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High-impact educational practices: What they are, who has access to them, and why they matter
... With lean budgets and limited staffing, regional comprehensive institutions may find it difficult to offer a substantial number of quality HIP courses, much less dedicate the time and resources to developing a plan to assess and improve their current offerings. However, research shows the link between HIPs participation and student success (Swaner & Brownell, 2009;Kilgo et al., 2015), and that benefits may be even greater for historically underserved students (Kuh, 2008;Price, 2021), many of whom enroll at regional comprehensive universities. The assessment process described here at a School of Business in a midwestern public regional comprehensive university strives to alleviate this process development burden on other institutions by delineating a straightforward, quantitative method for assessing high-impact practices along a spectrum. ...
... In the 2008 Association of American Colleges and Universities (AAC&U) report, which helped to motivate the HIPs movement in higher education, Kuh (2008, p. 9-11) defined HIPs as "active learning practices" shown to contribute to student success, particularly for "historically underserved students." Kuh (2008) goes on to identify first-year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity/global learning, service learning, community-based learning, internships, and capstone courses and projects as examples of high-impact practices (HIPs). Over a decade later in a 2021 webinar, the National Association of System Heads (NASH) defined HIPS as "engaged teaching practices that research demonstrates benefit college students from all backgrounds, but especially students of color and first-generation students" (NASH, 2021). ...
... Developmental research on HIPs by Kuh (2008) suggests that each college student complete two HIPs by the time of graduation, but that one per year would be ideal. Based on this suggestion, the School of Business set a goal that each student who completes their bachelor's degree through the School of Business will take at least four HIP courses by graduation. ...
High-Engagement Experiences, or HEEs, are introduced as part of a new classification taxonomy: The High-Impact Practices (HIPs) Spectrum. The introduction of the HIPs Spectrum is relevant because it expands educators’ definition of HIPs from binary to a more nuanced continuum, which lays the foundation for future research on HIPs and HEEs that can translate into practical implications for curriculum and student success. We propose a quantitative scale for measuring and classifying courses along the HIPs Spectrum, which ranges from ‘Neither HEE nor HIP’, to ‘HEE’, to ‘HIP’ based upon Kuh and colleagues' (2013) widely-used Universal Elements of HIPs. This scale is part of a course classification system that is foundational for a comprehensive assessment process to measure the impact of the HIPs Spectrum on student success (i.e., course completion rates, grades, retention). We demonstrate this rating system using a School of Business at a midwestern regional comprehensive university in the United States. The assessment process and initial results are shared and discussed–including the disbursement of the HIPs Spectrum classifications across majors. We discuss the impact on faculty and students, limitations, contributions, and future research. The assessment process delineated can be used as a model for other colleges and universities.
... High Impact Practices (HIPs) engage students in experiential teaching methods to support learner retention and academic achievement. As a relatively new field of study within higher education, Kuh (2008) uses the term HIPs to describe hands-on courses such as First Year Seminars, Internships, Capstones, Service Learning, Undergraduate Research, and Study Abroad. Over the past 16 years, researchers have studied these course types and their impact on students (Brownell & Swaner, 2010;Finley & McNair, 2013;Fischer, et al., 2021;Johnson & Stage, 2018;Kilgo et al., 2015;Myers et al., 2019;Price, 2021), often through data from the National Survey of Student Engagement (NSSE) (Kuh, 2020). ...
... In the School of Business, we aim to guarantee that every student who obtains their bachelor's degree through the School of Business will complete at least four HIPs courses, and that transfer students will complete at least three HIPs courses. This number was influenced by Kuh's (2008) recommendation that each student ideally complete one HIP per year of college, while also recognizing that this scaling needs to be intentional and equitable (Kuh & Kinzie, 2018;Price, 2021;Kilgo et al., 2019). Simply offering HIPs does not ensure that students will enroll in them, but by assessing the courses for universal elements and by incorporating them into degree requirements, we are able to ensure quality and access to HIPs for all School of Business students. ...
... Our exploratory research question examines how HIP and HEE courses affect students of different subgroups. Previous literature is inconclusive on whether HIPs provide a compensatory effect -in other words, a disproportionate positive impact -for first-gen or minority race students (Kuh, 2008;Kuh et al., 2017;Roldan, et al., 2020;Zilvinskis, 2019). In seeking further evidence for an answer to this pending question, we analyzed the effects of HIPs and HEEs on Pell Grant vs. Non-Pell Grant eligible students, minority vs. non-minority race students, and first-generation vs. non-first-generation students. ...
The HIPs Spectrum is a taxonomy for assessing and categorizing courses along a continuum based on elements of High Impact Practices (Author et al., under review). This study provides quantitative evidence for the validity and impact of the HIPs Spectrum by analyzing seven years of enrollment data in a Midwestern regional comprehensive university School of Business. We additionally provide theoretical support for the HIPs Spectrum using Self-Determination Theory (Ryan & Deci, 2017). Along the HIPs Spectrum, courses are categorized as High Impact Practice (HIP), High Engagement Experience (HEE), or Neither. Labeling the medium-intensity HEE courses allows for a detailed analysis of their effect on students, which is a gap in previous literature. Results show supportive evidence for both HIP and HEE courses significantly increasing student persistence, and HEEs significantly decreasing time to graduation in comparison with Neither courses. Students earned an average of half a letter grade higher in HIP courses than in Neither courses. Surprisingly, HEE courses had a larger positive effect on students than HIP courses for some variables, justifying the importance of researching and implementing HEEs as a pedagogical tool to support student success. Classification of courses along the HIPs Spectrum is now an important step in accurate measurement of how engaged learning affects students. As the HIPs Spectrum grows in use, it could shift how we classify, measure, and evaluate courses under the umbrella of High-Impact Practices.
... Extracurricular learning activities play a vital role in the overall learning experience of private college students (Astin, 1999;Kuh, 2009). Clubs and organizations dedicated to various academic and professional fields offer platforms for students to explore their interests further (Huang & Li, 2022). ...
... The relationship between faculty and students also significantly impacts learning (Tinto, 2017). A positive and supportive teacher-student relationship can boost students' motivation and confidence (Kuh, 2009). When teachers show genuine concern for students' progress, provide timely feedback on assignments, and offer mentorship, students are more likely to feel valued and engaged (Hattie & Timperley, 2017). ...
... A rich campus cultural environment significantly enhances students' learning experiences (Astin, 1999;Kuh, 2009). Seminars, workshops, and academic festivals expose students to diverse ideas and knowledge, broadening their intellectual horizons . ...
The rapid expansion of private higher education in China has highlighted the need to understand students' learning behaviors and develop effective guidance strategies to enhance academic outcomes. This study examines the learning patterns, motivations, and challenges faced by Chinese private college students using a mixed-methods approach, combining surveys, case studies, and in-depth interviews across multiple institutions. Findings reveal that students’ learning behaviors are influenced by personal goals, institutional support, and family background. While some students demonstrate strong self-regulation and engagement, others struggle with time management, motivation, and active participation. Experiential and project-based learning, academic counseling, and peer mentoring emerge as effective strategies for improving student engagement and academic performance. Institutions that implement blended learning models and real-world applications through industry collaborations show higher levels of student motivation and success. Additionally, fostering a supportive campus culture through extracurricular activities and mentorship programs enhances students' overall learning experience. The study provides practical recommendations for educators and policymakers to optimize instructional methods and institutional resources, ensuring a more effective and inclusive learning environment. By addressing key learning challenges and implementing targeted interventions, private colleges in China can better support students in achieving their academic and career goals.
... Contrast this with the passivity that can settle in when information is absorbed without question and authority accepted without scrutiny. The best liberal arts colleges stand apart by creating spaces where small class sizes foster real conversation, mentorship, and moments of personal discovery-habits of mind that form the bedrock of transformative learning [46]. ...
... As shown in Table 1, Academic affairs departments handle numerous repetitive processes, including course scheduling, student record audits, accreditation reporting, and curriculum planning. AI offers significant potential to automate these tasks, improving efficiency and enabling faculty to dedicate more time to their core responsibilities of teaching, mentoring, research, and fostering intellectual growth [46]. Predictive AI (PAI) can streamline scheduling by balancing faculty availability with student demand, while GenAI can automate drafting compliance reports and trend analyses. ...
... Workflow management tasks, such as approving new courses, tracking prerequisites, and routing faculty or program reviews, are essential for maintaining the smooth operation of liberal arts colleges [46]. These processes often involve coordinating across multiple departments and heads of faculty and ensuring compliance with institutional policies. ...
This paper explores the intersection of artificial intelligence and higher education administration, focusing on liberal arts colleges (LACs). It examines AI's opportunities and challenges in academic and student affairs, legal compliance, and accreditation processes, while also addressing the ethical considerations of AI deployment in mission-driven institutions. Considering AI's value pluralism and potential allocative or representational harms caused by algorithmic bias, LACs must ensure AI aligns with its mission and principles. The study highlights other strategies for responsible AI integration, balancing innovation with institutional values.
... Understanding more than one point of view and critiquing and creating arguments are expected learning outcomes for any student engaged in a college-level liberal-arts education (Kuh, 2008). To ensure that students learn these skills early in their college careers, they generally are taught in first-year writing courses in community colleges (for students planning to transfer to a 4-year college) or first-year composition courses at 4year institutions. ...
... To ensure that students learn these skills early in their college careers, they generally are taught in first-year writing courses in community colleges (for students planning to transfer to a 4-year college) or first-year composition courses at 4year institutions. Related to writing skills, skills in reading, understanding, evaluating arguments, and information-literacy (especially finding and evaluating sources for arguments) are all interdependent skills integral to promoting student engagement and retention, laying the groundwork for many college institutional learning outcomes (Kuh, 2008). ...
... One possible hypothesis for this link between persistence, engagement, and academic achievement is that English (reading, writing, and thinking critically) and basic mathematics are not being taught in a way that allows students to transfer these skills to their discipline-based courses. Indeed, a good deal of research (Kuh, 2008) has been conducted to identify practices best suited to achieve persistence through the 1 st and 2 nd years of college, and certain high-effect practices, including instruction in writing, participation in a cohort or 1st-year learning communities, instruction in reading comprehension, instruction in information literacy, utilization of collaborative work, and others, have been identified as instructional methods that increase engagement, achievement, and retention. ...
... Collaborative writing involves writers in all aspects of the process, such as the decisionmaking, construction, and editing of a text (Deveci, 2018). As a result, it is a high-impact practice (i.e., practices with "significant educational benefit" for participants) by the Association of American Colleges and Universities due to its benefits in applying new knowledge to realworld applications (Kuh, 2008). Studies have found that collaborative writing results in texts with better grammatical accuracy, complexity, and task fulfillment (Elabdali, 2021;McDonough et al., 2018;Storch, 2005). ...
... Related to collaborative writing, learning to work and solve problems in the company of others benefits students (Kuh, 2008). Johnson et al. (2014) describe cooperative learning as an evidencebased instructional practice that can be successfully operationalized into instructional practice at higher-education institutions. ...
... Collaborative writing can be a facet of team science, and both are enhanced through interdisciplinarity. For faculty members, this provides an opportunity to engage students in two high-impact practices: involvement in academic research and collaborative writing (Kuh, 2008). Such practices can help students develop career competencies sought after by employers, such as teamwork, communication, and critical thinking (Bhattacharyya et al., 2018;Gray, 2021;Schmitz and Havholm, 2015), making the effectiveness and assessment of group work essential. ...
Introduction
Collaborative writing produces higher-quality products and promotes other skills, such as problem-solving, that may assist in team science and employment among higher education students. Opportunities for supportive, cooperative learning and writing may be limited for students. The Paper Chase program is a structured exercise for rapidly disseminating research findings through facilitated, collaborative writing. To support skill development in collaborative writing, we examine group effectiveness within the Paper Chase program. Our facilitation and research teams included both faculty and graduate students.
Methods
We conducted pre-and post-questionnaires among participants in a Paper Chase event among 25 participants unfamiliar with one another prior to the exercise. We analyzed closed-ended responses using descriptive statistics and paired t-tests. Open-ended responses were analyzed using a content analysis approach.
Results
Findings show increases in positive attitudes toward teamwork, improvements in self-confidence, and collaborative skills (e.g., interpersonal communication). The structure of Paper Chase supported growth in teamwork abilities but also challenged some participants in their time management (e.g., need for mentoring) and breaking from individual-focused patterns.
Discussion
This approach is promising for other academic environments, including familiar and unfamiliar research teams.
... This extends beyond financial opportunity costs-such as an unpaid internship-to students' perceptions of the desirability and utility of participating in extracurricular activities (Stuber 2011). Engagement on campus is linked to positive outcomes like higher Grade Point Average (GPA), retention, and graduation (Kuh 2008). ...
... Working class students are more likely to participate in capital-building activities at institutions where involvement is compulsory (Stuber 2011). Colleges recognize this, and have identified High Impact Practices (HIPs), such as living learning communities and study abroad, which are positively associated with increased student learning, higher GPAs, and retention (Kuh 2008, although see Johnson and Stage (2018) for evidence suggesting HIPs had no effect on graduation rates). ...
... Institutions embraced HIPs partly because results suggested positive outcomes for low-income, minority, transfer, and firstgeneration students-students who historically have lower achievement and retention outcomes than their more privileged counterparts (Finley and McNair 2013;Kuh 2008). Given that many graduates leave college with few gains in learning (Arum and Roksa 2011), many campuses allocated resources to connect students with HIPs. ...
American narratives about the value of a college education emphasizes the economic utility of translating a degree into a “good” job after graduation. Youth are encouraged to obtain a college degree as a pathway to economic mobility, however prior research shows that college graduates have a range of employment outcomes after graduation. One way the advantaged maximize their college degree is through optional activities that happen outside of the classroom. Drawing on 60 interviews with recent college graduates, I show that effectively maintained inequality manifests through engagement on campus, which then affects the college‐to‐career transition and post‐graduation employment outcomes. Students who engage on campus and work in professional‐track jobs typically have smoother college‐to‐career transitions. Beyond personal choices, I illustrate the role of universities as institutions in shaping access to optional activities outside the classroom that build career‐relevant cultural and social capital. Some students seeking college as a pathway to mobility were able to successfully leverage engagement on campus to obtain adequate employment through highly structured programs facilitated by institutional gatekeepers. However, institutional engagement was not enough to rectify pre‐college inequalities. My findings reinforce the importance of considering non coursework engagement as a critical lynchpin in the college‐to‐career transition.
... Many faculty have experimented with or fully incorporated experiential learning practices into the classroom (Bielefeldt et al., 2011;Huang et al., 2016) and some institutions have promoted the use of experiential learning principles or activities across their campuses (Morris, 2016). For example, experiential learning is closely aligned with High-Impact Practices (HIPs), a set of educational practices identified by Kuh (2008) as being particularly effective in promoting student learning and success (Kuh & O' Donnell, 2013). Many HIPs, such as service learning and study abroad, are grounded in experiential learning principles (Kuh, 2008). ...
... For example, experiential learning is closely aligned with High-Impact Practices (HIPs), a set of educational practices identified by Kuh (2008) as being particularly effective in promoting student learning and success (Kuh & O' Donnell, 2013). Many HIPs, such as service learning and study abroad, are grounded in experiential learning principles (Kuh, 2008). Kuh and colleagues have found that participation in HIPs is associated with higher levels of academic achievement, engagement, persistence, and completion, particularly for underserved students (Kuh et al., 2017). ...
... As an instructional methodology, experiential learning emphasizes students being active participants in their education through practical experiences (Wurdinger & Carlson, 2010). Rather than traditional classroom-constrained learning, experiential learning embraces opportunities on campus, through hands-on projects, within work-integrated programs, and in community contexts as valuable avenues for students to gain knowledge and skills (Beard & Wilson, 2013;Kuh, 2008). This method values learning that occurs by doing and experiencing, not just listening, or reading. ...
Experiential learning, which emphasizes gaining new skills, knowledge, and perspectives through experiences, has become one of the most influential models for transforming students’ learning and development in a variety of contexts from academic settings to workplace training programs. The current body of research on the assessment of experiential learning indicates both the limitations and the possibilities that exist to move beyond those limits. The purpose of this paper is to examine both the theoretical foundations of experiential learning, and the assessment of experiential learning based on the existing literature. We note that there seems to be little attention paid to how to align experiential learning with explicit student learning outcomes. It becomes essential for educators to reframe experiential learning to focus on student learning outcomes. Drawing on the relevant studies, we discuss potential strategies and approaches for future research and practice in assessing experiential learning.
... Active learning and inclusive pedagogies that value diversity and address systemic injustice have been shown to reduce equity gaps in student outcomes (Freeman et al., 2014;Kuh, 2008;Prince, 2004;Theobald et al., 2020). However, these practices remain relatively rare (Stains et al., 2018), perhaps in part because of structural obstacles to their implementation. ...
... Primary and secondary education have a long history of research on inclusive pedagogical practices or frameworks, including culturally responsive pedagogy (Gay, 2013(Gay, , 2018, culturally relevant pedagogy (Ladson-Billings, 1995, and culturally sustaining pedagogy (Paris, 2012). A similar body of research is growing at the college level, where courses and programs that explicitly value and attend to diversity appear to have cognitive and affective benefits for students (see Kuh, 2008, as well as meta-analyses by Bowman, 2010, andDenson et al., 2021). The importance of inclusive pedagogy is widely accepted, enough so that its use has been measured in some versions of the Faculty Survey of Student Engagement (FSSE), a large national survey of US college faculty, for over a decade. ...
A growing body of evidence shows that positive student outcomes are associated with racial/ethnic diversity among university STEM instructors. However, few studies to date have been able to provide direct causal evidence identifying the specific mechanism(s) hypothesized to drive the benefits of instructor racial/ethnic diversity. Leaving these mechanisms unexplained may lead both receptive and critical readers to infer that race or ethnicity are somehow “natural” categories that “cause” such outcomes. In this narrative review, we eschew such racial essentialism in favor of an understanding of race as socially constructed, and use an ecological systems perspective to examine how multiple mechanisms of systemic racism operate inside and outside classrooms across multiple levels of analysis. Understanding how these mechanisms relate to each other, and how multiple interconnected mechanisms may drive the benefits of instructor racial/ethnic diversity, could inform the design of policies and practices to disrupt racism and advance equity. By integrating several bodies of psychological and sociological research on systemic racism in STEM and in higher education more broadly, we outline a multi-path model to explain how and under what circumstances STEM instructor racial/ethnic diversity may have particular effects on student experiences or outcomes. We use this model to generate predictions and recommend how researchers could test these predictions in future studies.
... The first-year seminar, a course designed for students entering college, has been identified as a high-impact practice (Kuh, 2008). The first-year seminar course has been one of the primary ways colleges and universities have institutionalized support for students as they enter college. ...
... The first-year seminar is rightfully considered a high-impact practice (Kuh, 2008). Based on this narrative literature review of over 70 peer-reviewed journal articles, the data overwhelmingly showed that the first-year seminar course is connected to important student success outcomes such as academic performance, persistence, and graduation. ...
I conducted a narrative literature review on first-year seminars to provide practitioners and researchers with a current, comprehensive review of the research investigating the effectiveness of this widely used, high-impact practice so that they could use this information to improve the course at their institution. I searched for peer-reviewed research articles on the first-year seminar using six library databases and limited the search to 2014–2024. I discovered 424 articles using these search parameters. After applying inclusion and exclusion criteria, I determined 72 articles met the criteria and therefore included these articles in the review. There were a substantial number of research studies illustrating the positive impact of the first-year seminar on numerous success factors, including academic achievement, persistence, graduation, beliefs, and behaviors, but some studies failed to show positive findings associated with the course. Most researchers found similar outcomes for different types of first-year seminars, though some studies illustrated that academic-focused first-year seminars had more benefits. Research studies also explored implementation variables such as the number of credits, course topics, and teaching methods. A few studies highlighted how pairing the first-year seminar with other evidence-based practices can have promising results. Based on the findings, I share recommendations for practitioners and researchers.
... For example, a study by Tobin (2018) found that institutions implementing structured faculty mentorship programs reported a 24% increase in first-year retention rates, reinforcing the link between faculty involvement and student persistence. Another study by Kuh (2008) found that institutions implementing high-impact educational practices, such as faculty mentorship programs, reported significant improvements in student engagement and retention rates. ...
... Similarly, Kuh (2008) found that institutions implementing high-impact educational practices, such as faculty mentorship programs, reported significant improvements in student engagement and persistence. ...
Universal Design for Learning (UDL) is a framework aimed at enhancing learning experiences for diverse student populations by incorporating flexibility in instructional practices. The Strategic Universal Design for Learning Course Development Framework™ (S-UDLCD™),
Narinesingh Traffic Light Model™ and the S-UDLCD™ Framework for Student Success extend traditional UDL principles by integrating predictive analytics, real-time progress monitoring and institutional collaboration to drive student retention and success. This study examines the implementation of these models in K-12 and higher education institutions, particularly at Sunrise High School and Barry University. Empirical data, including
a statistically significant 56% increase in graduation rates (p < .01) at Sunrise High School and a 32% improvement in faculty-driven student success at Barry University, highlights measurable gains in student engagement, faculty training, and institutional support. Findings suggest that
data-informed intervention strategies embedded within faculty development and predictive analytics frameworks can significantly enhance student retention and institutional effectiveness. Comparative analysis with traditional UDL and MTSS/RTI models demonstrates the superior effectiveness of integrating predictive analytics, structured interventions and faculty engagement
strategies in student retention efforts.
© 2023 Terrence Narinesingh, Ph.D. All rights reserved.
... Several impacts related to participation in extracurricular learning are reported in the literature: enhancement of social and professional skills (e.g., Bohnert et al., 2007), sense of belonging (e.g., Buckley & Lee, 2021), improved well-being (e.g., Busseri et al., 2011), academic gains (e.g., Stuart et al., 2011), competence and skills development (e.g., Jackson & Bridgstock, 2021), confidence building (e.g., Kanar & Bouckenooghe, 2021), and improvement of employability (e.g., Clark et al., 2015;Winstone et al., 2022). More specifically, the following considerations have been identified as benefits and impacts of extracurricular learning on students, including Indigenous students (Johnson et al., 2020;King et al., 2021;Kuh, 2008;Sweat et al., 2013): reducing stress through finding friends and community; finding a space for self-care; developing a sense of belonging; helping students enjoy their studies and persist to graduation; development of skills (technical and professional) transferable to professional life after graduation; development of networks and relationships with peers, professors, and working professionals; development of professional advising and mentoring networks; enhancement of university courses and curriculum by incorporating Indigenous knowledges and skills into courses and curriculum; and giving visibility and presence to Indigenous cultures and science in the university and local communities. All these considerations support student retention and success. ...
... Our experiences conducting extracurricular workshops and internships support the benefits and challenges reported in the literature (Johnson et al., 2020;King et al., 2021;Kuh, 2008;Sweat et al., 2013). Their role and benefits are particularly important for students aiming to develop careers as tribal liaisons. ...
Indigenous stewardship practices, deeply rooted in traditional values and knowledge, often differ from non‐Indigenous management approaches. Bridging these differing practices and approaches requires professionals trained in both Indigenous and non‐Indigenous cultures, knowledge, and practices. The Environmental Stewardship of Indigenous Lands (ESIL) certificate at the University of Colorado Denver aims to prepare students for such roles, particularly as tribal liaisons, who facilitate government‐to‐government relationships and consultations. In particular, the ESIL certificate combines academic coursework with workshops and internships that provide knowledge and skills critical for effective liaison work, such as understanding tribal governance, communication, conflict resolution, and traditional ecological knowledge (TEK). The motivation for this work is that the preparation of tribal liaisons in higher education institutions faces several challenges such as rigid disciplinary curricula and insufficient access to culturally relevant immersive experiences in Indigenous communities and organizations. ESIL addresses these challenges through its workshops and internships, which complement traditional coursework by providing culturally relevant learning opportunities. Workshops cover topics like tribal law, TEK, and Indigeneity, while internships offer hands‐on experiences that bridge academic learning with real‐world contexts and applications. This paper presents the experiences in creating and operating workshops and internships as part of the ESIL certificate program. Workshops and internships were created following the theory of culturally relevant pedagogy, and student feedback was collected following the Indigenous evaluation framework. Student feedback indicates that these activities complement students' education and training to become effective tribal liaisons by enhancing their wayfinding, knowledge acquisition, perspective taking, and engagement with Indigenous cultures, knowledge, and practice. The ESIL program's approach underscores the importance of culturally tailored education and strong partnerships with Indigenous professionals and communities to prepare the next generation of tribal liaisons.
... To facilitate this integration, an ad-hoc committee was established to identify qualifying co-curricular activities, their associated competencies, and how they could be assessed. Research supports the value of capturing learning from diverse settings, enhancing students' lifelong learning portfolios, and helping them present their knowledge, skills, and abilities to stakeholders (Abras et al., 2023;Archer, 2017;Elias and Drea, 2013;Kuh, 2008Kuh, , 2013Kolb, 1984;Kolb et al., 2001). The Co-Curricular Learning and Assessment document outlines strategies for aligning activities with specific learning outcomes and evaluating them through high-impact practices (Kuh, 2008(Kuh, , 2013, which support student engagement, learning, and success. ...
... Research supports the value of capturing learning from diverse settings, enhancing students' lifelong learning portfolios, and helping them present their knowledge, skills, and abilities to stakeholders (Abras et al., 2023;Archer, 2017;Elias and Drea, 2013;Kuh, 2008Kuh, , 2013Kolb, 1984;Kolb et al., 2001). The Co-Curricular Learning and Assessment document outlines strategies for aligning activities with specific learning outcomes and evaluating them through high-impact practices (Kuh, 2008(Kuh, , 2013, which support student engagement, learning, and success. ...
The OPTIONS program employs an innovative approach to integrating career readiness into the foundation of biomedical doctoral education. Designed to address the growing need for diverse career pathways beyond academic roles, this three-phase program provides structured opportunities for PhD students to explore career interests, develop transferable skills, and participate in experiential learning opportunities prior to graduating. Over the past 6 years, the program has experienced substantial growth, currently supporting over 300 doctoral students and with ~50 alumni who have transitioned into careers across academia, industry, government, and other sectors. Preliminary findings suggest that participating in the OPTIONS program improves students’ ability to articulate how their graduate training translates to career opportunities and enhances their awareness of actionable steps to develop career-related skills. By embedding career development into doctoral education and addressing evolving workforce demands, OPTIONS represents a scalable model for equipping graduates to thrive in today’s dynamic and multidisciplinary professional landscape.
... Selain itu, kajian yang dilakukan oleh Kuh (2008), Pascarella, dan Terenzini (2005 menunjukkan bahwa partisipasi dalam kegiatan kampus tidak hanya meningkatkan kemampuan komunikasi, tetapi juga mengasah soft skills lain seperti kepemimpinan dan kerja sama tim. Studi oleh Sari et al. (2022) menekankan bahwa lingkungan organisasi yang mendukung interaksi sosial dapat mempercepat perkembangan keterampilan public speaking, yang pada akhirnya meningkatkan kepercayaan diri mahasiswa dalam menghadapi berbagai situasi di dunia profesional. ...
Penelitian ini bertujuan untuk mengetahui pengaruh keaktifan berorganisasi terhadap kemampuan public speaking mahasiswa. Penelitian dilakukan pada mahasiswa Fakultas Ilmu Sosial dan Ilmu Politik (FISIP) Universitas Tanjungpura (UNTAN) dengan pendekatan kuantitatif dan metode survei. Pengambilan sampel menggunakan jenis non-probability dengan teknik accidental sampling, di mana kuesioner dibagikan kepada 170 responden melalui WhatsApp oleh masing-masing ketua Himpunan Mahasiswa. Analisis data dilakukan menggunakan regresi linier sederhana dengan bantuan SPSS 27. Hasil penelitian menunjukkan bahwa keaktifan berorganisasi berpengaruh positif dan signifikan terhadap kemampuan public speaking mahasiswa FISIP UNTAN, yang dibuktikan dengan nilai signifikansi 0,00 < 0,05 dan nilai t-hitung 9,515 > t-tabel 1,974. Selain itu, variabel keaktifan berorganisasi memberikan kontribusi sebesar 35% terhadap peningkatan kemampuan public speaking, sedangkan 65% dipengaruhi oleh variabel lain yang tidak diteliti dalam penelitian ini. Secara keseluruhan, hasil analisis mendukung hipotesis yang diajukan.
... Students are required to form project teams, independently complete project planning, implementation, and evaluation under the guidance of teachers. In the process of project implementation, students can not only apply the knowledge they have learned but also cultivate their teamwork ability, communication ability, and problem -solving ability [12]. ...
This paper delves into the curriculum reform of "Road and Bridge Construction Technology" under the guidance of the Outcome - Based Education (OBE) concept. It comprehensively analyzes the current situation and existing problems of the course, elaborates on the specific reform strategies from multiple aspects such as curriculum objectives, teaching content, teaching methods, and assessment methods. The aim is to enhance the teaching quality of the course and cultivate high - quality road and bridge engineering professionals who can meet the demands of the industry. Through this research, it is expected to provide valuable references for the innovation and development of relevant courses in the field of road and bridge engineering education.
... The moderate strength of the correlation, while statistically significant, suggests that peer support is one of several factors influencing adjustment, and other variables such as institutional support, family involvement, and individual coping mechanisms might play a role. Furthermore, the sample size (137 students) and the focus on a single university limit the generalizability of the findings to other settings or regions (Kuh, 2016). ...
p>This research aims to determine the existence of a relationship between peer social support and adaptation among students with disabilities at Sebelas Maret University. The subjects of this study were 30 students with disabilities at Sebelas Maret University. The sampling technique used total sampling. This study employed peer social support and adaptation scales for data collection. Data analysis utilized Pearson Product Moment correlation. The results showed a correlation coefficient of 0.587 with p = 0.001 (p < 0.05), indicating a positive and significant relationship between peer social support and adaptation among students with disabilities at Sebelas Maret University, Surakarta.</p
... Undergraduate Research experiences (URE) are widely practiced across most universities to foster research attitudes, aspirations, and diverse work skills. As we discuss the work skills specifically in a research environment, the normally practiced methods include employing undergraduate (UG) in faculty research, and evolving outcomes such as critical thinking and efficacy (Kilgo et al., 2015;Kuh, 2008). UREs persuade UG learners to acquire knowledge in the research process, perform literature reviews, and be involved in the analytical and interpretation of data. ...
Chapter 5, titled “RCT in Undergraduate Research Experience Environment,” examines the evolution and impact of undergraduate research experiences (UREs) in fostering research-driven cognitive behaviors. Once primarily the domain of graduate studies, research experiences are increasingly incorporated into undergraduate education, providing students with valuable opportunities to enhance critical thinking, problem-solving, and employability skills.
The chapter explores the contribution of UREs, including course-based undergraduate research experiences (CUREs), to the development of essential cognitive skills such as analytical thinking, teamwork, and lifelong learning. It highlights the role of research-based learning (RBL) in shaping student behavior and the importance of a dynamic learning environment in nurturing these skills.
Drawing on a range of studies, the chapter emphasizes the benefits of early exposure to research activities and the significant influence of faculty mentorship in developing research self-efficacy and professional growth. It also addresses the challenges faced by faculty in engaging students in research and the strategies employed to overcome these challenges.
Additionally, the chapter provides a detailed analysis of the CURE model, including its adaptation in university settings and its effectiveness in enhancing work readiness and scientific thinking. Through case studies and empirical evidence, it illustrates how CUREs contribute to cognitive, psychosocial, and behavioral outcomes, aligning with Research Cognitive Theory (RCT). The chapter concludes by discussing the application of CUREs in research internship programs, emphasizing their role in preparing undergraduate students for the demands of the modern workforce.
... While the COVID-19 pandemic certainly caused an increase in demand in the form of daily stressors and hassles, students concurrently experienced a significant decrease in resources. Many resources that promote academic engagement, including close faculty contact, frequent performance feedback, and hands-on learning experiences (Kuh, 2008), may have been taken away with the move to online learning. The institution examined in the present study moved completely online in March of 2020 and returned to in-person learningwith restrictions such as masking requirements, socially distanced classrooms, and limited use of physical classroom materials-in the Fall of 2020. ...
This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( n = 120), high-achieving non-honors ( n = 180), and typical ( n = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive perfectionists; high-achieving non-honors students mostly as maladaptive or non-perfectionists; and the majority of typical students as non-perfectionists. In addition, analyses revealed significant differences in academic burnout by perfectionism type, with adaptive perfectionists exhibiting higher levels of burnout than either maladaptive or non-perfectionists. Further investigation into this phenomenon, perhaps examining the effects of the COVID-19 pandemic on student demands and resources, is needed. Significant implications for leaders in higher education are discussed, such as suggestions for the implementation of interventions focused on increasing student resources and reducing perfectionistic concerns.
... Likewise, a study by Fredricks et al. (2004) found the students mostly not engaging in class resulted their academic performance low resulting lower motivation. In above context of graduate education and institutions they are found to be less likely to be participated for growth and development of upcoming leaders, by compromising the intellectual features and growth of the students (Kuh, 2008). Academic performance only does not compute a person's achievement also evaluate institutions growth. ...
Purpose: The study aims to investigate the relationship between leadership style and academic performance with the mediating effect of class engagement. Methods: Stratified sampling technique was used, targeting 253 graduates’ management students of Butwal out of total population 625.Data was analyzed using a seven-point Likert scale in a questionnaire. Similarly, a descriptive and causal comparative study design was employed, along with a wide range of statistical measures, such as mean, standard deviation, correlation, and regression, which are selected for reliable data analysis using IBM SPSS Statistics version 20 and Smart PLS student version.Results: The results reveal that there is positive and significant effect of charismatic and emotional leadership on academic performance with the mediating effect of class engagement. Likewise, transformational leadership does not show any effect on academic performance. Conclusion: The research concludes that the emotional leadership is most influencing determinants of academic performance of Professor. So, the colleges and universities should prefer the emotional leadership of the professor to enhance the academic performance.
... We have learned that engaging students in meaningful experiences in the community has many benefits, including the fact that this high-impact practice enhances student learning (Moore, 2023;Kuh, 2008)). Research on the impact of students engaging in the community through service-learning courses, also known as community-based learning, includes a better understanding of course content (Strage, 2000;Wurr, 2002), enhanced critical thinking (Eyler & Giles, 1999), the development of leadership skills, and better communication skills ( Astin & Sax, 1998), students' personal and civic identities (Eyler et al., 2001), an increased likelihood of completing college (Lockman & Pelco, 2013) and cultural awareness (Bloom, 2008;Borden, 2007) to name a few of the benefits. ...
Community engagement has seen many changes over the years as scholars studied the field and learned more about its application as a methodology for teaching and learning, as well as conducting research. Henry R. Cunningham, the 2023 Barbara A. Holland Scholar-Administrator Award recipient, discusses some of the evolution in community engagement and identified community impact as an area of great importance to change the public’s negative perception of higher education. The transformation led to the institutionalization of community engagement on campuses where it is integrated into the fabric of the institution. Numerous studies conducted show the benefit to students when they are engaged in the community, and the enhancement to teaching and learning with policies and practices such as faculty professional development to enhance this work. However, we need to look closer at the impact community engagement is having on communities with which we are collaborating and at how this work is helping to improve communities. Demonstrating that higher education is changing communities and improving the lives of individuals through educational attainment, economic development, and healthier communities, as well as in other areas, can change the negative public perception of higher education.
... Competence. COIL VE claims to cultivate Intercultural Knowledge and Competence by virtue of its methodology and learning by doing, or experiential learning, which is referred to as a high-impact practice (Kuh, 2008 (Bennett, 2008, p. 97 (Banta et al., 2015, p. 66). As students experience more virtual interactions with their international peers during COIL VE, they hypothetically start to foster the six domains of KSAs associated with Intercultural Knowledge and ...
This mixed methods study examined the development of Intercultural Knowledge and Competence (IKC) among American undergraduate students in various disciplinary courses using the Collaborative Online International Learning (COIL) Virtual Exchange (VE) model in institutions of higher education in the U.S. in 2022. There is a gap in the literature and a need for knowledge to properly assess students' growth in IKC after a COIL VE intervention. This research investigated the impact of COIL on Intercultural Knowledge and Competence learning outcomes after students were administered the Purdue Attitudes, Skills and Knowledge Short Scale Two (ASKS2 ) Intercultural Knowledge and Competence surveys, "In Retrospect" or after students' first interaction with international peers, and "After the Experience" or post-COIL. After performing paired samples t-tests, the researcher concluded there was no statistically significant difference in students' perceived intercultural knowledge, skills, and attitudes as per the ASKS2 survey. Further, an Exploratory Factor Analysis suggested that the survey data fit a different set of factors than the three scales measured in the ASKS2 survey. The factors were concluded to be Cultural Sensitivity, Cultural Awareness, and Communication. Data collected from semi-structured, open-ended interviews with five COIL instructors demonstrated that reflective discussions, active involvement and modeling of interaction, and chunking content related to some small Intercultural Knowledge and Competence gains from students' collaboration with international peers. While analyses of the in retrospect/post-ASKS2 survey did not result in statistically significant changes in intercultural knowledge and competence as a result of the COIL intervention, the researcher concluded the constructs measured in the ASKS2 survey were not unique to Intercultural Knowledge and Competence learning outcomes in COIL VE. Further research requires a COIL-specific rubric and survey that include the new constructs resulting from this study's exploratory factor analysis.
... Educational institutions are increasingly adopting technology to enhance various dimensions of the learning experience, including academic advising (Kalsbeek, 2006). Academic advising serves a critical function in supporting students throughout their educational trajectory, providing essential guidance and resources to navigate the complexities of academic requirements and career aspirations (Kuh, 2008). ...
The Web-Based Student Academic Advising System was developed to address the limitations inherent in traditional academic advising methods, which often rely on manual processes that are both time-intensive and difficult to scale to accommodate large student populations. The primary aim of this project is to establish a comprehensive, user-friendly platform that facilitates appointment scheduling between students and advisors, enables the provision of academic guidance, and disseminates pertinent institutional announcements. In addition, the platform empowers academic advisors to monitor and evaluate student performance through datadriven insights, thereby enabling the delivery of personalized academic counsel. The system also incorporates essential functionalities for managing academic records and offering course recommendations, critical components for optimizing student academic pathways. The design and development of the system adhere to the Object-Oriented Analysis and Design Methodology (OOADM), which emphasizes modularity, scalability, and maintainability, ensuring that the architecture of the system is both robust and adaptable to future needs. The key technologies employed in the system’s development include React.js and Tailwind CSS for front-end design, coupled with Node.js and Firebase for back-end services, thereby ensuring a responsive, reliable, and efficient user experience. This system’s implementation serves to underscore the potential for enhancing student engagement and fostering academic success. By integrating contemporary web technologies, it ensures operational efficiency, scalability, and an enhanced user-centered experience, which collectively contribute to the advancement of academic advising practices within higher educational institutions.
... Astin (1999) also explained that active participation in university activities enhances the development of leadership skills and critical thinking, which, in turn, reflects positively on academic and professional success. Additionally, Kuh (2008) indicated that the learning experience in university influences students' readiness for professional life by equipping them with the competencies required in the 21st century, such as communication and teamwork skills. Accordingly, the university stage is not limited to academic achievement alone but also extends to personality development, fostering independence, and enhancing decision-making abilities, making it a crucial phase in shaping individuals' futures. ...
The research aimed to explore the relationship between deep learning and positive academic emotions, academic self-efficacy, and metacognitive awareness; additionally, it examined potential gender differences. It also sought to investigate the mediating role of positive academic emotions and academic self-efficacy in the relationship between metacognitive awareness and deep learning among 430 students (both male and female) at Kafrelsheikh University, with an average age of 22.55 and a standard deviation of 3.48. Valid and reliable scales were used to measure key variables, and data analysis included calculating means, standard deviations, Pearson’s correlation, t-tests, and using the macro-Process v4.2 by Andrew Hayes in SPSS.
The results revealed a positive relationship between deep learning and each of the three variables: positive academic emotions (r =.851, p < 0.01), academic self-efficacy (r =.750, p < 0.01), and metacognitive awareness (r =.818, p < 0.01). No significant gender differences were found. A strong linear relationship was identified between metacognitive awareness and positive academic emotions (R² = 0.643) and academic self-efficacy (R² = 0.666), showing that metacognitive awareness explains 64.35% and 66.60% of the variance in these two variables, respectively, with strong statistical significance (p = 0.000).
Metacognitive awareness (coefficient = 0.396, p = 0.000) significantly affected deep learning, with positive academic emotions (coefficient = 0.726, p = 0.000) having a greater effect. Academic self-efficacy (coefficient = 0.255, p = 0.000) also contributed positively. These results confirm the mediating role of positive academic emotions and academic self-efficacy in the relationship between metacognitive awareness and deep learning.
... Undergraduate Research experiences (URE) are widely practiced across most universities to foster research attitudes, aspirations, and diverse work skills. As we discuss the work skills specifically in a research environment, the normally practiced methods include employing undergraduate (UG) in faculty research, and evolving outcomes such as critical thinking and efficacy (Kilgo et al., 2015;Kuh, 2008). UREs persuade UG learners to acquire knowledge in the research process, perform literature reviews, and be involved in the analytical and interpretation of data. ...
This book, Teaching and Learning with Research Cognitive Theory, serves as a comprehensive guide for educators, policymakers, and researchers dedicated to transforming educational practices through research-driven methodologies. Rooted in the foundational principles of Research Cognitive Theory (RCT), it bridges theoretical insights with practical applications, offering a cohesive framework to enhance teaching, learning, and professional development across all educational levels. By fostering a culture of inquiry and emphasizing evidence-based strategies, the book aspires to empower educators to cultivate research-driven environments, guide policymakers in crafting impactful educational frameworks, and inspire researchers to explore innovative intersections of pedagogy and cognitive development. The chapters collectively illuminate the pivotal role of research in reshaping educational experiences. The first chapter introduces the theoretical underpinnings of RCT, establishing its relevance in fostering independent, inquiry-based learning across various educational contexts. Chapters two and three delve into its application in primary and middle school settings, presenting actionable strategies like problem-based and project-based learning that engage younger learners in curiosity-driven exploration. These chapters underscore how RCT aligns with age-specific cognitive needs, laying a robust foundation for lifelong research skills.
The subsequent chapters transition into higher educational contexts. Chapter four emphasizes the transformative potential of multidisciplinary research experiences for high school students, illustrating how RCT enables learners to navigate complex, real-world challenges. Chapter five extends this exploration to undergraduate research, detailing how structured frameworks like CUREs (Course-based Undergraduate Research Experiences) foster critical thinking, collaboration, and research proficiency in future professionals. Both chapters highlight the symbiotic relationship between dynamic research environments and cognitive development, positioning RCT as a cornerstone for academic and career success. The final chapter focuses on educators themselves, exploring how research can transform teacher education and professional development. It presents practical strategies for integrating RCT into teacher training programs and classroom practices, emphasizing the reciprocal influence between teacher competencies and student learning behaviors. This chapter also addresses the vital role of schools and policymakers in fostering research-centric cultures, ensuring that teachers are equipped to inspire inquiry and innovation in their students.
Together, these chapters form a coherent narrative that links theoretical foundations with real-world applications, demonstrating how RCT can revolutionize teaching and learning. Whether read as a guide for implementing research-driven pedagogies, a policy framework for educational reform, or a springboard for academic inquiry, this book offers a unifying vision of education as a dynamic, research-empowered endeavor. Through its comprehensive insights, it invites educators, policymakers, and researchers alike to collaboratively advance the frontiers of education, ensuring that learners and teachers are prepared for the complexities of the 21st century and beyond.
... Al respecto, Kuh (2008) plantea que ciertas prácticas educativas, que denomina de "alto impacto", tienen lugar en diversos territorios educativos, permiten que los estudiantes realicen sus propios descubrimientos y conexiones, lidien con problemas desafiantes del mundo real y puedan abordar problemas complejos (Kinzie, 2012). Son estos contextos, poco investigados hasta el momento, los que Ladino et al. (2016) formulan como espacios de aprendizaje que pueden hacer que el compromiso académico del estudiante cambie en función del territorio con el cual se relacione. ...
El estudio que presentamos se desarrolló en dos etapas; en la primera buscó explotar la multiplicidad de experiencias expandidas que los estudiantes del Profesorado y Licenciatura en Educación Inicial tienen a lo largo de sus procesos formativos y, en la segunda, describir algunos de los territorios educativos más mencionados por ellos —la clase universitaria, las prácticas profesionales y las prácticas sociocomunitarias— para conocer sus percepciones acerca de cómo promueven el compromiso académico. Se utilizó un diseño cuantitativo, integrado por una muestra total de 120 futuros formadores de la Universidad Nacional de Río Cuarto, quienes accedieron a completar dos instrumentos, un cuestionario ad hoc y otro estandarizado. Los resultados muestran que cada territorio promueve diversas dimensiones del compromiso académico y se complementan.
... C ommunity-based research (CBR) is gaining recognition as a high impact practice at colleges and universities across the country (Kuh, 2008;Strand et al., 2003;Weinberg, 2003). CBR provides a unique opportunity to unite the three traditional academic missions of teaching, scholarship, and service, as well as develop students' skills for both critical thinking and active citizenship. ...
As community-based research (CBR) is gaining recognition as a high-impact practice at colleges and universities across the country, it is increasingly important to develop a repertoire of best practices. This paper describes a CBR project to estimate the incomes various families in a local community would need to earn in order to satisfy their basic needs without relying on government assistance. Strengths and shortcomings of the project are evaluated based on two standards of best practice in CBR, one that focuses primarily on process and one that focuses primarily on results. The paper concludes with next steps and several lessons learned that are broadly applicable to the field of CBR. Special attention is given to lessons that can help align and unite best practices for process and results.
... FYP can significantly enhance a student's portfolio or resume by highlighting their communication skills and talents, which are critical for success in any area. Students who participate in FYPs receive experience and skills that provide them a competitive edge in the job market and increase their employability [5]. As a result, FYP gives students the chance to show potential employers or academic institutions their abilities, creativity, and talent [6]. ...
Final Year Projects (FYP) are essential for students to acquire during their final year to solve projects similar to real-world problems. However, situations such as poor communication, trouble monitoring progress, and a lack of consolidated documentation and evaluations are common problems between students and supervisors. Therefore, this study proposes to design and deploy an integrated platform for UniKL MIIT to manage the student's final year project. The system would streamline the coordination between supervisors and FYP coordinators in supervising, monitoring, and evaluating the student’s progress tracking through Web technologies. Therefore, the proposed approach demonstrates a better process flow experience that could benefit all the stakeholders, such as supervisors, FYP coordinators and students.
... For many institutions, it is an opportunity to better educate students through experiential learning activities, whereby students actively apply concepts to real-world situations (Gamboa et al., 2023). Such experiences benefit students both academically and socially by delivering enhanced learning (Gamboa et al., 2023;Kuh, 2008;Moore, 2023), increasing their likelihood of completing college (Lockman & Pelco, 2013), and fostering an elevated sense of social responsibility (Eyler et al., 2001;Jacoby, 2015), among other benefits. Ehlenz (2019) argued that universities are now actively engaging with their neighborhoods through place-based research, community outreach and engagement, and CBL courses. ...
Sustainable planning is a vital tool for municipalities seeking to promote equitable economic and environmental development within their communities. Successful implementation of sustainability initiatives involves many factors, ranging from engaging stakeholders for input to combining and leveraging existing resources from both community and institutional stakeholder groups. This study illustrates how collaborative partnerships formed through community-university relationships can facilitate community-based learning and community-engaged scholarship initiatives centered on sustainable planning. Using the example of a student-led tree audit in a partner community, the study demonstrates how community-based learning and community-engaged scholarship principles may be applied to achieve municipal sustainability goals. The study outlines how community-based learning agendas formed through community-institution collaborative partnerships can generate actionable insights for communities pursuing sustainability initiatives.
... Given the stress associated with the college STEM experience, the increasing rates of depression among college students, and the importance of undergraduate research as a high-impact practice (Kuh, 2008), the last few years have seen several studies of depression among undergraduate researchers. An initial study utilized 35 in-depth interviews with life sciences undergraduate researchers who had depression (Cooper, Gin & Barnes et al., 2020;. ...
For women and transgender/gender nonconforming students, experiencing depression reduced their personal and skills gains from undergraduate research, but higher quality mentoring attenuated that negative effect for personal gains. For men, depression was not significantly associated with their gains from undergraduate research.
... Nationwide, undergraduate research and scholarship is recognized as a high impact practice that increases student engagement and success. 9 In addition, undergraduate research has been shown to provide the skills employers are looking for: Communication, teamwork, analytical reasoning, and applying knowledge to real-world settings. 10,11 The traditional model for involving undergraduates in research is an apprenticeship model with either one-on-one interaction between a mentor and student or mentorship of a team. ...
This descriptive study ‘Risks and Safeguards in Using Generative Artificial Intelligence: A Basis for Ethical Guidelines’ explored the common generative AI tools used, the uses of these tools in language learning, the risks encountered by English language learners, and the safeguards they employed as bases in developing ethical guidelines in the use of generative artificial intelligence. Data were collected through interviews and focus group discussions. Fifteen English language learners from the five purposively selected higher education institutions in Bohol, Philippines participated in the study. Employing reflexive thematic analysis (Braun & Clarke), the findings revealed that the GenAI tools used by the learners were ChatGPT, Gemini, Perplexity, Cici, Copilot, Gamma AI, and DeepAI. They used these tools for language learning development, academic writing and research, lesson preparation and study, and creative material development. The identified risks of using GenAI included academic integrity threats, ethical issues, detriments to learning skills development, information quality and reliability concerns, and personal and social implications. To address these risks, they strongly suggested the teachers’ use of proactive pedagogy and assessments and that schools provide the necessary institutional and education support for responsible and effective AI use. They also employed critical and responsible use of GenAI, transparency of AI Use and adherence toAI ethicsfor academic integrity careful adherence toAI ethics for academic integrity. They also conducted AI detection test for output verification. Based on the findings, it was concluded that the GenAI promised a transformative potential in redefining the traditional English language education. However, the risks in using AI were alarming as the learners had grown dependent on AI that posed a pressing concern of trading human connection for technological expediency. The researcher recommended that schools must develop and implement comprehensive AI literacy programs and AI utilization framework with ethical guidelines to sustain conscious efforts to leverage AI in English language education without compromising academic integrity and human connection.
This article presents an innovative experiential learning exercise designed to engage undergraduate students in the complex challenges of sustainable fashion. The exercise employs a role-playing simulation that immerses students in stakeholder negotiations, fostering a deep understanding of the multifaceted issues surrounding sustainability in the fashion industry. Grounded in stakeholder theory and environmental ethics and aligned with the Principles for Responsible Management Education (PRME) i5 Playbook, the activity encourages students to explore the tensions between economic growth, environmental protection, and social equity. Participants assume roles representing key stakeholders, and through structured rounds of position development, policy negotiation, and evaluation, students grapple with real-world challenges that help develop critical thinking skills, enhance their understanding of stakeholder management, and gain practical experience in collaborative problem-solving. This exercise contributes to management education by offering a hands-on approach to teaching sustainability concepts, preparing future business leaders to navigate the complexities of implementing sustainable practices in a global industry.
The IRS Volunteer Income Tax Assistance (VITA) program offers free tax preparation services to eligible individuals and practical experience for accounting students. While beneficial, sustaining it within higher education faces challenges. Prior research on VITA has largely centered on student experiences; this study expands the scope by gathering insights from VITA site partners, coordinators, and experienced reviewers. It identifies the critical challenges such as a shortage of qualified volunteers, inadequate training, deficient computer skills among volunteers, scheduling conflicts, funding limitations, and suboptimal work environments. It highlights the program’s advantages and difficulties, providing insights for improving tax policy and accounting education.
Engaging students in learning activities is the main responsibility of teacher. The responsibility becomes more challenging when we approach the teaching and learning process through an online platform. Students at all levels, from elementary schools to graduate need to have some specific engagement arrangements in virtual or online platform for their smooth learning. Student engagement and their active attention in learning is extremely vital for attaining desirable learning outcomes. Studies about attention shows that human attention span is 8 seconds only and this human attention span increases significantly to 120 seconds when watching a video. As our educational practices is moving towards the rapid use of digital devices and digital platform, understanding about the student learning engagement in digital platforms becomes crucial. However research in this important condition of teaching learning process is limited. The objectives of the study is to assess different dimensions, factors and strategies for improving student learning engagement in digital platforms. Through a systematic search approach 40 research publications from both India and abroad have been thoroughly examined and assessed. The findings of study suggest that, student learning engagement is a multi-dimensional (behavioral, emotional and cognitive) process which is influenced by a complex interplay of internal and external factors. Other essential findings and recommendations for better student learning engagement in digital platform are subsequently provided.
Este artículo examina la contribución académica de los programas de maestría y doctorado ofrecidos por la Universidad Tecnológica del Chocó “Diego Luis Córdoba” durante el periodo 2009–2024, abordando la problemática de la escasa visibilidad científica y la limitada cultura de publicación en la región. La relevancia del tema se fundamenta en que estos programas son un pilar para el desarrollo local, ya que fortalecen la formación avanzada y la investigación en contextos de recursos limitados, donde la capacitación y el estímulo para la generación de conocimiento son cruciales (Mertens, 2019; Rossi, Lipsey, & Henry, 2019). Se realizó una revisión exhaustiva de antecedentes y se adoptó un enfoque metodológico mixto, combinando análisis bibliométrico con encuestas y entrevistas, apoyados en herramientas como VOSviewer, para mapear coocurrencias temáticas (Yin, 2018; Denzin & Lincoln, 2018). Los resultados evidencian un crecimiento moderado en la producción científica, revelando brechas en incentivos y colaboración interinstitucional. Se proponen estrategias de mejora orientadas a optimizar la cultura investigativa y el impacto de las publicaciones.
Purpose
The intersection of student leadership in first-year seminars (FYS) is not well studied. Outcomes for student leaders (peer mentors) in undergraduate FYS merit study as to what benefits occur and how they accrue.
Design/methodology/approach
A mixed-methods approach included analysis of focus group data for the qualitative component using a grounded theory approach. The quantitative component used a quasi-experimental approach to measure outcomes.
Findings
Student leaders obtained better quantitative outcomes than non-leaders who were matched on background characteristics. Qualitatively, student leaders gained professional skills and became better learners. Frequent repetition of leadership activities fostered gains.
Practical implications
Research should examine the mechanisms by which leadership impacts occur to inform practice. Students may struggle to articulate how leadership affects them, and leadership educators can help students surface and process impacts.
Originality/value
FYS tend to focus on participant outcomes, not student leaders. Also, student leaders are a self-selected group of better-performing students compared to non-leaders. This study adds to a less well-studied student leader group and employed a strategy to take self-selection bias into account.
The National Advisor/Academic Athletic Journal was published by the National Association of Academic and Student-Athlete Development Professionals (N4A) from the early 1980s to 2006. Scholarship in the student-athlete services field was “lost” because it was only available in print to members. Much of this literature has been unread and uncited. Thirty-one issues published from 1985 to 2006 were collected and digitized to preserve and share in an open-access repository. A content analysis was conducted on 168 items over 22 years to understand the topics and trends in this missing literature, the foundation for the field of student-athlete services. The journal published 99 empirical articles and 69 gray literature items in this time frame. Sharing these articles allows 241 unique authors to receive credit for their work in future research. Findings show many current issues affecting college athletes and student-athlete services professionals were prevalent in the journal’s issues. Implications for policy and suggestions for future research were presented.
This study delves into disparities in undergraduate research participation among Black/African American and Hispanic/Latinx students using large-scale, multi-institutional data. The study’s focus is guided by Intersectionality Theory and Quantitative Critical Theory, examining how race, social identities, academic majors, and institutional characteristics intersect for racially minoritized students in their engagement with undergraduate research. Additionally, the study explores how culturally engaging environments, such as Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs), play a role in the participation of historically underserved student populations in undergraduate research. The findings reveal significant disparities, indicating lower undergraduate research participation rates for first-generation Black/African and Hispanic/Latinx students. Notably, the findings suggest that enrolling at an HBCU is strongly associated with higher undergraduate research participation among Black/African and Hispanic/Latinx students. Specifically, enrolling at an HBCU appears to be correlated with reducing the effects of all other factors except enrollment in STEM majors. Conversely, enrolling at HSIs negatively correlates with participation for both Black/African American and Hispanic/Latinx students. The study underscores the critical need to address disparities in undergraduate research participation, providing insights into institutions striving to create equitable opportunities, especially for students from minoritized backgrounds.
This study contributes to research on the salient mentoring practices of faculty who work with undergraduate researchers. More particularly, this paper addresses the strategies faculty mentors use when working with the most novice undergraduate researchers, i.e., students in their first- or second-year of baccalaureate studies and transfer students with no prior research experience. In-depth interviews were conducted with 11 faculty mentors in biological sciences, health studies, humanities, physical sciences, and social sciences. A content analysis of the transcribed interviews revealed 4 practices used by faculty who mentor novice researchers: (1) they recognized the unique rewards of working with beginning researchers; (2) they maintained a highly flexible stance in adapting to students’ abilities and goals; (3) they embraced and reframed moments of failure as essential elements of the learning and research process; and (4) they continually reflected on their practices as mentors. These findings can inform discussions about best practices in mentoring undergraduate researchers and the development of programs that engage beginning students in undergraduate research.
As we approach the deadline of the Sustainable Development Goals (SDGs) (2030), using the benefits of technology becomes more crucial in accomplishing some of the SDGs in an efficient and collaborative way in this interconnected age. When the Collaborative Online International Learning (COIL) partnerships, a form of virtual exchange, are developed with the countries that are struggling for basic human rights, such as gender equity and education, it raises awareness and encourages people to take action toward a more sustainable world. Using evidence from the literature and semi structured interviews with Afghan students who have participated in various virtual exchange projects with universities in the US, this chapter illustrates how COIL projects have the potential to contribute to the implementation of Sustainable Development Goals, specifically the SDG 4. The data from the interviews with both the Afghanistan and US based COIL participants include commentary on some SDG 4 targets such as educational access, global citizenship, appreciation of cultural diversity and gender equality. Listening to the voices of the community members about the challenges and recommendations for the future implications of COIL projects identified opportunities to develop stronger online collaboration to accomplish SDG 4 targets through COIL.
Geoscience education is rooted in experiential, field-based learning. In Canada, such experiences occur on the traditional lands of Indigenous peoples and often on land owned or managed by other parties. Inclusion of Indigenous voices, Knowledges and perspectives is critical to reconciliation and appropriate place-based education. Likewise, including knowledge and experiences of other local non-Indigenous communities can help contextualize field learning. We implemented such community-engaged learning practices in a senior undergraduate Geographical Sciences field course on Syilx lands near Oliver, BC in an effort to strengthen relationships with and honor the rights, knowledge, culture and history of the host First Nation; and to collaborate with other local land-owners and -managers in order to help students develop an understanding of the place, grounded in landscape history, local Knowledges and peoples. We used focus group discussions during field course, follow up conversations, and feedback in an anonymous post-course survey to evaluate the impact of these efforts, and to provide feedback to the community partners. This paper discusses these outcomes and provides some insights for other field courses.
This study examines the relationships between student engagement, college GPA, and persistence for 6,000 students attending 18 baccalaureate-granting institutions. Data sources included student-level information from the National Survey of Student Engagement, academic transcripts, merit aid, and ACT/SAT score reports. Engagement had positive, statistically significant effects on grades and persistence between the first and second year of study for students from different racial and ethnic backgrounds. Equally important, engagement had compensatory effects for historically underserved students in that they benefited more from participating in educationally purposeful activities in terms of earning higher grades and being more likely to persist.