#CLDE16: Democracy Plaza Tour @ IUPUI

This brief article introduces readers to the unique place of Democracy Plaza on the IUPUI campus and its' role in the national conference: Civic Learning & Democratic Engagement (CLDE)

The Status of Lawyer Advertising In Virginia: What is Good Taste?

When Abraham Lincoln wanted to attract clients to his law practice in 1837, he ran a simple advertisement announcing his services in an Illinois newspaper. Despite the precedent set by Honest Abe, fifty years later the American Bar Association banned legal advertising and solicitation. Today, there is no absolute ban on legal advertising. A need exists for information regarding legal assistance, and in today\u27s commercially-oriented society, it is not surprising that members of the legal profession want to advertise the availability of their services

Curricular Engagement Report: Academic Year 2017

IUPUI has a history of counting service-learning (2000-2012) and community-based learning courses (2103-2016). The information is used for school- and campus-level reporting (e.g., Chancellor’s Report to the Community, Curricular Engagement Report to the Deans), award applications (e.g., Carnegie Classification for Community Engagement), and key data points for the campus and leadership communications. This report contains the methodology and findings for "counting courses" for the AY17

Implementation and Outcomes of the New York State YMCA Diabetes Prevention Program: A Multisite Community-Based Translation, 20102012

Weight loss and physical activity achieved through the Diabetes Prevention Program (DPP) have been shown to reduce type 2 diabetes risk among individuals with prediabetes. The New York State Young Men's Christian Association (YMCA) delivered the 16-week evidence-based model at 14 YMCAs. A mixed methods process and outcomes evaluation was conducted

The democratic lessons learned—How experiences of (un-)equal treatment in school influence satisfaction with democracy in later life

Previous studies have shown that economic and political experiences influence the level of satisfaction with democracy; however, they fail to explain whether these experiences have the same effect for everyone, whether there is interindividual variance and where these differences might be rooted. In this article, we investigate these roots of interindividual variance and base our argument on the observation that early experiences in school are formative and influence the effect of economic and political experiences on satisfaction with democracy. We analyze an original representative dataset on the German population to test how school experiences, more precisely equal treatment in school, interact with economic and political experiences in later life and thereby influence satisfaction with democracy. We find that school experiences play a significant role here. Voting for the governing parties especially increases satisfaction with democracy if respondents were treated equally in school. Similarly, past experiences of unemployment in particular decrease people’s levels of satisfaction with the political system if they were not treated equally in school. The findings highlight that early experiences made in school can have a relevant influence on satisfaction with democracy in later life

Community Engagement Professionals as Inquiring Practitioners for Organizational Learning

This essay examines the inquiry activities that community engagement professionals (CEPs) can utilize to support organizational learning. We advocate for an inquiry approach that focuses on improvement and informing community-engaged practices and organizational change. By unpacking why inquiry is imperative for CEPs and outlining the tensions that may arise, we introduce three concepts: inquiry consists of different yet connected activities including, but not limited to, assessing student learning; CEPs are key knowledge workers in higher education; and, finally, CEPs can and should leverage inquiry to inform institutional planning and systematically align policies, processes, and procedures to demonstrate our public missions for society and other key stakeholders

Curricular Engagement Report: Academic Year 2016

The purpose of this report is to provide readers with information about the frequency of community engagement through course-based experiences at IUPUI

Evaluating Digital Stories as Authentic Evidence of Civic-Mindedness

Using the Civic-Minded Graduate and the Association of American Colleges & Universities VALUE Rubric, digital stories created by recipients of co-curricular service-based scholarship programs were analyzed to document authentic evidence of civic-mindedness. The findings indicate that: * Digital stories are an effective tool to capture evidence of civic learning. * Students showed high levels of civic identity on both rubrics. * The research increased understanding of the similarities and differences in terms of how the two rubrics measure civic learning and capture variance in civic-mindedness

Faculty experiences with community engaged research: Challenges, successes, and recommendations for the future.

Methodology for an institutional research study that explores the lived experiences of faculty, who to some extent, work with the community - its people, organizations, assets, etc. - when conducting research and creative activity