Maximizing High-Impact Practices in a Curriculum Model – A Pilot Study (65948)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Robyn Gibson

Friday, January 6, 2023 (12:10)
Session: Session 2
Room: 322B
Presentation Type:Oral Presentation

All presentation times are UTC-10 (Pacific/Honolulu)

As Universities seek to enhance the student experience, one approach is to engage students in High Impact Educational Practices (HIPs), a common set of effective educational practices. One Southeastern U.S. University has measured the quantity and quality of HIPs based on responses from graduating undergraduate students since 2019. Four specific types of HIPs were studied: study abroad, internships and co-ops, undergraduate research, and e-portfolios. In addition, students were asked qualitatively to offer their peak learning experience during their tenure as an undergraduate. While this work provides data on HIPs and peak experiences, minimal work has been completed to convey to undergraduates the value of HIPs and the peak experiences garnered by recent graduates. If a curriculum model could convey relevant classes as well as key opportunities for HIPs and peak experiences, a student would have a specific map to follow to not only meet graduation requirements for credits earned but also to be exposed to multiple opportunities for HIPs and peak moments. This study considers the results of 61 graduating students in an Environmental Design program and identifies HIPs experience and peak moments identified. Key themes in the peak experiences were used to connect with appropriate HIPs. Results indicate high participation in HIPs related to e-portfolio and internships while peak educational experiences focus on mentorship and opportunities for self-development. Key connections emerge in areas of project-based learning and study abroad/study away. Based on student responses, a revised curriculum map was developed to show required courses and key opportunities for HIPs and peak experiences throughout the curriculum. While introductory in nature, this approach provides an approach where students can plan deeper engagement and learning within the context of a higher education program.

Authors:
C. Ben Farrow, Auburn University, United States
Ana Marie Hanger, Auburn University, United States


About the Presenter(s)
Ben Farrow is the Associate Dean for Academic Affairs in the College of Architecture, Design and Construction at Auburn University. Research includes learning-focused strategies and assessment to improve learning within construction education.

Connect on Linkedin
https://www.linkedin.com/in/ben-farrow-04113a78

Connect on ResearchGate
https://www.researchgate.net/profile/Charles-Farrow-2

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00