High-Impact Practices for Student Engagement in the Research University

2018 ◽  
pp. 409-431
Author(s):  
Bryant L. Hutson ◽  
Lynn E. Williford
Keyword(s):  
Student Engagement ◽  
Research University ◽  
High Impact ◽  
High Impact Practices

E-Portfolios

2020 ◽  
pp. 167-184 ◽  
Author(s):  
Judith A. Giering ◽  
Yitna B. Firdyiwek
Keyword(s):  
Student Engagement ◽  
Liberal Arts ◽  
Research University ◽  
Qualitative Data ◽  
Liberal Arts College ◽  
High Impact ◽  
Learning Engagement ◽  
High Impact Practice ◽  
Over Time ◽  
Do So

This chapter describes the experiences of a liberal arts college that is part of a large research university implementing e-portfolios with a focus on learning engagement. Using qualitative data collected over time and programmatic experience, the team assesses the depth of engagement their students are experiencing, to determine whether most students are using e-portfolios to engage in learning on their own, or only when prompted to do so by faculty within the confines of a single course. Too few students have taken full ownership of their e-portfolios and engaged with them as a meta-high impact practice. Implications of this finding suggest faculty using e-portfolios need to be intentional about student engagement at the meta-high impact level. Part of achieving this is developing further clarity on what it looks like when e-portfolios are designed to be used as a meta-high impact practice while applying more rigorous methods to determine when students have reached this level of engagement.

Got HIPs? Making student engagement enhancement a core part of program development with high impact practices

2021 ◽  
pp. 014473942110138
Author(s):  
Schnequa N Diggs
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Student Learning ◽  
Program Development ◽  
High Impact ◽  
Future Research ◽  
Learning Approaches ◽  
Student Body ◽  
High Impact Practices ◽  
The Impact

Learning how to engage students in educationally purposeful activities has been a challenge for instructors in higher education. It is often hard to push through institutionalized pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The demands of a more diverse student body and more effective measures of student learning outcomes have led to rethinking the delivery of course material to gain greater student engagement. Studies have shown that higher order engagement enhances student learning and helps to narrow achievement gaps across the curriculum. This article focuses on student engagement and the use of high-impact practices (active-learning approaches) in the Alameda County MPA Program at California State University, East Bay. The application of HIPS to this specific MPA program provides a good example of how multiple student engagement enhancement techniques can be incorporated into the core of graduate-level program development. The article concludes with suggestions for future research, one being, examining the impact distant, online education has on student learning and engagement, in light of the recent pandemic.

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 The Thorny Excellence Initiative in India

2018 ◽  
pp. 24 ◽  
Author(s):  
Philip G. Altbach ◽  
Rahul Choudaha
Keyword(s):  
Higher Education ◽  
Education System ◽  
Research University ◽  
High Impact ◽  
University Rankings ◽  
Higher Education System ◽  
Excellence Initiative ◽  
Impact Research ◽  
World Class ◽  
The Government

India enrolls 35 million students in its large and complex higher education system. In its ambition to enter world-class university rankings, the government has identified six “Institutions of Eminence.” The case of the “greenfield” Jio Institute exemplifies the thorny policy landscape and expectations of building a high-impact research university.

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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