High-impact Educational Practices Research Articles

How social and emotional skills affect Chinese college student engagement in high-impact educational practices: a moderated mediation model

ABSTRACT In recent years, student engagement in high-impact educational practices (HIPs) has received significant attention from academics. However, a lack of focus persists regarding the factors responsible for its engagement. Our study utilizes the presage–process–product (3P) model of student learning and engagement to investigate the dynamics between personal and institutional elements, scrutinizing their impact on student interpersonal interaction and its subsequent engagement in HIPs. By applying a moderated mediation empirical model to a group of 2,940 Chinese undergraduates, our findings highlight the significant role of students’ social and emotional skills (SES) in enhancing their engagement in HIPs, mediated by interpersonal interaction. Additionally, school support emerges as a crucial moderating factor, strengthening the effects of SES on interpersonal interaction and the indirect effect of SES on student engagement in HIPs via interpersonal interaction. Our study contributes significantly to theory by confirming students’ personal characteristics (their SES) as facilitators driving their participation in HIPs. It also identifies the mechanisms and boundary conditions of this influential process, offering insights for enhancing HIP participation at both individual and institutional levels.

Complete Opportunists: First-Generation College Students’ Lived Experiences With High-Impact Educational Practices

ABSTRACT High-impact practices (HIPs) are well-documented experiences that deepen engagement and go beyond traditional markers of success for college students. First-generation college students may even see greater gains in participation than their continuing-generation counterparts. However, there is a gap in the literature on the lived experiences of first-generation college students and HIPs. This qualitative phenomenological study interviewed 10 first-generation college students who have lived experiences with HIPs to address this gap. Five themes emerged, as well as several barriers and successes first-generation college students had with HIPs. Implications for practice and future research are discussed.

Reflections of transformative active learning experiences (TALEs) in higher education from early career construction management professionals

Higher education today is challenged to improve the learning experience in response to increased demands from, students, parents, and employers. Active learning and High Impact Educational Practices (HIPs) have been shown as promising approaches. However, success using these strategies is not guaranteed. Incorporating the concept of Moments—impactful and meaningful events that change one’s perspective (C. Heath and D. Health 2017)—can be a way to increase chances of success. Referred to as Transformative Active Learning Experiences (TALEs), these are peak learning experiences that combine active learning, elements of HIPs, and moments. This paper explores peak learning experiences gathered through focus groups from 33 construction management alumni located in the Southeast United States who graduated within the last ten years. Outcomes point toward specific, impactful learning experiences including hands-on/active learning, group/teamwork, and work experiences. These were particularly impactful because they provided learners with new insight about what they were learning and the connection to their future profession, opportunities to be appropriately challenged, and the chance to build deep connections with classmates, faculty, professionals, and others. This research provides higher education greater understanding about key elements that can be used to enhance the student experience and promote lifelong, meaningful, and memorable learning experiences.

Exploring the application of college student role models in service-learning pedagogy

PurposeService-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.Design/methodology/approachThe overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).FindingsThe findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.Originality/valueThe integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

Did It Go Accordingly? A Case of Community-Based Learning Sulam on Stock Trading in Malaysia

Community-based learning (CBL) has become an integral part of educational methodologies, consistently being incorporated into teaching, and learning pedagogies. This approach has proven effective in broadening the scope of learning, particularly when integrated within the local community. This research examines the feedback received from members of the community engaged in the CBL stock trading project. Underpinned by Kirkpatrick’s Four-Level Model, this paper assessed (1) the community’s reactions and learning, (2) the community’s learning, (3) the community’s behavior, and (4) the results. A total of 94 participants were coached by 179 bachelor’s degree students in applied investment management. The students delivered five modules to the respective participants within three months. The findings show that the participants had a positive outlook on the project, although there was a poor response that potentially posited a loophole in CBL. This research provides more insight into the study of community-based learning at Service-Learning Malaysia-University for Society (SULAM) derived from High-Impact Educational Practices. Furthermore, it is suggested by this research that a foundational system of regulatory guidelines must be implemented across the program. This would serve to establish checks and balances, enhancing both student adherence to the program and community engagement.

Student first? A case study examining the student-athlete support services at an NCAA Division I Football Bowl Subdivision (FBS) Institution

The purpose of this study was to examine the current student-athlete support services at an NCAA Division I FBS level institution through the lens of high impact educational practices. The researchers considered the overall college athlete experience by identifying and describing what resources student-athlete support services provide, how college athletes are (or are not) utilizing these services and applying high impact educational practices to these services. Employing a qualitative approach, 14 semi-structured interviews with college athletes and administrators presented several themes addressing the implementation of high impact educational practices. The results presented are of importance to athletics administrators interested in understanding how to develop meaningful student-athlete support services, while supporting college athlete interests and constraints. Athletics administrators can learn to establish on-campus programming for their college athletes in addition to creating a comfortable climate and connection between college athlete support services and on-campus resources.

Learning approaches and high-impact educational practices at university: a proposal for a reduced scale of the student process questionnaire

ABSTRACT Research on the relationship between learningapproaches and variables such as the perceived impact of some universityactivities is limited. The present study proposes a reduced Student ProcessQuestionnaire (SPQ) to relate learning approaches to high-impact educationalpractices (HIEPs). The sample consisted of 893 first and final-year universitystudents of different degrees. As expected, the subscales correlate academicself-concept and self-efficacy positively with the deep approach, andnegatively with the surface approach. The results show that students whomaintain a deep learning approach obtain a more significant impact on theirpersonal and professional development by HIEPs (especially conferences,workshops and service-learning activities). Women have a lower surface approachand social and humanities students have higher levels of the deep approach.

The Role of High Impact Practices in an Online Graduate Program: Leveraging the Success

A feeling of isolation has been cited in the literature as one of the main reasons students dropped off their online courses or programs. Innovations in instructional design and delivery can boost student engagement, advance student learning, and enhance student success. Based on the findings generated from countless evidence-based research, high-impact educational practices are effective teaching strategies and can substantially benefit students. This paper presents a case study in which a capstone course incorporated with ePortfolio in an online master’s program in healthcare administration is examined. This study's primary goal is to assess students' perceptions of the usefulness of ePortfolio and their overall experience in the capstone course. The findings shed light on how a program implemented ePortfolio in the entire program could impact students’ acceptance and view of ePortfolio. Limitations of this research study are also presented. The contribution of this case study to high-impact educational practice research and implications for institutional decision-makers and educators are also discussed.

THE NEEDS OF ACTIVE LEARNING AND HIGH-IMPACT EDUCATIONAL PRACTICES IN ONLINE PROGRAMS

Adult learners take online courses or programs because of the convenience, cost-saving, flexible schedule, and work-life-school balance. In the United States, student enrollment in online education has proliferated in the past few decades. The online modality of providing education has become a crucial part of higher education. Online courses are in high demand. However, due to adult learners' characteristics and work-life situations, the course design and facilitation in online education can only partially replicate directly from the traditional classroom setting. Owing to high attrition rates in online classrooms, institutions and educators must carefully design or redesign courses relevant to the competitive job market demands. The need for contemporary instructional designs focusing on student-centered education is essential. Supported by comprehensive research studies, active learning, and high-impact educational practices have helped learners develop critical competencies and skills required by employers. Moreover, adopting appropriate pedagogical practices is necessary for better student engagement, academic performance, and retention rate.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0028/a.php" alt="Hit counter" /></p>

Editors’ notes

New Directions for Student ServicesVolume 2023, Issue 181 p. 5-6 EDITORIAL Editors’ notes Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author First published: 21 June 2023 https://doi.org/10.1002/ss.20457Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCES Jayakumar, U. M., & Museus, S. D. (2012). Mapping the intersection of campus cultures and equitable outcomes among racially diverse student populations. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 1– 27). Routledge. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter: Association of American Colleges and Universities. Museus, S. D. (2014). The Culturally Engaging Campus Environments (CECE) Model: A new theory of college success among racially diverse student populations. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (Vol. 29, pp. 189– 227). Springer. Museus, S. D., Chang, T., & Zilvinskis, J. (2020). Merging cultural diversity and academic quality to (re)envision 21st century college campuses: The promise and power of culturally relevant high-impact practices in promoting racial equity in higher education. In C. B. Newman, C. S. Platt, A. A. Hilton, & B. Hinnant-Crawford (Eds.), Multicultural education in the 21st century: Innovative research and practices. Information Age Publishing. National Center for Education Statistics (2017). Graduation rate from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2008. Author. Volume2023, Issue181Special Issue: The Role of Culture and Identity in Making Practices High ImpactSpring 2023Pages 5-6 ReferencesRelatedInformation

High-impact educational practices: participation of Chinese and American undergraduates during the COVID-19 pandemic

The COVID-19 pandemic has led to challenges in high-impact extra-curricular educational practice. Using cross-national, large-scale survey data, this study discusses the current state of participation of high-impact educational practices (HIPs) among Chinese and American undergraduates, changes in this participation over time, and the differences between undergraduates in the two countries in this regard, from 2018 to 2021. We find that participation in social practices was significantly greater than research-related and extended learning activities in both China and the U.S. The involvement of first-year undergraduates in the three typical HIP activities was lower than that of seniors, especially in doing research with faculty. American seniors participated more in service learning and study abroad than Chinese seniors. The proportion of senior students who had studied abroad was lower than the proportion of first-year students who planned to study overseas, particularly in China. COVID-19 led to a significant drop in participation in service learning and study abroad in China, and it also amplified the impact of institutional support on the participation of undergraduates in HIPs.

Community-based Learning Project on Stock Trading: A Case of SULAM INV621- Applied Investment Management

Community-based learning has been continuously introduced to teaching and learning pedagogies. This approach is effective in enlarging learning parameters, especially when integrated with the community. This study examines the descriptive responses from the community involved in the SULAM INV621 - Applied Investment Management course. A quantitative study was conducted on 28 participants who participated in a SULAM project known as “Komuniti Bijak Pelaburan”. The participants were then grouped into 14 groups, each facilitated by four bachelor's in investment management students. The students delivered five modules to the groups within three months. The data was collected between July 2022 to August 2022 after all groups finished their module in July 2022. The survey consists of 15 questions related to the evaluation on; the program, the facilitators and the program's effectiveness in the community. The response is analyzed using IBM SPSS 26® and interpreted descriptively. The findings of the descriptive analysis show that the participants were on a positive outlook regarding community-based learning projects, although they had had zero knowledge before. This research indirectly contributes to the study of community-based learning and can provide better insight into SULAM derived from High-Impact Educational Practices. Additionally, this study recommends that a prerequisite set of regulating frameworks should be enforced throughout the program to ensure check and balance and better compliance towards the program from the students and the communities.

The actuality and influences of undergraduates' participation in high impact educational practices in Chinese universities.

High Impact Educational Practices (HIPs) are effectively educational practices that have an important impact on student learning and development. The purpose of this study is to investigate the impact of different types of high-impact educational activities on students’ learning outcomes. The data comes from the 2019 “tracking research survey on learning and development of Chinese college students,” in which undergraduates from 39 Chinese colleges and universities participated. This study first clarified the concept and classification of high-impact educational activities, and then used multiple linear regression analysis to analyze the impact of three types of high-impact educational activities, including extended learning activities, research-related activities, and social practice activities, on students’ learning gains. It’s found that most Chinese college students do not perform well on HIPs, while the “Double First-Class” university students engage more than other colleges. Participating in HIPs has a significant impact on students’ knowledge, ability and values, especially on the latter two. This study provides valuable enlightenment for universities on how to promote students’ participation in high impact educational activities and improve the quality of higher education.

Incorporating Community Based Participatory Action Research in Social Work Graduate Education

ABSTRACT Grounded in a framework of high-impact educational practices, this article offers a model for incorporating Community Based Participatory Action Research (CBPR) into the social work graduate curriculum. The authors review the history of CBPR in social work and social work education and identify challenges and gaps when CBPR has been used in university settings. Two case studies are then examined: a MSW course that conducted a study on youth experiencing homelessness and a doctoral course centered on a study of HIV in the Ethiopian immigrant community. Implications for social work education at both the MSW and PhD levels are discussed.

Diffusion of High Impact Educational Practices at a Saudi

Higher education is challenged by workforce needs to transform its outcomes from “knowledge-based” to “competency-based” outcomes. High-impact educational practices, commonly referred to as HIPs, provide, among other benefits, efficacious development of workforce-ready specific competencies. Strategic implementation of HIPs has yet to be diffused at Saudi universities. The Northern Border University (NBU) has identified a set of core competencies graduate workforce-ready graduates. To effectively realize the intended outcomes of its core competencies, NBU selected a set of HIPs to increase student success. This paper discusses NBU’s processes and implementation strategies in selecting core competencies and HIPs with ultimate aim of translating both to the local higher education culture and norms in order to effectively achieve desired outcomes. Keywords: HIPs implementation, core competency, competency-based education

Efficacy and Benefits of a Required Service-Learning Course in Construction Management Education

ABSTRACT A trend for universities in the United States to embrace high-impact educational practices in curricula to enrich student learning experience has emerged over the last couple decades. During a curriculum revision in 2017, the faculty at Auburn University made the decision to add a stand-alone, service-learning course as a requirement for graduation. The service-learning course is centered on a construction project that serves the community and incorporates the application of various critical facets of construction management: engagement and communication with all stakeholders, planning, estimating, scheduling, and constructing the project. The research focused on perceptions of the execution and efficacy of the course from two primary stakeholder groups: students and clients. The results show the students increased their interpersonal engagement, management skills, civic responsibility, and understanding of diverse needs by the end of the semester. While clients and students noted major challenges in logistics, project planning, and scheduling, the results illustrate the effort to deliver this high-impact educational experience for the students was worthwhile and had a beneficial effect in the engaged communities. Dissemination of the results may be useful in starting a stand-alone long-term construction management service-learning course at other institutions.

Pembangunan dan Rekabentuk Pendekatan Pengajaran Hadis Muhajirin-Ansar

Malaysia Higher Education Blueprint 2015-2025 emphasizes on high impact educational practices in teaching and learning to produce future ready graduates with 21st century skills. Therefore, teaching and learning must be creatively designed, collaboratively involve many efforts and they should be structured with immersive and innovative learning experiences. Additionally, the emphasis on innovative teaching has become a priority to the universities and nation. In order to achieve excellence in educational practices, reflective teaching is essential. This article aims to discuss the practice of reflective teaching which assisted lecturers in designing a new teaching approach in two courses; PPPN3333 Hadith I and PPPN3453 Hadith II. The philosophy and basic foundation for the new teaching and learning strategy are derived from the learning experiences of companions of Prophet Muhammad, Gibb’s Reflective Cycle and ASSURE models. The study underlines the requirement for change in teaching and learning based on several factors. They are (a) to attain the course learning objectives, (b) to adapt with new generation’s learning styles, (c) and their backgrounds, (d) to solve the limitations of learning experiences due to the inadequacies of physical and infrastructural facilities, (e) teaching time and schedule, (f) employability; the need for producing graduates with 21st century skills, (g) among Islamic studies graduates who are ready for the current and new challenges. Thus, a new teaching approach is designed that combines three learning strategies which are known as Pencarian Maklumat Terarah (Structured Knowledge Expedition), Pembelajaran Kolaboratif (Collaborative Learning) and Kumpulan Malim (Mentoring). Those learning strategies are applied during classroom teaching and activities for the whole semester. The result indicates that the application of the new approach provides positive changes in students’ cognitive and affective levels. Also it motivates lifelong learning among them. Therefore, this article strongly emphasizes on the practice of reflective teaching so that new teaching approaches can be produced for the aims of education excellence and facing challenges especially teaching during pandemic crisis.

Mapping and Making Meaning from Undergraduate Student Engagement in High-Impact Educational Practices

Institutions of higher education often have multiple entry points for first-time and transfer college students to engage in high-impact educational practices (HIPs), well documented to advance student learning outcomes. Some students may seek out repeated opportunities while others engage very little or not at all in activities such as student-faculty research, study abroad, internships, first-year cohort programs, service-learning, and the like. When institutions maintain decentralized data and records on students’ participation, obtaining a true understanding of the "who, what, when, and where" of HIPs can be difficult. In this paper, we present an institutional strategy for longitudinal collection of data for nearly 5,000 entering students across six years and nine different categories of HIPs, and we discuss the opportunities and implications of performing such a study. Additionally, we provide examples of how disaggregation of student data is crucial for using the results to improve curriculum and resource alignment for institutional research and institutional change purposes, supporting the goal of inclusive and equitable college engagement portfolios for all students.

Cultivation of Islamic Philanthropy Concept through High Impact Educational Practices (HIEPs) in Universiti Teknologi MARA

Cultivation of Islamic Philanthropy Concept through High Impact Educational Practices (HIEPs) in Universiti Teknologi MARA

Preparing Students for the Public Health Workforce: The Role of Effective High-Impact Educational Practices in Undergraduate Public Health Program Curricula.

There are several institutions of higher learning in the United States that award degrees in public health to undergraduate students. While these institutions serve as potential pipelines for the public health workforce, it is unclear if the curricula and training students receive from these institutions, really prepare them for the public health workforce or higher education. The questions sometimes asked are whether the programs offered by these institutions exist to provide students with a good understanding of public health issues so they can become good citizens for building a responsible society, or if it is to prepare students for graduate school. Regardless of what the goals are, students in undergraduate public health programs need to be exposed to curricula that adequately prepare them to enter well-defined careers in public health. Thus, institutions of higher learning offering degrees in public health to undergraduate students need to understand the market, assess, and understand the needs of public health agencies, and tailor course curricula to match those needs. Georgia State University established its undergraduate public health program in 2016. Since then, over 200 students have graduated from the program. The purpose of the study was to assess student perception of the role of high impact educational practices such as study abroad, signature experience, and undergraduate research curricula in preparing them for careers in public health.