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

Assessing Civic Mindedness

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

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

What is the value of short? Exploring the benefits of episodic volunteer experiences for college students

This exploratory study is designed to understand the civic outcomes (e.g., civic-mindedness, intentions to volunteer in the future, and intentions to donate money in the future) for college students who participate in a “Day of Service”. Understanding civic outcomes for college student episodic volunteers helps to justify the investment of staff time devoted to planning and implementing short-term volunteer events by both campus and community-based organizations

Spectator Rules: Shaping Making & Meaning in Contemporary Art

While considering works of art, how do we characterize roles played by spectatorship, whether in the making of (including by artists and viewers), or even in the making meaning of (including by scholars and viewers), such work? Speakers engage the question from a variety of positions: considering how curatorial practice not only steers but also gets steered by viewers; addressing the dynamism of spectator experience with installations that demand performative engagement; analyzing examples of work specifically invested in triggering an active spectatorship; and characterizing the roles of artists and audiences as inherently generative in the production of meaning

Demonstrating the Impact of Community Engagement: Realistic and Doable Strategies

Presentation at the Coalition of Urban and Metropolitan Universities conference in Denver, CO (October, 2017)Most campuses are eager to answer questions like “How are students, faculty, and staff on campus working to address civic issues and public problems?”, “To what extent is our engagement making a difference?”, “How can we better support community engagement?” Discover how to track, monitor, assess, and evaluate community-engaged activities, which include curricular, co-curricular, or project-based activities that are done in partnership with the community, in order to tell a more comprehensive story of engagement. Whether you’re interested in community outcomes, student outcomes, partnership assessment, or faculty/staff engagement, campuses confront an array of challenges when trying to combine and align these questions into a comprehensive assessment plan. This session will give participants tools, strategies, and information to design, initiate and/or enhance a systematic mechanism for monitoring and assessment of community-engaged activities

Demonstrating the Impact of Community Engagement: Realistic and Doable Strategies

Presentation at the Coalition of Urban and Metropolitan Universities conference in Denver, CO (October, 2017)Most campuses are eager to answer questions like “How are students, faculty, and staff on campus working to address civic issues and public problems?”, “To what extent is our engagement making a difference?”, “How can we better support community engagement?” Discover how to track, monitor, assess, and evaluate community-engaged activities, which include curricular, co-curricular, or project-based activities that are done in partnership with the community, in order to tell a more comprehensive story of engagement. Whether you’re interested in community outcomes, student outcomes, partnership assessment, or faculty/staff engagement, campuses confront an array of challenges when trying to combine and align these questions into a comprehensive assessment plan. This session will give participants tools, strategies, and information to design, initiate and/or enhance a systematic mechanism for monitoring and assessment of community-engaged activities