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Author: Jana Russell Publisher: ISBN: Category : Languages : en Pages :
Book Description
As the world becomes increasingly connected through technology, preparing students to become appropriately global competent members of society are becoming a key focus of United States higher education institutions. The purpose of this study was to examine how High Impact Practices, various practices in higher education that have been shown to promote student success, can be better utilized by faculty within a college of agriculture. This study examines how behavior change theories, such as Ajzen's (1999) Theory of Planned Behavior and Bandura's (2001) Social Cognitive Theory, can assist in predicting faculty's use of these practices. A mixed-methods approach utilizing an online survey and focus groups provided insight on faculty's awareness, perceptions, and utilization of High Impact Practices, as well as areas where an increase of professional development resources may be warranted. The survey findings indicate faculty had some awareness of the various High Impact Practices and had positive perceptions of these practices enhancing undergraduate student learning. While expressing that the college did encourage the use of these practices, room for increased targeted professional learning support was identified from the focus group discussions. Although focused on identifying professional development needs of faculty, holistic themes emerged from the focus groups, such as an increase of recognition and appreciation for the use of these practices, along with greater opportunities for faculty interaction and collaboration. Specific barriers toward the implementation of Study Abroad experiences were also identified, as the study had an additional focus on global learning. It is recommended that further research be conducted to determine the fidelity of the integrated High Impact Practices as well as the best ways to provide faculty support and increase the study population to include other colleges of agriculture.
Author: Jana Russell Publisher: ISBN: Category : Languages : en Pages :
Book Description
As the world becomes increasingly connected through technology, preparing students to become appropriately global competent members of society are becoming a key focus of United States higher education institutions. The purpose of this study was to examine how High Impact Practices, various practices in higher education that have been shown to promote student success, can be better utilized by faculty within a college of agriculture. This study examines how behavior change theories, such as Ajzen's (1999) Theory of Planned Behavior and Bandura's (2001) Social Cognitive Theory, can assist in predicting faculty's use of these practices. A mixed-methods approach utilizing an online survey and focus groups provided insight on faculty's awareness, perceptions, and utilization of High Impact Practices, as well as areas where an increase of professional development resources may be warranted. The survey findings indicate faculty had some awareness of the various High Impact Practices and had positive perceptions of these practices enhancing undergraduate student learning. While expressing that the college did encourage the use of these practices, room for increased targeted professional learning support was identified from the focus group discussions. Although focused on identifying professional development needs of faculty, holistic themes emerged from the focus groups, such as an increase of recognition and appreciation for the use of these practices, along with greater opportunities for faculty interaction and collaboration. Specific barriers toward the implementation of Study Abroad experiences were also identified, as the study had an additional focus on global learning. It is recommended that further research be conducted to determine the fidelity of the integrated High Impact Practices as well as the best ways to provide faculty support and increase the study population to include other colleges of agriculture.
Author: George D. Kuh Publisher: ISBN: Category : Education Languages : en Pages : 50
Book Description
This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Author: John Zilvinskis Publisher: Taylor & Francis ISBN: 1000971872 Category : Education Languages : en Pages : 331
Book Description
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.
Author: Shauna Reilly Publisher: Rowman & Littlefield ISBN: 1793606161 Category : Education Languages : en Pages : 177
Book Description
The Intersection of High-Impact Practices: What’s Next for Higher Education? examines high-impact practices and their impacts individually and collectively to demonstrate the added value of connecting high-impact practices. The research presented by Drs. Reilly and Turnbaugh-Langley illustrates that student success is not just a function of participation in one or many high-impact practices, but rather the order, timing, and interaction of these practices that yields the highest impact. These chapters discuss various high-impact practices such as study abroad experiences, student research initiatives, and internships to explore how these kinds of activities augment and enrich the success of students. The authors also speculate on where schools could increase the funding for these high-impact practices to maximize the institution’s return on investment. Ultimately, this book strongly advocates for not only the benefits of high-impact practices, but making sure students have multiple experiences with them.
Author: Tia Brown McNair Publisher: John Wiley & Sons ISBN: 1119237912 Category : Education Languages : en Pages : 160
Book Description
A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.
Author: Sheryl E. Burgstahler Publisher: Harvard Education Press ISBN: 1612500935 Category : Education Languages : en Pages : 369
Book Description
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Author: John Zilvinskis Publisher: ISBN: 9781003444022 Category : College student development programs Languages : en Pages : 0
Book Description
"Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences - collectively known as High-Impact Practices (HIPs) - are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students - particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs' potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency - being "done well" - to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally. The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what's needed to deliver the necessary support." --
Author: Jana Russell
Author: Jana Russell
Author: George D. Kuh
Author: John Zilvinskis
Author: Shauna Reilly
Author: Tia Brown McNair
Author: 
Author: Sheryl E. Burgstahler
Author: Guillermina Nunez-Mchiri
Author: Julie White Gooding
Author: John Zilvinskis