High Impact Educational Practices
Friday, November 7, 2014 from 10:00 AM to 11:45 AM (EST)
San Francisco, California
London, United Kingdom
High-impact learning happens when students are actively engaged in the educational process, when their learning goes beyond the classroom to be applied in their academic, personal and work lives. Students engaged in high-impact learning often see improvement in grade point averages, get their degrees more quickly, and are more engaged in their education. This session will provide a brief overview of concepts of high impact practices (AAC&U, 2008). Institutional data from the faculty survey of student engagement (FSSE) and national survey of student engagement (NSSE) will be presented and discussed by CETL Director, Dr. Baffour. Dr. Henderson will present a case study on the use of diversity and global learning as a HIP. Content in the undergraduate course is often perceived as disconnected from the student’s subjective experience. In order to facilitate an awareness of and commitment to social justice, student learning should be anchored in experiences that promote active dialogue and engagement with real-world challenges. This presentation will discuss the process of co-constructing personal and social responsibility through student developed issue briefs and advocacy commercials. Preliminary data will be shared on how course activities promote awareness of and commitment to social justice among undergraduate students. Dr. Manju Bhat will present a case study regarding the use of peer-tutors in an undergraduate class. He will present the model he utilized and discuss improvements in student outcomes. Additionally, this experience fostered opportunities for undergraduate research for peer tutors who helped to gather and analyze course data.