High Impact Student Learning

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Proposed General Definition

Structured, (student-centered ? ), integrated curriculum based educational experience utilizing practical applications and active involvement that extend beyond the traditional classroom experiences. The credit-producing experience should be an integral part of the student’s academic program and related to the student’s educational experience. Examples include student research, practica, field experience, clinical experience, student teaching, cooperative education, and internships.
 

Associated Concepts Further Defined

  • Structured-
  • Student-centered ? (what does this mean, is it necessary)
  • Integrated curriculum based educational experience utilizing practical applications and active involvement that extend beyond the traditional classroom experiences.
  • Credit-producing experience (does it need to be credit-producing or is a transcription demonstrating its integration into the curriculum sufficient: e.g. 0 c.h. for being involved in SGA)
  • Integral part of the student’s academic program and related to the student’s educational experience.
  • Examples include student research, practica, field experience, clinical experience, student teaching, cooperative education, and internships.

 
 

Values Associated with measure

  • Desire for consistency in reporting across institutions
  • We desire for as many students as possible to participate in these kinds of experiences but we also need meaningful ways to discern between levels of involvement in order to eventually demonstrate some kind of improvement and impact on student success.

 

Collection (from institutions)

  • Potential Categories
    • Discussion here should relate to issues beyond but also difficulties and solutions to meeting the general requirements/definitions above, a final evaluation for inclusion will also need to be made.
    • Category: Definition
      • Issues
    • *First-Year Seminars and Experiences:
    • *Capstone Projects/Senior Culminating Experience
    • * Leadership Programs
    • Clinical and/or field experiences
    • *Internships
    • *Undergraduate Student Research
    • Student Teaching
    • *Collaborative Assignments and Projects
    • *Writing Intensive Courses
    • *Learning Communities
    • *Common Intellectual Experiences
    • *Diversity/Global Learning
    • Study Abroad
  • *Service Learning, Community-Based Learning

*Kuh’s categories

  • The above categories demonstrate those used by schools, the NESE, and other entities. They may work more or less with our established criteria. One of the problems with Kuh's study is that is is based on self-reports by students from NSSE rather than objective participation counts from institutions. There are quite low counts even with these fuzzy categories. For instance none of the 7 categories reported more than 53% of students participating (internship).
  • Institutions will report participation count for each category
    • Should a duplicated and unduplicated counts be reported for each category as well as total (e.g. a student may participate in two different experiences in one category) Generally, we are just interested in absolute participation at the student level not experiences created
  • Sample: Counts are reported for graduating seniors, an alternative would be for all students in a cohort year
  • Disaggregation:
  • EMSAS: Theoretically fields for each category could be added to the EMSAS completions file. This would allow for further disaggregation analyses, as well as, connection to success measures.

Reporting (to Public)

  • .

Potential Success Measures for Further Analysis

  • Final GPA
  • Completion Time
  • Employment after College

Recommendations to Institutions

  • Review coursework and create a flag for participation in courses meeting criteria
  • Formally, integrate “high impact learning” experiences not currently transcripted into the curriculum of the general education and/or program. These must meet educational benchmarks but may then be transcripted for tracking. Examples may include participation in SGA and other student groups, service projects etc. which have specific evaluation and reflection components. (how/who should come up with requirements for inclusion)

 

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