practice. Capstone courses are one of the 11 high-impact practices and should be designed for the student to complete a signature work that fosters independent research, critical thinking, communication skills, and integrative learning ( Hoy & Wolfe, 2016 ; Schermer & Gray, 2012 ). Of course, for a
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David Pierce, Melissa Davies, and Bryan Kryder
Peter F. Bodary and M. Melissa Gross
% of class time used for engaged learning activities) and extended team-based research projects with real-world applications. Thus, the courses incorporated two high-impact practices identified by the American Association of Colleges and Universities (AAC&U) ( 2007 ): collaborative assignments and
Daniel L. Springer, Sarah Stokowski, and Wendi Zimmer
perpetuating that problem. Knowledge and understanding, however, are only the first step in a process that requires action in the form of high-impact practices. These practices provide students with the tools necessary to create change, model useful ways of thinking that students and peers can emulate, or
Cole McClean, Michael A. Odio, and Shannon Kerwin
-0011 O’Neill , N. ( 2010 ). Internships as a high-impact practice: Some reflections on quality . Peer Review, 12 ( 4 ), 4 – 8 . Parveen , S. , & Mirza , N. ( 2012 ). Internship program in education: Effectiveness, problems and prospects . International Journal of Learning and Development
Ben D. Kern, Chad M. Killian, Douglas W. Ellison, Kim C. Graber, Elaine Belansky, and Nicholas Cutforth
education programs, preservice teachers beliefs about teaching physical education that do not align with the values espoused in the teacher education program may be altered if students are exposed to high-impact practices by the teacher education faculty ( Graber, 1996 ; Graber et al., 2017 ). However
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