Assessing the Impact of a High Impact Practice: Implementing a Criminal Justice Shared Learning Experience Using the True Crime Podcast Serial

2021 ◽  
pp. 1-14
Author(s):  
McKenzie Wood ◽  
Stephanie Ritchie Breach
Keyword(s):  
Criminal Justice ◽  
Learning Experience ◽  
High Impact ◽  
Shared Learning ◽  
True Crime ◽  
High Impact Practice ◽  
The Impact

“Solvitur Ambulando” (It Is Solved by Walking): Learning Business Leadership on the Camino De Santiago

2020 ◽  
Vol 44 (4) ◽  
pp. 406-434
Author(s):  
Shannon Deer ◽  
Nancy Simpson
Keyword(s):  
Leadership Development ◽  
Undergraduate Students ◽  
Research University ◽  
Course Design ◽  
Learning Experience ◽  
High Impact ◽  
Camino De Santiago ◽  
Course Experience ◽  
Development Literature ◽  
The Impact

Undergraduate students enrolled in a large research university walked 500 miles on the Camino de Santiago (Camino) as a culminating experience of a course designed to foster high-impact learning, specifically learning about themselves as leaders and global citizens. The purpose of this qualitative study was to explore undergraduate students’ perspectives about the impact of the experience on their leadership development. The course design incorporated leadership theory and high-impact learning practices to provide students with an innovative and in-depth learning experience unique from a classroom setting. A thematic analysis of student post-Camino metareflections gave insight as to how students perceived their development as leaders and what elements of the experience students perceived to be most impactful. Interpretation of the findings was informed by leadership development literature identifying the metacompetencies and competencies of a leader. Other business schools could incorporate the findings regarding leadership development and the effectiveness of the specific course experience to implement their own programs. We provide recommendations and outline resources other universities would need for structuring similar innovative, high-impact learning experiences designed to enhance students’ leadership competencies.

scholarly journals The Impact of Applied Research: Student Research as a High Impact Practice in Freshman Environmental Science

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Billy Morris
Keyword(s):  
Applied Research ◽  
Environmental Science ◽  
Research Question ◽  
High Impact ◽  
Stem Majors ◽  
Research Questions ◽  
And Performance ◽  
Science Major ◽  
High Impact Practice ◽  
The Impact

Abstract: Non-STEM-majors in a freshman elective Science course, Environmental Science 1, were given the opportunity to identify a research question using the course objectives as a guideline. Their research questions and investigations served to fulfill the lab component of the course in lieu of a lab manual. Students were asked to choose a question of interest that could be researched on campus. Student partnerships were encouraged, and a class of 17 students produced 11 research projects. Frequent interactions with the Instructor and peers resulted in lively discussions, new questions, and high levels of student engagement and performance. This approach to laboratory work in a non-science major course can be duplicated when access to resources and instructor/student ratio allows.

scholarly journals The Impact of Continual Reflection Students as Partners: Becoming a/r/tographers

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Diana Gregory ◽  
Jonathan Fisher ◽  
Hayley Leavitt
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
Research Projects ◽  
Art And Design ◽  
Collaborative Creativity ◽  
Creativity Research ◽  
Working Together ◽  
High Impact Practice ◽  
The Impact ◽  
Reflective Essay

Abstract: In this reflective essay we chronicle working together from fall 2017 through spring of 2020 to discover what Rita Irwin (2013) delineated as “becoming a/r/tography” (p. 198). Our goals are to delineate how undergraduate research as a high impact practice effected the experience of an undergraduate art and design major as she matriculated through the “sticky curriculum” (Orr & Shreeve, 2018, p. 5), and how a/r/tography as a research methodology influenced our collaborative creativity research projects during this three-year period. 

scholarly journals Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice

2019 ◽  
Vol 42 (3) ◽  
pp. 229-248 ◽  
Author(s):  
Karen L. Anderson ◽  
Margaret Boyd ◽  
Katherine Ariemma Marin ◽  
Kathleen McNamara
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Liberal Arts ◽  
High Impact ◽  
Credit Hours ◽  
Service Learning Projects ◽  
Science Major ◽  
High Impact Practice ◽  
The Impact ◽  
Learning Projects

Background: Service-learning has historically been seen as a high-impact practice that empowers undergraduates to develop essential learning outcomes. Most service-learning discussed within the literature occurs as a required element of a credit-bearing academic course. Purpose: This study explored what happens when service-learning is reimagined to be disconnected from a specific course and credit hours, and available via application to all undergraduates regardless of the liberal arts/science major or year in the college. Methodology/Approach: HyperRESEARCH was used to identify themes and categories from 45 sets of weekly reflections submitted by 36 participants engaged in reimagined service-learning projects across five semesters. Findings/Conclusions: Key findings reveal that not only do undergraduates develop essential learning outcomes as delineated in the existing literature, but in many cases, their understandings, and abilities to execute these skills, are deepened when service-learning is reimagined. Findings also reveal that undergraduates may experience service-learning differently depending upon year in college. Implications: Results from this study suggest that practitioners should investigate ways to reimagine service-learning, with specific emphasis placed on the differential ways college students at various stages in their undergraduate career experience, and learn from, service-learning.

scholarly journals Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kathy Ritchie
Keyword(s):  
Research Ethics ◽  
Daily Life ◽  
Undergraduate Research ◽  
Human Subjects ◽  
High Impact ◽  
Belmont Report ◽  
Extended Training ◽  
Institutional Review ◽  
High Impact Practice ◽  
The Impact

Undergraduate research as a high-impact practice demonstrates many positive benefits for students, but little research has delved into the impact of ethical training for research, in particular submitting Institutional Review Board (IRB) protocols to determine if the study meets ethical standards for the treatment of human subjects. This study explored if students in two experimental and one nonexperimental research methods class benefited from increased knowledge of research ethics and how to apply them in daily-life situations if they participated in various aspects of IRB protocol procedures either as part of a class-based research project or by completing an IRB protocol activity for developing a hypothetical program to help families. Some students in all three classes had previously engaged in a 4-hr online extended training [the Collaborative Institutional Training Initiative (CITI) Program] in research ethics focused on the Belmont Report principles of beneficence, respect, and justice, but not in IRB protocols. Students were given a pre- and posttest to assess knowledge in both research and daily-life settings for applying the Belmont Report research ethics principles. Results indicate students gained greater knowledge of research ethics when they completed IRB protocol training during a class-based undergraduate research or program-design project, even if they had already completed some extended case-based training in the CITI Program. Results are discussed in terms of the value of using modified IRB protocol approaches as a high-impact practice to teach ethics in research and daily life to students.

Popular Criminology

2017 ◽  
Author(s):  
Steven Kohm
Keyword(s):  
Popular Culture ◽  
Criminal Justice ◽  
Criminological Theory ◽  
Cultural Criminology ◽  
Conceptual Approach ◽  
Crime Film ◽  
True Crime ◽  
Relationship Of ◽  
The Impact ◽  
Crime And Criminal Justice

Popular criminology is a theoretical and conceptual approach within the field of criminology that is used to interrogate popular understandings of crime and criminal justice. In the last decade, popular criminology has most often been associated with analyses of fictional crime film, while in previous decades, popular criminology referred most often to “true crime” literature or, more generally, to popular ideas about crime and justice. While the term has appeared sporadically in the criminological literature for several decades, popular criminology is most closely associated with the work of American criminologist Nicole Rafter. Popular criminology refers in a broad sense to the ideas that ordinary people have about the causes, consequences, and remedies for crime, and the relationship of these ideas to academic discourses about crime. Criminologists who utilize this approach examine popular culture as a source of commonsense ideas and perceptions about crime and criminal justice. Films, television, the Internet, and literature about crime and criminal justice are common sources of popular criminology interrogated by criminologists working in this field. Popular criminology is an analytic tool that can be used to explore the emotional, psychological, and philosophical features of crime and criminal justice that find expression in popular culture. The popular cultural depiction of crime is taken seriously by criminologists working in this tradition and such depictions are placed alongside mainstream criminological theory in an effort to broaden the understanding of the impact of crime and criminal justice on the lives of everyday people. Popular criminology has become solidified as an approach within the broader cultural criminology movement which seeks to examine the interconnections between crime, culture and media.

Transición de laboratorios presenciales a virtuales: impacto de una experiencia en un curso de Fisiología

2021 ◽  
Vol 5 ◽  
pp. 36-44
Author(s):  
Harry García Muñoz
Keyword(s):  
Virtual Environment ◽  
Learning Experience ◽  
High Impact ◽  
The Other ◽  
Face To Face ◽  
Fundamental Part ◽  
Virtual Laboratories ◽  
The Face ◽  
Laboratory Experiences ◽  
The Impact

In-person laboratories are a fundamental part of the physiology courses at Universidad del Valle; however, we were not prepared to run them virtually. Given the impact of COVID-19 on education, we were forced to face the challenge of making quick adaptations to continue offering a high-impact learning experience. As the virtual modality of the laboratories is a new scenario, it is necessary to research the impact of its implementation, the evaluation of the students, and the probable gaps in the process. The objective of this research was to evaluate the impact that the implementation of laboratory experiences in a virtual environment had on students of a physiology course at the Universidad del Valle and to identify how can its development be improved. A total of 35 students participated in this research that was conducted utilizing a survey that questioned the opinions and asked to evaluate the labs in the virtual modality. The results showed a fluctuation between regular and excellent when they were asked to evaluate their experience. Nonetheless, most of them indicated that in the subjects in which the laboratory was developed, they had advantages in comparison to those subjects in which there was not an associated laboratory. On the other hand, they made suggestions for improvement and emphasize that in the case that we were to be continuing with technology-assisted activities it would be important to incorporate virtual laboratories in physiology classes. Additionally, they gave opinions about the advantages of the face-to-face laboratories and suggest a greater accompaniment of the professor in the virtual laboratories.

Larvae of the blow fly Caiusa testacea (Diptera: Calliphoridae) as egg predators of Polypedates cruciger Blyth, 1852 (Amphibia: Anura: Rhacophoridae)

2020 ◽  
Vol 12 (17) ◽  
pp. 17374-17379
Author(s):  
W.G.D. Chathuranga ◽  
K. Kariyawasam ◽  
Anslem De Silva ◽  
W.A.Priyanka P. De Silva
Keyword(s):  
Sri Lanka ◽  
High Impact ◽  
Tree Frog ◽  
Blow Fly ◽  
Breeding Habitats ◽  
The Family ◽  
Water Container ◽  
The Common ◽  
Natural Breeding ◽  
The Impact

We investigated the impact of dipteran predators on eggs in foam nests of the Common Hour-glass Tree Frog Polypedates cruciger Blyth, 1852 (Anura: Rhacophoridae) in central Sri Lanka.  Foam nests (n=24) of P. cruciger were examined at their natural breeding habitats and infected (n=8) and uninfected spawns (n=16) were identified.  Emerging tadpoles were collected in a water container hung under each spawn and the average number of tadpoles (N) hatched from infected spawns (N=0) was compared with that of uninfected spawns (N=354 ± 67).  Three severely infected spawns were brought to the laboratory and the fly larvae were reared until they metamorphosed to adults.  Morphological and molecular identification of the flies confirmed them as belonging to Caiusa testacea Senior-White, 1923 of the family Calliphoridae.  The infected spawns were completely destroyed and an estimated average of 400 P. cruciger eggs per spawn were lost.  The results revealed a high impact of Caiusa testacea on egg and embryo mortality of P. cruciger.

Making Undergraduate Research a Central Strategy in High-Impact Practice Reform: The PASSHE Journey

2015 ◽  
Vol 2015 (169) ◽  
pp. 61-71 ◽  
Author(s):  
James D. Moran III ◽  
Marilyn J. Wells ◽  
Angela Smith-Aumen
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
High Impact Practice
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