Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices

2017 ◽  
Vol 58 (4) ◽  
pp. 545-563 ◽  
Author(s):  
Amy K. Ribera ◽  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
High Impact ◽  
First Year ◽  
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.

Assessing High-Impact Practices: The Role of Triple Loop Learning in Fostering Future Conservation Leaders

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Eddie Hill ◽  
Hans-Peter Plag ◽  
Tatyana Lobova ◽  
Chris Zajchowski ◽  
Anthony Desocio
Keyword(s):  
High Impact ◽  
High Impact Practices

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.

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

Direct Effects of High-Impact Practices on the Success of Business Majors in Large, Mostly Nonresidential Public Universities

2019 ◽  
Vol 44 (1) ◽  
pp. 39-65
Author(s):  
Malu Roldan ◽  
Tanvi Kothari ◽  
Linda M. Dunn-Jensen
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Liberal Arts ◽  
High Impact ◽  
First Year ◽  
Direct Effects ◽  
Underrepresented Minority ◽  
Business Majors ◽  
First Year Students ◽  
High Impact Practices

High-impact practices (HIPs) have been shown to be effective in helping first-year students successfully transition into college. However, since most of the research on HIPs has been done in small liberal arts settings, little is known about the efficacy and implementation practices of HIPs in large, public, primarily nonresidential institutions, or business schools within these institutions. This article seeks to address this need. Our study suggests that a comparison among students involved in HIPs versus those who forgo the experiences shows significant differences in impact, particularly on degree completion. However, further analysis shows that the gains were primarily achieved among students who were not members of underrepresented minority (URM) groups. As institutions face pressure from key constituents to improve graduation rates while reducing achievement gaps, it is becoming increasingly important for administrators and faculty to assess which approaches are most likely to achieve both these aims, particularly as scaling HIPs to larger settings is expensive and fraught with difficulties. This study reports on the effectiveness of HIPs for supporting the success of both URM and non-URM students and makes recommendations for building student success programs that ensure the success of all students, especially in large, diverse higher education institutions.

Moderating role of social support on first-year college student outcomes

2011 ◽  
Author(s):  
Daniel A. Dickson ◽  
Colleen S. Conley ◽  
Kunal A. Patel ◽  
Daniel Cunningham
Keyword(s):  
Social Support ◽  
College Student ◽  
Student Outcomes ◽  
First Year ◽  
First Year College ◽  
College Student Outcomes ◽  
Moderating Role

The Fox Diet

2018 ◽  
Author(s):  
Yochai Benkler ◽  
Robert Faris ◽  
Hal Roberts
Keyword(s):  
First Year ◽  
Right Wing ◽  
Justice Department ◽  
Fox News ◽  
The Core ◽  
Deep State ◽  
Media Ecosystem ◽  
Conservative Media ◽  
The Right

This chapter focuses on the role of the dominant player in conservative media, Fox News, during the first year of Donald Trump’s presidency. It looks at three case studies to illustrate how Fox News used its position at the core of the right-wing media ecosystem repeatedly to mount propaganda attacks in support of Trump: the Michael Flynn firing in March 2017, when Fox adopted the “deep state” framing of the entire controversy; the James Comey firing and Robert Mueller appointment in May 2017; when Fox propagated the Seth Rich murder conspiracy; and in October and November, when the arrests of Paul Manafort and guilty plea of Flynn seemed to mark a new level of threat to the president, Fox reframed the Uranium One story as an attack on the integrity of the FBI and Justice Department officials in charge of the investigation.

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