scholarly journals Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning

2021 ◽  
Author(s):  
William F. Heinrich ◽  
Eleanor Louson ◽  
Caroline Blommel ◽  
Aalayna R. Green
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
High Impact ◽  
Critical Feature ◽  
Coaching Model ◽  
Course Content ◽  
Course Planning ◽  
Practice Framework ◽  
Interdisciplinary Courses ◽  
High Impact Practice

AbstractThis study explores a case of coaching deployed in experiential, interdisciplinary, and project-based courses. This study follows coaching in two courses that operated on a high-impact practice framework. In these courses, coaching was experienced by both students and faculty as a critical feature of the success of the courses. Students showed that coaching impacted their sense of the gravity of course content, their ownership of student-designed work, their relationships with faculty, and their experience of place-based learning. Faculty indicated that the coaching promoted transdisciplinary course planning, while their teaching benefited student engagement. We recommend practices for coaching that can support gains for students and faculty in experiential, project-based, interdisciplinary courses.

“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.

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.

scholarly journals Undergraduate Research as a High Impact Practice in Higher Education

2019 ◽  
Vol 9 (3) ◽  
pp. 160
Author(s):  
Shari Lanning ◽  
Mark Brown
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Critical Factor ◽  
High Impact ◽  
Positive Effects ◽  
Research Findings ◽  
Research Initiatives ◽  
High Impact Practice

Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.

Using Digital Badges to Design a Comprehensive Model for High-Impact Experiential Learning

2022 ◽  
pp. 418-434
Author(s):  
Mara B. Huber ◽  
Christina L. Heath ◽  
Charles D. Baxter ◽  
Anne Reed
Keyword(s):  
Student Engagement ◽  
Data Collection ◽  
Experiential Learning ◽  
Learning Opportunities ◽  
High Impact ◽  
Comprehensive Model ◽  
Digital Badges ◽  
Applied Learning ◽  
Community Impact ◽  
Research Questions

This chapter details the design, implementation, and promise of the Project Portal, a co-curricular badge system, as an exciting example of how digital badges can transcend traditional notions of credentialing. The authors begin by detailing their design approach, which frames goals within hypotheses and research questions, allowing for optimizing implementation based on student outcomes and ongoing data collection. The authors then share a comprehensive model through five primary functional lenses: (1) generating diverse applied learning opportunities, (2) incentivizing, (3) facilitating and (4) assessing student engagement, and (5) leveraging related impacts. Although still in its infancy, the model suggests that these functionalities are individually important and collectively sufficient to activate the promise of high-impact experiential learning as a driver for student and community impact along with key institutional priorities.

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

Brokering reflective spaces: Experiential learning in a summer opera program

2021 ◽  
pp. 147402222110074
Author(s):  
Kelly Bylica ◽  
Sophie Louise Roland ◽  
Laura Benjamins
Keyword(s):  
Experiential Learning ◽  
Critical Reflection ◽  
Music Performance ◽  
Theory And Practice ◽  
Learning Program ◽  
Musical Skills ◽  
Musical Engagement ◽  
High Level ◽  
Practice Framework ◽  
The Impact

Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.

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