Designing Equity-Centered High-Impact Practices

Finley, Ashley; McNair, Tia Brown; Clayton-Pedersen, Alma

doi:10.4324/9781003444022-3

Cited by 7 publications

(13 citation statements)

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“…Singularly or done in multiples, these practices help “America’s extraordinarily diverse students reap the full benefits—economic, civic, and personal—of their studies in college” (Schneider 2008, 1). These benefits are most pronounced for marginalized and minoritized students (American Association of Colleges and Universities n.d.; Finley and McNair 2013). Underrepresented minority students’ grade-point averages increase and retention improves after engaging in HIPs (Kuh 2008).…”

Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

“…HIPs are equity-minded practices recognized for their effect on student success and for closing achievement gaps created by systemic or institutional inequities (Finley and McNair 2013). They are active-learning practices of different forms that comprise first-year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity and global learning, service learning, internships, and capstone courses and projects (American Association of Colleges and Universities n.d.; Kuh 2008).…”

Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

“…These varied experiences offer students deeper learning, practical competence, personal and social development, and general education outcomes (Finley and McNair 2013). Universities observe improvements in student retention and engagement when HIPs are used.…”

Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

“…Underrepresented minority students’ grade-point averages increase and retention improves after engaging in HIPs (Kuh 2008). African American and Latino students perceive greater levels of deep learning and general education when they engage in HIPs and even more so when they engage in multiple experiences (Finley and McNair 2013). Yet, participation by underrepresented students in these experiences tends to be low (Murray Brux and Fry 2010), especially for first-generation and African American students (Kuh 2008).…”

Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

“…Yet, it often is left to individual departments to figure out how to put DEI and HIPs into practice (Kuh 2008). Research, a type of HIP, is one such practice that has notable learning outcomes for marginalized and minoritized students (Finley and McNair 2013). 1…”

mentioning

confidence: 99%

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Creating, Implementing, and Experiencing Research Opportunities: A Focus on Diversity, Equity, and Inclusion

Duncan

Balcazar²,

Gonzalez³

et al. 2023

APSC

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High-impact educational practices benefit undergraduate students in a variety of ways. These opportunities include student–faculty research, study-abroad and study-away programs, and internships, among others. This study focuses on one type of these high-impact practices: research. Research experiences foster student engagement and success, and they especially matter for marginalized and minoritized students, who all too often are underrepresented in these experiences. This article discusses creating, implementing, and experiencing equity-minded research opportunities for students from three perspectives: department head, faculty mentor, and undergraduate participants.

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Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

Section: High-impact Practices and Diversity Equity And Inclusionmentioning

confidence: 99%

mentioning

confidence: 99%

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Creating, Implementing, and Experiencing Research Opportunities: A Focus on Diversity, Equity, and Inclusion

Duncan

Balcazar²,

Gonzalez³

et al. 2023

APSC

View full text Add to dashboard Cite

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Career and Calling Circles: Spaces of Belonging for First-Year Underrepresented Students

Riley

2023

Christian Higher Education

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The purpose of this study was to describe first-year underrepresented college students' sense of belonging following participation in the initial cohort of All Rise, a Career and Calling Circle (CCC). While Restorative Practices, like the circle process, have emerged in response to addressing student disciplinary issues on college campuses, little research exists as to how these approaches could be applied to proactively contribute to a sense of belonging. Specifically, this emerging intervention leverages the career interests of underrepresented (racially-minoritized, first-generation, and Pell-eligible) first-year students to create spaces that attempt to promote a sense of belonging. Understanding whether CCC contributed to the participants' sense of belonging can assist pre-professional and career advisors, faculty, and administrators in order to more fully support underrepresented pre-professional students. Interview data revealed themes related not only to making their professional goals more tangible and increasing confidence to pursue those goals, but also providing a safe space to connect with others. This suggests that CCC positively influenced students' sense of belonging both at the university and in their preprofessional journeys.

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When Filling the Research Gap Is Personal: Autoethnography and New Majority Students

Syeed,

Valenzuela

2024

Teach Sociol

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Given pandemic restrictions on learning and research, autoethnography has recently garnered renewed attention as a potential alternative. Drawing on our experiences as instructor and student, we make the case that autoethnography is not only relevant to pandemic-era teaching but could also offer an effective pedagogical tool to critically engage the lived experiences of an increasingly diverse student population in higher education that includes first-generation students and those of other minoritized backgrounds. We specifically outline the kinds of implications autoethnography can have on students at a personal level, in their understanding of research, and in terms of their overall well-being. Additionally, we discuss challenges with the method, provide examples of autoethnographic excerpts, and incorporate examples of learning exercises.

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Designing Equity-Centered High-Impact Practices

Cited by 7 publications

References 0 publications

Creating, Implementing, and Experiencing Research Opportunities: A Focus on Diversity, Equity, and Inclusion

Creating, Implementing, and Experiencing Research Opportunities: A Focus on Diversity, Equity, and Inclusion

Career and Calling Circles: Spaces of Belonging for First-Year Underrepresented Students

When Filling the Research Gap Is Personal: Autoethnography and New Majority Students

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