The Center for Service and Learning provides support and guidance for faculty looking to designate their courses that include community-based or community-engaged learning components. Properly designating and tagging courses helps to form one of the key lines of evidence that IUPUI uses to demonstrate the depth and breadth of civic and community engagement linked to key campus initiatives such as the RISE to the IUPUI Challenge and interprofessional education.
The IUPUI registrar’s office manages several course tagging options for designating courses that include community-based and community-engaged learning components. These include experiential learning notations, graduate and professional notations, and those designations associated with RISE.
As a result of strategic planning through IUPUI 2025, the campus revised the designations associated with the RISE to the IUPUI Challenge Initiative. The Academic Affairs Committee of the IUPUI Faculty Council reviewed the proposed recommendations and approved changes for the undergraduate curriculum; these revisions were effective with fall 2014 courses.
Registrar course designation and notation information (for use with courses taught in fall 2014 and later):
CBLI data can be used for more than counting which instructors and students are "out in the community." This data can also be used to strengthen departmental and school conversations about teaching, learning, and community-university partnerships.
The service learning course inventory provides IUPUI programs and schools with a rich set of data for use in self-studies, program evaluations, P/T dossiers, strategic planning, and research. To learn more, contact Mary Price.
Exploratory inquiry using network tools
Adventures in institutional capacity building. This includes the conference presentation, Assessment Institute 2013; examines institutional capacity building issues associated with service learning and other high-impact educational practices; draws on the service learning inventory data to frame instructional issues related to scaling up the use of this and related educational practices; and suggests alternative strategies to assess and to evaluate both processes and outcomes of HIPS for academic programs and institutions.