scholarly journals High-Impact Practices: Signature Learning Experiences for Social Action and Integrative Learning

2014 ◽  
Vol 6 ◽  
Author(s):  
Kelly Dalton ◽  
Patty Mathison ◽  
Julie Owen ◽  
Wendy Wagner
Keyword(s):  
Social Action ◽  
Learning Experiences ◽  
High Impact ◽  
Integrative Learning ◽  
High Impact Practices

scholarly journals Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Abbey E. Fischer ◽  
Kathy R. Immel ◽  
Kristi Wilkum ◽  
Laura R. Lee
Keyword(s):  
Student Learning ◽  
Undergraduate Research ◽  
Learning Experiences ◽  
High Impact ◽  
Research Experience ◽  
Research Experiences ◽  
Research Opportunities ◽  
High Impact Practices ◽  
Undergraduate Research Experiences ◽  
Student Learning Experiences

The call to increase student participation in high-impact practices (HIPs) to improve student learning, satisfaction, and retention is being answered in a multitude of ways. Faculty and staff involved in undergraduate research see this as validation of their efforts, which it is. However, Kuh & O’Donnell’s (2013) work challenges research mentors to reevaluate their efforts in order to intentionally provide an even richer and more engaging research experience. Making undergraduate research a high-impact practice requires thinking inclusively about how the research experience can be scaled across the curriculum, adjusted to increase student engagement, and adapted to student preparation and desired learning outcomes. This article presents the work of a statewide multi-disciplinary faculty team that developed a scalable taxonomy for incorporating high-impact practices into student learning experiences and to serve as a roadmap for designing and assessing undergraduate research experiences. The authors offer a layered taxonomy, with milestones of increasing engagement, that establishes what sets a HIP undergraduate research experience apart from other HIP experiences and what distinguishes good practices from high-impact teaching. Aligning undergraduate research experiences with best practices across disciplines, types of research opportunities, and student achievement level was a key goal in the taxonomy development. We present cases where the taxonomy was applied to research opportunities embedded in general education courses across disciplines and different modalities. In these vignettes, the utility of the taxonomy as a tool for assessing course design and teaching effectiveness is examined and common challenges in development, implementation, and assessment of student learning experiences are also explored.

scholarly journals Leveling Up an Award-Winning Undergraduate Research Program

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Beth Pontari ◽  
Erik Ching ◽  
Suzanne Klonis ◽  
Diane Boyd
Keyword(s):  
Learning Outcomes ◽  
Liberal Arts ◽  
Undergraduate Research ◽  
Learning Experience ◽  
Learning Experiences ◽  
High Impact ◽  
Engaged Learning ◽  
High Impact Practices ◽  
Award Winning ◽  
Common Learning

This case study delineates the process that a small, private liberal arts university employed to amplify its high-impact practices in an already award-winning undergraduate research (UR) program. The process was catalyzed by combined institutional factors: the start of a new accreditation cycle and the launch of our university’s strategic vision, The Furman Advantage (TFA). Established in 2016–2017, TFA ensures all students have access to a high-impact engaged learning experience—UR, study away, and/or an internship. This institutional imperative provided an opportunity to assess the degree to which Furman’s UR program was meeting high-impact criteria. We compared Furman’s summer UR program against the emerging research on high-impact practices and made changes to enhance learning and to close equity gaps in access. We reoriented our UR program to focus on the characteristics of high-impact practices, particularly the mentoring relationship between faculty and students and the importance of student self-reflection. We reviewed improvements to our summer fellowship program, namely, changes in the application and review process, professional development for faculty, pre-experience training for summer research fellows, and modifications to our survey and self-analysis instruments. Broader programmatic changes included articulating common learning outcomes for engaged learning experiences and creating an evidence-driven assessment mechanism to help us meet learning outcomes and institutional objectives. Implementation of these changes required sustained collaboration at the institutional level between the Offices of Undergraduate Research, the Center for Engaged Learning, the Office of Institutional Research and Assessment, and the Faculty Development Center. In addition to measuring changes within UR over time, we have also been able to make comparisons across different engaged learning experiences, principally study away and internships, and then use this data to continue TFA improvements. Preliminary findings indicate that we have successfully enhanced our implementation of high-impact practices.

A Qualitative Study Exploring the Decision-Making Experiences to Participate in High-Impact Practices

2021 ◽  
Vol 39 (1) ◽  
pp. 88-102
Author(s):  
Dustin K. Grabsch ◽  
Stephanie Webb ◽  
Lori L. Moore ◽  
Kim E. Dooley
Keyword(s):  
Decision Making ◽  
Qualitative Study ◽  
High Impact ◽  
High Impact Practices

scholarly journals Differences in Student Learning Outcomes that Utilize High Impact Practices

2020 ◽  
Vol 27 (1) ◽  
pp. 3049-3072
Author(s):  
Lori Simons ◽  
Charlotte Marshall ◽  
Nancy Blank ◽  
Natalie Weaver
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
High Impact ◽  
High Impact Practices

scholarly journals Spreading High-Impact Practices from the Genomics Lab to the Entire College and Beyond

2016 ◽  
Vol 36 (4) ◽  
Author(s):  
Gita Bangera ◽  
◽  
Cheryl Vermilyea ◽  
Kim Harrington ◽  
◽  
...  
Keyword(s):  
High Impact ◽  
High Impact Practices

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.

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