Structure, Connectivity, and Authenticity: The how and why of High–Impact Practices

Landy, Kathleen

doi:10.1002/abc.21177

Cited by 5 publications

(1 citation statement)

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“…Implementing authentic assessment within HIPs requires educators to shift the way they measure student learning. Landy (2015, 32) offers the following guiding questions to faculty who wish to establish authenticity within classroom HIPs, “How am I connecting what happens in the classroom to the real world so that students will make the most sense of, and remember, what we're learning? How am I ensuring that the means of engagement I am fostering involve genuine interactions and feel relevant to the real world?” With authentic assessment in place, educators can be more confident that their HIPs are indeed delivering the educational value advertised.…”

Section: Reframing the Use Of Authentic Assessment As Pedagogymentioning

confidence: 99%

Using Authentic Assessment to Reinforce Student Learning in High‐Impact Practices

Zilvinskis¹

2015

Assessment Update

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Section: Reframing the Use Of Authentic Assessment As Pedagogymentioning

confidence: 99%

Using Authentic Assessment to Reinforce Student Learning in High‐Impact Practices

Zilvinskis¹

2015

Assessment Update

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Creating a HIP in the library: A high-impact practice case study

Montgomery

2019

College & Undergraduate Libraries

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Scaffolding High-Impact Practices for Asian Studies and the Environment

Werner

Anderson

Klooster

et al. 2021

ASIANetwork Exchange a Journal for Asian Studies in the Liberal Arts

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Support from the Henry Luce Foundation allowed a team of Centre College faculty to develop multiple integrated programs connecting the study of Asia to the environment: the Centre Summer Language Institute (CSLI), the Asia & the Environment Lab (A&E Lab), January term courses abroad, student summer research and internships abroad, and student dissemination of research. Each of these high-impact practices (HIPs) alone has been empirically demonstrated to enrich student experiences, but when linked in succession through a scaffolded framework, student learning was synergistically magnified. The personal growth, academic interests, and career trajectory of students who completed all stages of the scaffolded program were profoundly transformed. These experiences took place over a nearly 2-year period, culminating in the dissemination of student experiences to a national academic audience. We describe the guiding principles, programmatic structure, local and international partnerships, and challenges and successes of implementing our program of scaffolded HIPs. Throughout, we also share key feedback of those students who completed most or all of the full suite of scaffolded experiences.

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Structure, Connectivity, and Authenticity: The how and why of High–Impact Practices

Abstract: Kathleen Landy discusses the elements that make or break the efficacy of high–impact practices.

Cited by 5 publications

References 1 publication

Using Authentic Assessment to Reinforce Student Learning in High‐Impact Practices

Using Authentic Assessment to Reinforce Student Learning in High‐Impact Practices

Creating a HIP in the library: A high-impact practice case study

Scaffolding High-Impact Practices for Asian Studies and the Environment

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