High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs
High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs
复制标题
高影响力实践：将学习成果文献应用于成功校园项目的开发
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Lynn E. Swaner
中科院分区：
文献类型：
--
作者：
J. E. Brownell;Lynn E. Swaner
在AAC&U 2007年的报告《全球新世纪的大学学习》中，美国自由教育和美国承诺领导理事会（LEAP）确定了一些创新的、“高影响力”的做法，这些做法在高等教育中得到了关注。在随后的AAC&U报告中，Kuh（2008）描述了参与高影响力活动的强烈积极影响，如全国学生参与度调查（NSSE）所衡量的。具体来说，一年级学生和老年人谁参加了学习社区，服务学习，出国留学，学生教师的研究，并高级高潮的经验报告学习和个人发展的更大收益。这些收获包括学习的“深度方法”，包括整合思想和不同的观点，与教师和课外同行讨论思想，分析和综合思想，应用理论，判断信息的价值以及自己的观点，并试图理解他人的观点。根据Kuh的说法，“深度学习方法很重要，因为使用这些方法的学生往往会获得更高的分数，并以更高的速度保留，整合和转移信息”（14）。在讨论这些实践成功的证据时，Gonyea，Kinzie，Kuh和Laird（2008）建议所有接受高等教育的学生至少参加两次高影响力的实践，一次在他们的第一年，另一次在他们的学术专业。然而，这一建议与当前高等教育的现实相去甚远。大多数大学生没有机会参加高影响力的活动，而且，正如库指出的那样，代表性不足的学生--例如第一代大学生和非裔美国学生--参加的可能性要小得多。Kuh（2008）关于高影响力实践结果的研究结果为大学继续在大学校园中发展这些实践提供了强有力的理由。它们还提出了一个问题，即我们对这些实践的已证实结果还了解多少。2008年，本文作者完成了AAC&U的文献综述，研究了五个“高影响力”活动的证明结果：第一年的研讨会，学习社区，服务学习，本科生研究和顶点经验。我们发现，这些项目对一般学生的价值得到了实质性的支持，更具体地说，对服务不足的学生（代表性不足的少数民族，低收入和第一代学生）。每一种做法都会为学生以及学院和大学带来一系列积极的成果。然而，同样清楚的是，当大学和教师花时间仔细设计这些体验，关注每一个规划和实施时，影响可能会更大。设计这些活动时，着眼于每个校园自己的文化和目标，将增加所有学生获得良好教育成果的可能性。在所审查的五种做法中，关于其中四种做法已经写了很多。对于第一年的研讨会，学习社区，本科生研究和服务学习，有许多出版的描述性和规范性的作品谈论程序元素，倡导这些经验的发展，作为对高等教育当前批评和挑战的回应，或为实施活动提供建议。还有许多文章和书籍描述了成功项目的案例研究。不幸的是，在过去的十年里，人们很少关注顶点体验，几乎没有文献关注学生的成果，包括学生的学习（然而，值得注意的是，顶点体验可能属于许多学院和大学本科研究的范畴）。因此，本文将集中在其他四个做法审查：第一年的研讨会，学习社区，服务学习，本科研究。…
In AAC&U's 2007 report, College Learning for the New Global Century, the National Leadership Council for Liberal Education and Americas Promise (LEAP) identified a number of innovative, "high-impact" practices gaining attention in higher education. In a subsequent AAC&U report, Kuh (2008) describes strong positive effects of participating in high-impact activities as measured by the National Survey of Student Engagement (NSSE). Specifically, first-year students and seniors who participated in learning communities, service learning, study abroad, student-faculty research, and senior culminating experiences reported greater gains in learning and personal development. These gains included "deep approaches" to learning, which encompass integrating ideas and diverse perspectives, discussing ideas with faculty and peers outside of class, analyzing and synthesizing ideas, applying theories, judging the value of information as well as one's own views, and trying to understand others' perspectives. According to Kuh, "Deep approaches to learning are important because students who use these approaches tend to earn higher grades and retain, integrate, and transfer information at higher rates" (14). In discussing the evidence for the success of these practices, Gonyea, Kinzie, Kuh, and Laird (2008) recommend that all students in higher education participate in at least two high-impact practices, one in their first year and another in their academic major. Yet this recommendation is far from the current reality in higher education. A majority of college students do not have the opportunity to participate in high-impact activities, and, as Kuh notes, underrepresented students - such as first-generation college students and African American students - are far less likely to participate. Kuh's (2008) findings about the outcomes of high-impact practices provide colleges with strong reasons to continue the development of these practices on college campuses. They also raise the question of what else we know about the proven outcomes of these practices. In 2008, the authors of this article completed a literature review for AAC&U, researching the proven outcomes of five "high-impact" activities: first-year seminars, learning communities, service learning, undergraduate research, and capstone experiences. We found substantial support for the value of these programs for students in general, and more specifically, for underserved students (underrepresented minority, low-income, and first-generation students). Each practice leads to a range of positive outcomes for students, and for colleges and universities as well. However, it is also clear that the impact could potentially be greater when colleges and faculty take the time to design these experiences carefully, paying attention to each piece of planning and implementation. Designing these activities with an eye to each campus's own culture and goals will increase the likelihood of strong educational outcomes for all students. Of the five practices reviewed, much has been written about four of them. For first-year seminars, learning communities, undergraduate research and service learning, there are many published descriptive and prescriptive pieces talking about program elements, advocating for the development of these experiences as a response to current criticisms and challenges in higher education, or providing advice for implementing the activities. There are also many articles and books describing case studies of successful programs. Unfortunately, there has been little attention paid to capstone experiences in the past decade, and almost none of that literature looks at student outcomes, including student learning (however, it is worth noting that capstone experiences may fall under the rubric of undergraduate research at many colleges and universities). Therefore, this article will focus on the other four practices reviewed: first-year seminars, learning communities, service learning, and undergraduate research. …