High Impact Practices Through Experiential Student Philanthropy: A Case Study of the Mayerson Student Philanthropy Project and Academic Success at Northern Kentucky University

High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.

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The Impact of Teaching Medical Devices Course Using Active Learning Strategies in The Academic Achievement of The Fourth Year Biomedical Engineering Students at The University of Science and Technology, Republic of Yemen

The Arab Journal For Quality Assurance In Higher Education ◽

10.20428/ajqahe.9.2.1 ◽

2016 ◽

Vol 9 (2) ◽

pp. 3-16

Author(s):

Fadhl Alakwaa ◽

◽

Mahmoud Alroumamah ◽

Zyad Algaboby

Keyword(s):

Academic Achievement ◽

Active Learning ◽

Learning Strategies ◽

Medical Devices ◽

Biomedical Engineering ◽

Engineering Students ◽

Science And Technology ◽

Active Learning Strategies ◽

The University ◽

The Impact

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Active Learning and Student Engagement in Mathematics at Madrasah Ibtidâ’iyah Al-Jauharotunnaqiyah

Excellence in Higher Education ◽

10.5195/ehe.2011.60 ◽

2011 ◽

Vol 2 (2) ◽

pp. 109-113 ◽

Cited By ~ 1

Author(s):

Ir. Kartina ◽

Udi Samanhudi ◽

Siti Aisyah ◽

Lukman Nulhakim ◽

Sutrisno Sadji Evendi ◽

...

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Mathematics Classroom ◽

Research Literature ◽

Teaching Methodology ◽

Action Research Project ◽

Models Of Teaching ◽

Collaborative Intervention ◽

Active Learning Strategies ◽

The University

Teaching for active learning has been widely recognized as a more effective teaching methodology than traditional transmission models of teaching. However, numerous studies have documented the persistence of traditional teaching methods despite the extensive research literature on the effectiveness of teaching for active learning and frequent efforts to train teachers to use this approach in their classrooms. In this article a team of lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) in Indonesia report on an action research project carried out at an elementary-level madrasah in the city of Cilegon. Members of the team gathered qualitative data through interviews, focus groups, and classroom observations in order to better understand the challenges teachers faced in teaching for active learning before designing and carrying out a collaborative intervention designed to help teachers use active learning strategies in a mathematics classroom. Key Words: Active Learning, Madrasah, Mathematics, Indonesia

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The Craft of College Teaching

10.23943/princeton/9780691183800.001.0001 ◽

2020 ◽

Author(s):

Robert DiYanni ◽

Anton Borst

Keyword(s):

Academic Success ◽

Active Learning ◽

Case Studies ◽

Learning Strategies ◽

Group Work ◽

College Teaching ◽

Constructive Feedback ◽

Hands On ◽

Active Learning Strategies ◽

Essential Resource

The college classroom is a place where students have the opportunity to be transformed and inspired through learning—but teachers need to understand how students actually learn. This book provides an accessible, hands-on guide to the craft of college teaching, giving instructors the practical tools they need to help students achieve not only academic success but also meaningful learning to last a lifetime. The book explains what to teach—emphasizing concepts and their relationships, not just isolated facts—as well as how to teach using active learning strategies that engage students through problems, case studies and scenarios, and practice reinforced by constructive feedback. The book tells how to motivate students, run productive discussions, create engaging lectures, use technology effectively, and much more. Interludes between chapters illustrate common challenges, including what to do on the first and last days of class and how to deal with student embarrassment, manage group work, and mentor students effectively. There are also plenty of questions and activities at the end of each chapter. This book is an essential resource for new instructors and seasoned pros alike.

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Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

Excellence in Higher Education ◽

10.5195/ehe.2011.59 ◽

2011 ◽

Vol 2 (2) ◽

pp. 103-108

Author(s):

Andri Suherman ◽

Soesaptri Oediyani ◽

Ika Handayani ◽

Lia Uzliawati ◽

Ina Indriana ◽

...

Keyword(s):

Active Learning ◽

International Development ◽

Learning Strategies ◽

Basic Education ◽

Action Research Project ◽

Grade 5 ◽

Training Evaluations ◽

Active Learning Strategies ◽

Funded Project ◽

The University

Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

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Language Support Strategies in First Year Chemistry

Sustainable Language Support Practices in Science Education ◽

10.4018/978-1-61350-062-0.ch002 ◽

2011 ◽

pp. 18-57 ◽

Cited By ~ 1

Author(s):

Adam James Bridgeman

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Student Response ◽

Peer Instruction ◽

First Year ◽

Group Discussions ◽

Large Classes ◽

Chemical Concepts ◽

Active Learning Strategies ◽

The University

In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging.

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