Using Hybridization and Specialization to Enhance the First-Year Experience in Community Colleges: A National Picture of High-Impact Practices in First-Year Seminars

2016 ◽  
Vol 2016 (175) ◽  
pp. 57-69 ◽  
Author(s):  
Dallin George Young ◽  
Jennifer R. Keup
Keyword(s):  
Community Colleges ◽  
High Impact ◽  
First Year Experience ◽  
First Year ◽  
High Impact Practices ◽  
First Year Seminars

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

High-Impact Practices

2016 ◽  
pp. 337-355 ◽  
Author(s):  
Jean-Philippe Faletta ◽  
Jo A. Meier ◽  
J. Ulyses Balderas
Keyword(s):  
Service Learning ◽  
Cultural Sensitivity ◽  
High Impact ◽  
First Year Experience ◽  
First Year ◽  
Freshman Seminar ◽  
Global Learning ◽  
Diversity Awareness ◽  
Spring Semester ◽  
Freshman Students

This chapter explores how combining carefully selected high-impact educational practices in the critical first-year of college can benefit students, particularly traditionally underserved student populations, and promote cultural sensitivity and communication with a wider campus audience than is typically available to the traditional college freshmen. The First Year Experience Study Abroad (FYESA) program combines three high-impact educational experiences; freshman seminar, service-learning, and global learning, in one innovative program targeting freshman students in their second semester. The purpose of the program is to provide students with an extension of the Freshman Seminar through their entire first-year, coupled with strategies for increasing diversity awareness and sensitivity in the classroom and abroad by engaging in experiential learning in the form of service-learning. As part of the program, freshman students will plan a service-learning project in the host country over the spring semester and then deliver the project during the travel abroad portion of the course.

scholarly journals A Proposed Plan to Implement Core Competencies and High-Impact Educational Practices in Saudi Universities in Light of The Experiences of Some International Universities

2021 ◽  
Vol 14 ◽  
pp. 223-240
Author(s):  
Hisham Saad Zaghloul ◽  
Jehan Abd-Alwahab Alandejani ◽  
Yousef Khader Sanajlawe
Keyword(s):  
Teaching And Learning ◽  
Undergraduate Research ◽  
Core Competencies ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
Survey Analysis ◽  
Indiana University ◽  
First Year Seminars ◽  
The Impact

Although first-year seminars and experiences have been widely considered as a high-impact educational practice, which is used to enhance academic performance, retention, and acquisition of critical 21st Century outcomes, first-year seminars and experiences tend to be loosely defined and assessed in prior studies to highlight its importance in improving the education process as a whole; therefore, this study aims to assess the impact of highimpact educational practices (HIEPs) in preparatory years in Saudi Arabia and international universities, then proposing a plan for efficiently implementing HIEPs in higher education institutions. To achieve that, case-based analysis and the survey analysis method were used wherein qualitative examination of practices in University of California and Indiana University and quantitative assessment of (130) faculty members and students’ perception of Northern Border University was conducted. Case analysis revealed that international universities implement practices suited for their institution and not the stated one i.e., Health Professional Advising Center, undergraduate research programs, or Capital academic internship program in University California, while undergraduate research, service-learning practices, or learning community in Indiana University. Survey analysis on the other hand stated that consisting of the above (20_ years respondents, implementation of core competencies and HIEPs helps in exploring relevant issues and controversies, linking of knowledge and skills, and better students and faculty bond which raise teaching and learning experience. Results revealed that core competencies and HIEPs have a significant influence on the teaching and learning outcomes. As result, an efficient implementation the plan is proposed to activate HIEPs and core competencies in the preparatory year at Saudi universities.

scholarly journals Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices

2018 ◽  
Vol 18 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Allison White
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
High Impact Practices ◽  
Completion Agenda ◽  
Cumulative Learning ◽  
The University

A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. High-impact practices are defined as teaching and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.

The Impact of Curricular Interventions on Intended Second Year Re-Enrollment

2005 ◽  
Vol 7 (1) ◽  
pp. 61-89 ◽  
Author(s):  
Jennifer R. Keup
Keyword(s):  
Service Learning ◽  
Learning Communities ◽  
First Year Experience ◽  
First Year ◽  
Interactive Relationship ◽  
Second Year ◽  
First Year Seminars ◽  
Cooperative Institutional Research Program ◽  
The Impact ◽  
Curricular Interventions

Utilizing data from the national administration of a Cooperative Institutional Research Program (CIRP) baseline and follow-up survey of the first-year experience during the 2002–2003 academic year, this study explores the relationship between three curricular interventions—first-year seminars, service-learning, and learning communities—and the longitudinal process of first-to-second year retention. The findings from descriptive analyses showed that there are numerous positive relationships between these three interventions and integrative first-year experiences as defined by Tinto's (1987, 1993) longitudinal model of departure. Further, logistic regression suggests that service-learning courses have an indirect impact on the intent to re-enroll for a second year of college, while first-year seminars and learning communities may have an interactive relationship in their impact on the outcome measure.

High-Impact Practices and the First-Year Student

2014 ◽  
Vol 2013 (160) ◽  
pp. 19-35 ◽  
Author(s):  
Malika Tukibayeva ◽  
Robert M. Gonyea
Keyword(s):  
High Impact ◽  
First Year ◽  
High Impact Practices ◽  
First Year Student

scholarly journals High Impact Educational Practice through First Year Experience: Case of Undergraduates in UNIMAS

2021 ◽  
Vol 12 (3) ◽  
pp. 2296-2304
Author(s):  
Shafinah Rahim Et.al
Keyword(s):  
Soft Skills ◽  
Educational Practice ◽  
High Impact ◽  
First Year Experience ◽  
First Year ◽  
University Environment ◽  
First Semester ◽  
Self Confidence ◽  
Campus Activities ◽  
People Skills

A compulsory course known as Soft skills and Basic Volunteerism offered at Universiti Malaysia Sarawak (UNIMAS) adopted the High Impact Educational Practices (HEIPs) through First Year Experience. This course aims at imparting soft skills among all students in UNIMAS, taken in their first semester of their program. The main course learning outcomes are to develop personal and social skills, academic skills, and conduct volunteerism activities. The course learning units were designed to assist students adapting smoothly to the new university environment while improving academic and people skills. A survey to gauge students’ perception about their learning skills was conducted before the course began and another survey was conducted after the course ended. In the assessment, the students reported group activities relating to meeting faculty members and academic advisors as reflections in e-portfolio platforms. In terms of personal gain, the majority admitted to increased self- confidence to communicate in English as a result of participating in public speaking, presentations and a variety of volunteering projects. Suggestions for future include out campus activities, use of high technology digital training materials and diversification of assessment reflective of the complete soft skills course.

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