Identifying High-Impact Practices of Learning Communities that Foster Collective Professional Growth

2020 ◽  
Vol 16 (4) ◽  
pp. 296-312
Author(s):  
Robin Martin ◽  
Susan O’Hara ◽  
Joanne Bookmyer ◽  
Renee Newton
2021 ◽  
Vol 39 (1) ◽  
pp. 88-102
Author(s):  
Dustin K. Grabsch ◽  
Stephanie Webb ◽  
Lori L. Moore ◽  
Kim E. Dooley

2017 ◽  
Vol 6 (4) ◽  
pp. 127
Author(s):  
Yafen Lo ◽  
Shu-Chen Yen ◽  
Shinchieh Duh

High-impact educational practices can promote student involvement and learning outcomes, but are rarely tested in the community college setting—where involvement is a typical challenge to student success. For Family Child Care (FCC) providers, who tend to be older and overworked, higher-education training can be especially difficult. The present study examined the use of learning communities as a high-impact practice in Project Vista Higher Education Academy (PVHEA), a two-year professional development intervention program for Cantonese/Mandarin FCC providers at the East Los Angeles College in California. Quantitative and qualitative data during the inaugural term (January 2012-December 2013) indicated that PVHEA successfully helped FCC providers access and complete college coursework towards Child Development degrees and credentials. Course completion rate reached 100%, and the providers gradually increased course load while maintaining above-average grades. Positive changes were also observed in self-efficacy, aspirations, and professional image. The associated program challenges were discussed.


2020 ◽  
Vol 27 (1) ◽  
pp. 3049-3072
Author(s):  
Lori Simons ◽  
Charlotte Marshall ◽  
Nancy Blank ◽  
Natalie Weaver

2016 ◽  
Vol 36 (4) ◽  
Author(s):  
Gita Bangera ◽  
◽  
Cheryl Vermilyea ◽  
Kim Harrington ◽  
◽  
...  

Author(s):  
Niki Weller ◽  
Julie Saam

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.


2021 ◽  
Vol 60 (9) ◽  
pp. 529-533
Author(s):  
Mary Jane Collins ◽  
Nina E. McLain

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