Focus on the finish line: does high-impact practice participation influence career plans and early job attainment?

2017 ◽  
Vol 75 (3) ◽  
pp. 489-506 ◽  
Author(s):  
Angie L. Miller ◽  
Louis M. Rocconi ◽  
Amber D. Dumford
Keyword(s):  
High Impact ◽  
Finish Line ◽  
Career Plans ◽  
Job Attainment ◽  
High Impact Practice

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

“Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic

2021 ◽  
pp. 107769582110232
Author(s):  
Zoe L. Lance ◽  
Chelsea J. Reynolds
Keyword(s):  
Empirical Evidence ◽  
High Impact ◽  
Theoretical Frameworks ◽  
Staff Members ◽  
Course Planning ◽  
Virtual Instruction ◽  
Professional Self ◽  
Working Media ◽  
High Impact Practice

This case study documents a large, 4-year university magazine’s transition to virtual instruction during the initial months of the COVID-19 pandemic. Using theoretical frameworks from Kuh’s work on high impact practices (HIPs), this analysis offers empirical evidence that virtual student newsrooms may provide impactful learning experiences during crisis situations. Based on interviews, surveys, and newsroom observation, 23 magazine staff members reported improvements in their professional self-efficacy as they overcame logistics challenges and interpersonal hurdles similar to working media professionals. The case study also identifies strengths and weaknesses of crisis pedagogy. Implications for post-pandemic pedagogy and course planning are discussed.

A Good Job: Campus Employment as a High-Impact Practice

2018 ◽  
Vol 56 (3) ◽  
pp. 340-342
Author(s):  
Adrianne D. Sarreal ◽  
Lucy A. LePeau
Keyword(s):  
High Impact ◽  
High Impact Practice

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.

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