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

Autor/inn/en	Trogden, Bridget G.; Kennedy, Cazembe; Biyani, Nathan K.
Titel	Mapping and Making Meaning from Undergraduate Student Engagement in High-Impact Educational Practices
Quelle	In: Innovative Higher Education, 48 (2023) 1, S.145-168 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trogden, Bridget G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-022-09608-7
Schlagwörter	Undergraduate Students; Learner Engagement; Educational Practices; Teacher Student Relationship; Student Research; Study Abroad; Internship Programs; Grouping (Instructional Purposes); Service Learning + Suchen Sie Ihr Suchwort? Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Studentenforschung; Studies abroad; Auslandsstudium; Berufspraktische Ausbildung; Grouping; Gruppenbildung; Service-Learning
Abstract	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. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01