Delivering on the Promise of High-Impact Practices

Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Herausgeber: Daday, Jerry; Zilvinskis, John; Kinzie, Jillian

• Gebundenes Buch

Produktbeschreibung

The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 332
• Erscheinungstermin: 13. Juli 2022
• Englisch
• Abmessung: 235mm x 157mm x 22mm
• Gewicht: 635g
• ISBN-13: 9781642673609
• ISBN-10: 1642673609
• Artikelnr.: 62562841

Autorenporträt

John Zilvinskis is an assistant professor at Binghamton University, State University of New York. By training, he is a survey researcher who studies the engagement of college students and his research has been published in Research in Higher Education, The Review of Higher Education, the Journal of College Student Development and the Journal of Diversity in Higher Education. Jillian Kinzie is Associate Director of the Indiana University Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute. She is also a senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. Jerry Daday is a professor of sociology and the executive associate dean in the Institute for Engaged Learning at Indiana University-Purdue University Indianapolis. He works with a team of faculty and staff striving to ensure the equitable progression of IUPUI's 20,000 undergraduate students through pathways of scaffolded engaged learning experiences beginning in the first-year experience through their capstone experience. Ken O'Donnell is vice provost and professor of communication at California State University Dominguez Hills. He has been an energetic proponent of high-impact practices since working at the CSU Office of the Chancellor, where he successfully won several million dollars in public and philanthropic funding to support HIPs implementation and assessment across California. Carleen Vande Zande is the associate vice president for academic programs and faculty advancement at the University of Wisconsin System Administration. She is also a tenured professor of educational leadership at the University of Wisconsin-Oshkosh. She has facilitated HIPs development activities at the campus and system levels for several years and is interested in ways to integrate HIPs into student success strategies as well as incorporating HIPs into university level assessment.

Inhaltsangabe

Acknowledgements Introduction-John Zilvinskis, Jillian Kinzie, Jerry Daday,
Ken O'Donnell, and Carleen Vande Zande Part 1. Advancing Equity 1.
Designing Equity-Centered High-Impact Practices- Ashley Finley, Tia McNair,
and Alma Clayton-Pedersen 2. Mapping the Connections of Validation and
High-Impact Practices -Adrianna Kezar, Ronald E. Hallett, Joseph A.
Kitchen, and Rosemary J. Perez 3. Methodological Challenges of Studying
High-Impact Practices for Minoritized Populations- Cindy Ann Kilgo
4:Promoting Equity by Design. Stacking HIPs for Faculty and Students in a
First-Year Experience Program - Denise Bartell and Caroline Boswell 5.
Intentionally Designing Learning Communities to Advance Authentic Access
and Equity. Key Communities -Heather Novak, Taé Nosaka, and Ryan P. Barone
Part 2. Assuring Fidelity 6. A Design Approach to Undergraduate Research
for First-Year Students -William Loker and Thia Wolf 7. Themed Learning
Communities and Service-Learning-Leveraged for Student Success- Michele J.
Hansen and Thomas W. Hahn 8. Data Collection in Course-Based Undergraduate
Research Experiences (CUREs). Best Practices and Lessons Learned-Sara Z.
Evans and Jocelyn Evans 9. Internships for All? How Inequitable Access to
Internships Hinders the Promise and Potential of HIPs and Work-Based
Learning-Matthew T. Hora 10. Living Up to the Capstone Promise. Improving
Quality, Equity, and Outcomes in Culminating Experiences-Caroline J.
Ketcham, Anthony G. Weaver, Jessie L. Moore, and Peter Felten 11. Identity
and Community amongst First-Generation Students. High-Impact Practices and
Communicating Belonging Throughout Development Design-Adrienne Viramontes
and Theresa Castor Part 3. Achieving Scale 12. High-Impact Practices and
Equity. Pathways to Student Success in General Education Courses at a Large
Urban Community College-Dallas M. Dolan, Jennifer Kilbourne, Monica Walker,
and Glenda Breaux 13. Documenting High-Impact Practices in Institutional
Data-Pam Bowers and Lara Ducate 14. Required Experiential Learning.
Cultural Change and Commitment to Student Success-Jon C. Neidy, Kelly
McConnaughay, Jennifer Gruening Burge 15. Increasing Student Access and
Learning in Employment and Internship Experiences-Joe O'Shea, Myrna Hoover,
and James Hunt 16. HIPs in the curriculum. Implementing and Assessing a HIP
Course-Designation Program-Bradley Wilson, Brian Danielson, Jason Hilton,
and Kevin McCarthy 17. Using Assessment Data to Expand Access to HIPs for
Every Student-Kimberly Yousey-Elsener and Kirsten Pagan 18. Tracking HIP
Participation and Student Success with Fidelity Across a Community College
System-Heidi Leming Part 4. Assessing Outcomes 19. High-Impact Practice
Connections as Catalysts for Equitable Retention-Meena C. Naik, Adam N.
Wear, Scott Peecksen, Regina Branton, and Mike Simmons 20. Measurement and
Evaluation of HIPs within a Centralized Model- Rasha Qudisat and Frederick
H. White 21. Using Propensity Score Matching to Assess High Impact
Practices Outcomes-Angela Byrd, Heather Haeger, Wendy Lin, A. Sonia Ninon,
and Steven S. Graunke Afterword. The HIPs Just Keep Coming!-George D. Kuh
Epilogue-Shaun Harper Editor and Contributors Biographies Volume Index
Table Index