Association of American Colleges & Universities, Washington, D.C., January 25, 2014

Session facilitators: Peter Felten & Jessie L. Moore, Center for Engaged Learning, Elon University (U.S.)

Research panelists:

• Michael Reder, Connecticut College (U.S.)
• Luke Millard, Birmingham City University (U.K.)
• Jeffrey Coker and Desiree Porter, Elon University (U.S.)

AAC&U 2014 Presentation Power Point

Abstract

Questions of quality, access, and success are at the heart of higher education discussions. How can we create the highest impact educational experiences, for the most students, most efficiently? This session presents new research from three diverse institutions (Birmingham City University in the U.K., Connecticut College and Elon University in the U.S.) studying conditions that underlie successful engaged learning experiences, ways to foster faculty-student learning communities, and factors that impact student engagement with multiple high-impact practices. Attendees will take away strategies for both implementing and researching quality, accessible high-impact practices at their institutions.

References

• Arum, R. & Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses.Chicago: University of Chicago Press.
• Bok, D. (2013). Higher Education in America. Princeton: Princeton UP.
• The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. New York: The Carnegie Foundation for the Advancement of Teaching.
• Center for Engaged Learning. (2014). Lee Shulman on evidence 1, 2, and 3 [Video file]. Retrieved from http://youtu.be/oR65yQR2Bg4
• Center for Engaged Learning. (2013). ISSOTL 2013 Lee Shulman – Plenary [Video file]. Retrieved from http://youtu.be/bhvwLW-5zMM
• Felten, P. & Bauman, D. (2013). Engaging Unheard Voices: Insights from Deaf-Gain. In E. Dunne & D. Owen (Eds.), The Student Engagement Handbook: Practice in Higher Education (pp. 367-378). Emerald.
• Harper, S.R. and Quaye, S.J. (2009). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York: Routledge.
• Kuh, G. D. (2008). High-impact practices: What they are, who has access to them, and why they matter. Washington DC: Association of American Colleges and Universities.
• Kuh, G.D. & O’Donnell, K. (2013). Ensuring Quality and Taking High-Impact Practices to Scale.Washington, DC: American Association of Colleges and Universities.
• NUS. (2012). Manifesto for Partnership. Retrieved from http://www.nusconnect.org.uk/news/article/highereducation/Rachel-Wenstone-launches-a-Manifesto-for-Partnership/.
• Nygaard, C., Brand, S., Bartholomew, P., & Millard, L. (Eds.). (2013). Student engagement: Identity, motivation and community. Oxfordshire: Libri Publishing.
• QAA. (2012). UK Quality Code for Higher Education – Chapter B5: Student engagement http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B5.aspx.
• Thomas, L. (2012). Building Student Engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention and Success programme. Retrieved from http://www.heacademy.ac.uk/resources/detail/what-works-student-retention/What_Works_Summary_Report.
• Thompson, R. (Ed.). (2013). Changing the conversation about higher education. Lanham, Maryland: Rowman & Littlefield.
• Trowler, V. (2010). Student engagement literature review. The Higher Education Academy (U.K.).
• WhiteHouse.Gov. (2014). Higher Education. Retrieved from http://www.whitehouse.gov/issues/education/higher-education.

How to Cite this Post:

New Research on Student Experiences with High-Impact Practices: Effective and Efficient Ways to Implement, Connect, and Scale. 2014, January 25. [Blog Post]. Retrieved from https://www.centerforengagedlearning.org/aacu2014/.