’s core mission and values with respect to civic engagement, the discussion will focus on specific policies, procedures, and programs to support faculty roles and rewards for civic engagement. A conceptual framework for faculty development, based on experiential learning theory (Kolb 1984) is used to organize a description of faculty development activities to promote civic engagement.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 Conceptualizing Civic Engagement: Orchestrating Change at a Metropolitan University(2007) Bringle, Robert G.; Hatcher, Julie A.; Holland, BarbaraIndiana 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.Item Institutionalization of Service Learning in Higher Education(Ohio State University Press, 2000) Bringle, Robert G.; Hatcher, Julie A.
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