Division of Undergraduate Education

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    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.
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    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.
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    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.
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    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.
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    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.
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    Assessing Student Learning in Co-Curricular Undergraduate Programs
    (2018-06) Galli, Dominique
    The IUPUI Center for Research and Learning assesses student learning in undergraduate research using both qualitatively and quantitatively data. As of today close to 400 students ranging from freshmen to seniors and more than 100 mentors have been surveyed. Data collected as well as select excerpts from student reflective essays will be presented to demonstrate student learning.
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    Assessing Student Learning in Undergraduate Research Using the Principles of Undergraduate Research
    (2016-06-27) Galli, Dominique
    Indiana University Purdue University at Indianapolis (IUPUI) adopted its six Principles of Undergraduate Learning (PUL) in 1998 to clearly define student learning outcomes. Achievement of these PULs has not been systematically assessed in undergraduate research despite the fact that five of these principles (communication, critical thinking, application of knowledge, intellectual depth, and ethics) align very well with the research experience. The IUPUI Center for Research and Learning (CRL) directs various undergraduate research programs that are course independent. A model to qualitatively and quantitatively measure student learning over time was recently implemented. Students are required to submit multiple written progress reports that address specific issues related to their research project and the PULs. A final summary report at the end of the project includes a personal reflection page. The reflection piece is facilitated by guiding questions and links the student experience to the PULs. A standard survey for both students and mentors is used for quantitative student and program assessment. In its pilot phase, the qualitative piece of student learning and outcomes will be monitored by the CRL director. However, this responsibility will shift to faculty mentors if this assessment model proves successful. It is anticipated that some form of mentor training will be needed to ensure consistency in meeting the program goals.
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    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication and Integrative Learning VALUE Rubrics
    (2021-08-18) Hahn, Thomas
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL) for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2020-2021. The IEL Assessment Workgroup assessed written reflection artifacts of 124 students from 14 co-curricular programs. Using selected rows from the Written Communication and Integrative Learning VALUE Rubrics, the raters assessed the Communicator and Problem Solver Profiles of Undergraduate Learning. For Written Communication, overall results indicate that all of the student reflection artifacts at least met the benchmark for Control of Syntax and Mechanics. Nearly all (123 of 124) of the student reflection artifacts at least met the benchmark for Content Development. Overall, 99.6% of the scores for Written Communication met the benchmark. For Integrative Learning, nearly all of the student reflection artifacts (122 of 124) at least met the benchmark for Connections to Experiences. Likewise, nearly all of the student reflection artifacts (123 of 124) at least met the benchmark for Reflection and Self-Assessment. Overall, 98.8% of the scores for Integrative Learning met the benchmark.
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    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics
    (2022-11) Hahn, Thomas W.
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL)for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2021-2022.The IEL Assessment Workgroup assessed written reflection artifacts of 100students from 10co-curricular programs. Using selected rows from the Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics, the raters assessed the Communicator, Problem Solver, and Community Contributor Profiles of Undergraduate Learning.
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