Bristol Community College Library Learning Commons: High Impact Practices (HIPs): Additional Resources

Abbott, J. (2012). Interdisciplinary Teaching through Learning Communities: A Perspective from a Part-Time Faculty Member. Peer Review, 14(3), 10–13. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=83742466&site=ehost-live

Aldas, T., Crispo, V., Johnson, N., & Price, T. A. (2010). Learning by Doing: The Wagner Plan from Classroom to Career. Peer Review, 12(4), 24–28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=57276400&site=ehost-live

Anderson, K. L., Boyd, M., Ariemma Marin, K., & McNamara, K. (2019). Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice. Journal of Experiential Education, 42(3), 229–248. https://doi.org/10.1177/1053825919837735

Bazemore-Walker, C. R. (2016). The (Ongoing) Plan for Student Success. Peer Review, 18(1/2), 21–23. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116776210&site=ehost-live

Biggs, J. B. (2003). Aligning teaching for constructing learning. (pdf, 64k) The Higher Education Academy whitepaper.

Brownell, J. E., & Swaner, L. E. (2009). High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs. Peer Review, 11(2), 26–30. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=41522329&site=ehost-live

BROWNELL, S. E., WENDEROTH, M. P., THEOBALD, R., OKOROAFOR, N., KOVAL, M., FREEMAN, S., … CROWE, A. J. (2014). How Students Think about Experimental Design: Novel Conceptions Revealed by in-Class Activities. BioScience, 64(2), 125–137. https://doi.org/10.1093/biosci/bit016

Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., … Yaghmourian, D. L. (2018). Translating the ICAP Theory of Cognitive Engagement Into Practice. Cognitive Science, 42(6), 1777–1832. https://doi.org/10.1111/cogs.12626

Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. https://felix.albright.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=99090607&site=ehost-livehttps://doi.org/10.1080/00461520.2014.965823

Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education (pdf, 266k). AAHE Bulletin, 39(7), 3 – 7.

Coker, J. S., Heiser, E., Taylor, L., & Book, C. (2017). Impacts of Experiential Learning Depth and Breadth on Student Outcomes. Journal of Experiential Education, 40(1), 5–23. https://doi.org/10.1177/1053825916678265

COKER, J. S., & PORTER, D. J. (2016). Student Motivations and Perceptions Across and Within Five Forms of Experiential Learning. JGE: The Journal of General Education, 65(2), 138–156. Retrieved from http://search.ebscohost.com/login.aspx?

Cook, B. R., & Babon, A. (2017). Active learning through online quizzes: better learning and less (busy) work. Journal of Geography in Higher Education, 41(1), 24–38. https://doi.org/10.1080/03098265.2016.1185772

Franco, P. F., & DeLuca, D. A. (2019). Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education. Simulation & Gaming, 51(1), 23–43. https://doi.org/10.1177/1046878118820892

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Freeman, S., Theobald, R., Crowe, A. J., & Wenderoth, M. P. (2017). Likes attract: Students self-sort in a classroom by gender, demography, and academic characteristics. Active Learning in Higher Education, 18(2), 115–126. https://doi.org/10.1177/1469787417707614

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology. Science, 332(6034), 1213–1216. https://doi.org/10.1126/science.1204820

Harring, K., & Luo, T. (2016). Eportfolios: Supporting Reflection and Deep Learning in High-Impact Practices. Peer Review, 18(3), 9–12. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=118867251&site=ehost-live

Henderson, C., Connolly, M., Dolan, E. L., Finkelstein, N., Franklin, S., Malcom, S., … John, K. S. (2017). Towards the STEM DBER Alliance: Why We Need a Discipline-Based STEM Education Research Community. Journal of Engineering Education, 106(3), 349–355. https://doi.org/10.1002/jee.20168

Jansen, D. A., Jadack, R. A., Ayoola, A. B., Doornbos, M. M., Dunn, S. L., Moch, S. D., … Wegner, G. D. (2015). Embedding Research in Undergraduate Learning Opportunities. Western Journal of Nursing Research, 37(10), 1340–1358. https://doi.org/10.1177/0193945915571136

Kahn, P. E. (2014). Theorising student engagement in higher education. British Educational Research Journal, 40(6), 1005–1018. https://doi.org/10.1002/berj.3121

Kahn, S. (2014). Assessing Underserved Students’ Engagement in High-Impact Practices. Assessment Update, 26(6), 11. https://doi.org/10.1002/au

Kilgo, C., Ezell Sheets, J., & Pascarella, E. (2015). The link between high-impact practices and student learning: some longitudinal evidence. Higher Education (00181560), 69(4), 509–525. https://doi.org/10.1007/s10734-014-9788-z

Kinner, D., & Lord, M. (2018). Student-Perceived Gains in Collaborative, Course-Based Undergraduate Research Experiences in the Geosciences. Journal of College Science Teaching, 48(2), 48–58. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=132751487&site=ehost-live

Kinzie, J., & Kuh, G. (2017). REFRAMING STUDENT SUCCESS IN COLLEGE: Advancing Know-What and Know-How. Change, 49(3), 19–27. https://doi.org/10.1080/00091383.2017.1321429 \

Kuh, G. D. (2012). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Peer Review, 14(3), 29. Retrieved from https://provost.tufts.edu/celt/files/High-Impact-Ed-Practices1.pdf

Kuh, G. D. (2016). Making Learning Meaningful: Engaging Students in Ways That Matter to Them. New Directions for Teaching & Learning, 2016(145), 49–56. https://doi.org/10.1002/tl.20174

Kuh, G. D., Gambino, L. M., Ludvik, M. B., & O’Donnell, K. (2018). Accentuating Dispositional Learning from HIPs Using ePortfolio. Assessment Update, 30(3), 8–9. https://doi.org/10.1002/au.30136

Kuh, G. D., Ikenberry, S. O., Jankowski, N. A., Cain, T. R., Ewell, P. T., Hutchings, P., & Kinzie, J. (2015). Beyond Compliance: Making Assessment Matter. Change, 47(5), 8–17. https://doi.org/10.1080/00091383.2015.1077661

Kuh, G., O’Donnell, K., & Schneider, C. G. (2017). HIPs at Ten. Change, 49(5), 8–16. https://doi.org/10.1080/00091383.2017.1366805

Lewing, M., & Shehane, M. (2017). The Institutionalization of Service-Learning at the Independent Colleges and Universities of the Gulf Coast Region. Christian Higher Education, 16(4), 211–231. https://doi.org/10.1080/15363759.2016.1254074

Lopatto, D. (2010). Undergraduate Research as a High-Impact Student Experience. Peer Review, 12(2), 27–30. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=52225829&site=ehost-live

Miller, A. L., Rocconi, L. M., & Dumford, A. D. (2018). Focus on the finish line: does high-impact practice participation influence career plans and early job attainment? Higher Education (00181560), 75(3), 489–506. https://doi.org/10.1007/s10734-017-0151-z

Myers, C. B., Myers, S. M., & Peters, M. (2019). The Longitudinal Connections Between Undergraduate High Impact Curriculum Practices and Civic Engagement in Adulthood. Research in Higher Education, 60(1), 83–110. https://doi.org/10.1007/s11162-018-9504-4

Núñez, E. M. (2013). Collaborative Leadership on a Liberal Arts Campus: Supporting Student Engagement. Peer Review, 15(1), 17–20. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87741567&site=ehost-live

O’Brien, W., & Sarkis, J. (2014). The potential of community-based sustainability projects for deep learning initiatives. Journal of Cleaner Production, 62, 48–61. https://doi.org/10.1016/j.jclepro.2013.07.001

O’Donnell, K., Hecsh, J., Underwood, T., Loker, W., Trechter, S. A., David, D., & White, A. (2011). Putting High-Impact Practices and Inclusive Excellence at the Center of GE Reform: Lessons from the California State University LEAP Initiative. Peer Review, 13(2), 22–25. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=63157341&site=ehost-live

Paulson, K. (2012). Faculty Perceptions of General Education and the Use of High-Impact Practices. Peer Review, 14(3), 25–28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=83742470&site=ehost-live

Pike, G. R., Kuh, G. D., McCormick, A. C., Ethington, C. A., & Smart, J. C. (2011). If and When Money Matters: The Relationships Among Educational Expenditures, Student Engagement and Students’ Learning Outcomes. Research in Higher Education, 52(1), 81–106. https://doi.org/10.1007/s11162-010-9183-2

Priest, K. L., & Clegorne, N. A. (2015). Connecting to Experience: High-Impact Practices for Leadership Development. New Directions for Student Leadership, 2015(145), 71–83. https://doi.org/10.1002/yd.20125

Reinhart, D. (2012). Teaching with High Impact Within a Splintered Culture. Peer Review, 14(3), 22–24. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=83742469&site=ehost-live

Roney, K., & Ulerick, S. L. (2013). A Roadmap to Engaging Part-Time Faculty in High-Impact Practices. Peer Review, 15(3), 24–26. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94588451&site=ehost-live

Snow, H. K. (2018). High-Impact Practices, Universal Design and Assessment Opportunities in Liberal Arts Seminars. ASIANetwork Exchange, 25(2), 117–135. https://doi.org/10.16995/ane.284

Springer, J. T., Hatcher, J., & Powell, A. (2018). High‐Impact Practices: The Call for a Commitment to Quality Educational Experiences and Inclusive Excellence. Assessment Update, 30(4), 6–11. https://doi.org/10.1002/au.30141

Stebleton, M. J., & Aleixo, M. B. (2015). Examining Undocumented Latino/a Student Interactions With Faculty and Institutional Agents. Journal of Hispanic Higher Education, 14(3), 256–273. https://doi.org/10.1177/1538192715574097

Sullivan, D. F., & McConnell, K. D. (2018). It’s the Assignments—A Ubiquitous and Inexpensive Strategy to Significantly Improve Higher-Order Learning. Change, 50(5), 16–23. https://doi.org/10.1080/00091383.2018.1510257

Tukibayeva, M., & Gonyea, R. M. (2014). High-Impact Practices and the First-Year Student. New Directions for Institutional Research, 2013(160), 19–35. https://doi.org/10.1002/ir.20059

Vogt, B. J., & Skop, E. (2017). The Silverton Field Experience: a model geography course for achieving high-impact educational practices (HEPs). Journal of Geography in Higher Education, 41(4), 574–589. https://doi.org/10.1080/03098265.2017.1331421

Wawrzynski, M., & Baldwin, R. (2014). Promoting High-Impact Student Learning: Connecting Key Components of the Collegiate Experience. New Directions for Higher Education, 2014(165), 51–62. https://doi.org/10.1002/he.20083

Weaver, D., & Esposto, A. (2012). Peer assessment as a method of improving student engagement. Assessment & Evaluation in Higher Education, 37(7), 805–816. https://doi.org/10.1080/02602938.2011.576309

Zilvinskis, J. (2015). Using Authentic Assessment to Reinforce Student Learning in High-Impact Practices. Assessment Update, 27(6), 7–13. https://doi.org/10.1002/au.30040

Zilvinskis, J., & Dumford, A. D. (2018). The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation. Community College Review, 46(4), 368–387. https://doi.org/10.1177/0091552118781495

ERIC/EDRS DATABASE

Esposto, A. S., & Weaver, D. (November 01, 2007). Continuous Team Assessment to Improve Student Engagement and Active Learning. Journal of University Teaching and Learning Practice, 8, 1.)