Using Taxonomies to Create High-Quality Learning Experiences for Students

• In Event: Creating High-Quality Experiential Learning Opportunities for Undergraduate Students in Criminology and Criminal Justice Programs

Abstract

(a) Objective: High-Impact Practices are only “high-impact” when done well. Engaged learning taxonomies are professional development tools designed to support faculty in designing new or enhancing existing high-impact practices (HIPs) within courses. Taxonomies provide structured guidelines for faculty to design, implement, and assess engaged learning experiences, ensuring that students receive meaningful and transformative educational opportunities. (b) Data/Methods: N/A. (c) Results: Indiana University Indianapolis created eleven taxonomies that help instructors create courses that foster deep learning, critical thinking, and real-world application of knowledge. This session will highlight three of the IU Indianapolis taxonomies: Project-Based Learning (PBL) Courses, Service-Learning Courses, and Capstone Courses. The presenter will discuss the use of taxonomies to structure professional development for faculty and staff and gather assessment data from students to measure efficacy and impact. The presenter will also share how they have used the taxonomies to create high-quality, real-world learning experiences for students in their sociology, criminology, and criminal justice courses. (d) Conclusion/Implications: These taxonomies serve as valuable tools for educators to design and implement high-impact practices that maximize student engagement and success, promote deep learning, critical thinking, and real-world application of knowledge.

Author

• Thomas Stucky, Indiana University Indianapolis