High-Impact Practices and Their Effects: Implications for the Undergraduate Political Science Curriculum

Autor/inn/en	McClellan, Fletcher; Kopko, Kyle Casimir; Gruber, Kayla L.
Titel	High-Impact Practices and Their Effects: Implications for the Undergraduate Political Science Curriculum
Quelle	In: Journal of Political Science Education, 17 (2021), S.674-692 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1867562
Schlagwörter	Educational Practices; Political Science; Learner Engagement; Student Attitudes; Private Colleges; Small Colleges; Teacher Student Relationship; College Faculty; National Surveys; Capstone Experiences; Learning Processes; College Seniors; Service Learning; Reflection; Thinking Skills; Outcomes of Education; Study Abroad; Educational Experience; Majors (Students) + Suchen Sie Ihr Suchwort? Bildungspraxis; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Schülerverhalten; Privathochschule; College; Colleges; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Learning process; Lernprozess; Senior; Hochschule; Fachhochschule; Service-Learning; Denkfähigkeit; Lernleistung; Schulerfolg; Studies abroad; Auslandsstudium; Bildungserfahrung
Abstract	Part of a broader movement to promote student engagement in educational activities, high-impact practices (HIPs) are purported to deepen learning through such activities as first-year seminars, internships, community-based learning, capstone experiences, study abroad, and research with faculty. Within political science, HIPs are key to efforts to increase civic and political engagement. The discipline is heavily invested in HIPs as vehicles for research, professional development, curriculum, instruction, and student involvement. Addressing disputes among scholars over the efficacy of HIPs, this study examined the effects of upper-year HIPs on student engagement, learning, and satisfaction at a small, private college in the Northeast, measured by responses from seniors to the National Survey of Student Engagement in 2008-2017. Consistent with the literature, the analysis found that community-based learning and research with faculty related positively with: (1) higher-order, reflective, and integrative learning behaviors; (2) personal and general education competencies; and (3) faculty-student interaction. However, community-based learning had the largest impact on arts and sciences majors. Research with faculty, followed by study abroad and capstone experiences, influenced professional studies majors the most. In addition, capstone experiences and study abroad connected positively to satisfaction with the overall educational experience. Depending on their curriculum goals and program mix, political science departments should consider which kinds of HIPs best fit the undergraduate major. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01