Delivering on the Promise of High-Impact Practices
Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Herausgeber: Zilvinskis, John; Daday, Jerry; Kinzie, Jillian
Delivering on the Promise of High-Impact Practices
Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Herausgeber: Zilvinskis, John; Daday, Jerry; Kinzie, Jillian
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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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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.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 312
- Erscheinungstermin: 13. Juli 2022
- Englisch
- Abmessung: 226mm x 150mm x 20mm
- Gewicht: 476g
- ISBN-13: 9781642673616
- ISBN-10: 1642673617
- Artikelnr.: 62563431
- Verlag: CRC Press
- Seitenzahl: 312
- Erscheinungstermin: 13. Juli 2022
- Englisch
- Abmessung: 226mm x 150mm x 20mm
- Gewicht: 476g
- ISBN-13: 9781642673616
- ISBN-10: 1642673617
- Artikelnr.: 62563431
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.
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 DatäPam 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
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 DatäPam 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
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 DatäPam 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
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 DatäPam 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