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Examining Second-Year College Students' Perspectives on High-Impact Practices in a Mainly Agriculture-Focused College of a Research I University in the Midwest
Fri, April 14, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Hyatt Regency Chicago, Floor: East Tower- Ballroom Level, Grand Ballroom AAbstract
High-Impact Practices (HIPs) are educational experiences that can foster student success, retention, and learning outcomes (Kuh, 2008; Kinzie et al., 2022). HIPs include first-year seminars and experiences, learning communities, writing and inquiry-intensive courses, collaborative assignments and projects, undergraduate research, global learning, service and community-based learning, internships, capstone projects, and e-portfolios (Kuh et al., 2017). Research reveals that most HIPs assessments serve the institutional goals, such as the relationship between HIPs and student retention, success, and graduation rates, rather than benefiting the actual participants in their learning (Suchland & Carbonaro, 2021). For this reason, it is crucial to include student participants' voices in evaluating accessibility, quality, and benefits associated with HIPs to support successful student learning. Previous studies centered their focus on analyzing students' experiences with HIPs from the first year and senior undergraduate students' perspectives mostly through implementing large surveys and quantitative research methodologies (Bowman & Holmes, 2016; Gary & Philips, 2019; Hu & McCormick, 2012; Johnson & Stage, 2018; Kilgo et al., 2015; Provencher & Kassel, 2019; Suchland & Carbonaro, 2021; Zilvinskis, 2019). However, little is known about second-year students' experience with HIPs. Therefore, this study aims to investigate second-year college students' experiences and perspectives on High-Impact Practices to improve the accessibility, quality, and effectiveness of the practices using qualitative methodologies.