scholarly journals Mapping Assets: High Impact Practices and the First Year Experience

2019 ◽  
Vol 7 (1) ◽  
pp. 34-54
Author(s):  
Shelley Wismath ◽  
Jan Newberry
Keyword(s):  
High Impact ◽  
First Year Experience ◽  
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.

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 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

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.

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.

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