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Brian D. Clocksin and Margo B. Greicar

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

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James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O and Jennifer J. Sherwood

approach leaves students with a fragmented, incoherent understanding of the field wherein the various subdisciplines of kinesiology function and, thus, are often applied, independently of one another. Outside-the-classroom learning experiences that effectively implement high-impact practices, such as

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Mark Urtel, Sara F. Michaliszyn and Craig Stiemsma

. Done properly, internships tend to meet both expectations. In addition, internships are considered a high-impact practice regardless of major or discipline, are positively associated with student learning and retention, and typically require out-of-classroom time, meaningful interaction with a faculty

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Barry Braun, Nancy I. Williams, Carol Ewing Garber and Matthew Hickey

experiences are quintessential high-impact practices that can launch students into a career they may have not considered before (many of us got our start this way!). The interactions with graduate students, postdoctoral fellows, and faculty provide opportunities for strong mentoring relationships, conveyance

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David Pierce, Melissa Davies and Bryan Kryder

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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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

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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