Engaging Students Through High Impact Practice
Utilize high impact practice activities to foster student engagement, build self-confidence, and enhance community involvement in the classroom. Explore task-oriented experiences vs. community-based learning, strategies contributing to capstone projects, lived assessments, and the significance of high impact practice in student development and career preparation.
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Presentation Transcript
Using High Impact Practice Activities to Engage Students in the Classroom While Building Student Self-Confidence in the Community
Objectives 1. Identify how a task-oriented community experience differs from community-based learning 2. Compare strategies used in the classroom, across disciplines, that may or may not contribute to capstone community project 3. Discuss the importance of a lived assessment to the high impact practice of community based learning. 4. Discuss the significance of high impact practice to the student's development of self and in preparation of career/profession.
What is HIP? Teaching practices to improve student engagement and retention Active Learning Cumulative Learning Systematic strategies Association of American Colleges and Universities
What is HIP? First year seminars Common Intellectual Experiences Learning Communities Writing Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community Based Learning Internships Capstone Courses and Projects Association of American Colleges and Universities
Community Health Course: Then and Now Task oriented vs. Community Based Task oriented A means to simply completing hours Service learning with minimal personal connection Same assignment week after week with little variability Community Based Learning activities with a purpose Service learning with a focus on places or people Working with Community partners
Zip Code Assessment History Demographics 1 2 Home/Zoning & Environment 3 Religion 4 Safety & Public Services 5 Transportation 6 Physical Activity & Recreation 7 Nutrition 8 Education 9 Social Services & Community Resources 10 Economy 11 Health Policy 12
Health Fair Screenings: Hearing, Visual, Musculoskeletal Louisville Water Company (Clean Hands Up) Immunizations Service Learning
SWOT analysis Hypothetical Peer evaluation
Classroom Global News Self Health Appraisal Healthy People 2020 Communicable Disease Chart Nip It Immunization Module Develop Health Brochure Evaluate Readability (Fry s Graph)
Classroom Develop disaster preparedness Evaluate a health bill KRS 314.011 Political Astuteness Home Environment & Safety Checklist NIH Tox Town Poverty (Playspent.org)
Interdisciplinary Communication Skills Writing & Reading ENG 101; ENG 200 HIST 116/117; IDC 200/300 Old & New Issues (Global, US) Societal Issues IDC 400; PHIL 301 Political Issues HIST 117 MATH 200/205 Analyze data sets PSYC 103/218; PHIL 160/301; THEO 200 Human experience
Elements of the Lived Assessment Windshield Survey
Student Development Increase in student participation in class Clinical instructor reports of improved student engagement in the community setting Empathy, understanding, decreased in negative judgment, & compassion From student evaluations: I enjoyed the lectures and various assignments we did in class. It helped me bring everything together from the class. The exercises we did in class really helped me in understanding the material presented. I got a better appreciation of community health nursing. I feel like I really got a good understanding of what community health entails.
