Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale

Sonst. Personen	Zilvinskis, John (Hrsg.); Kinzie, Jillian (Hrsg.); Daday, Jerry (Hrsg.); O'Donnell, Ken (Hrsg.); Zande, Carleen Vande (Hrsg.)
Titel	Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Quelle	(2022), (312 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-64267-360-9
Schlagwörter	Educational Practices; Evidence Based Practice; Equal Education; Fidelity; Faculty Development; Undergraduate Students; College Freshmen; Service Learning; Student Research; Best Practices; Internship Programs; Work Experience Programs; First Generation College Students; Sense of Community; Design; General Education; Community Colleges; Documentation; Experiential Learning; Outcome Measures + Suchen Sie Ihr Suchwort? Bildungspraxis; Studienanfänger; Service-Learning; Studentenforschung; Berufspraktische Ausbildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Community college; Community College; Dokumentation; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	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. [Afterword written by George D. Kuh. Epilogue written by Shaun R. Harper.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01