Unpacking High-Impact Instructional Practices and Student Engagement in a Teacher Preparation Program

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Deepening Teacher Learning Through Contextualization, Placement, and High-Impact Practices

Abstract

The quality of undergraduate education in the U.S. has been part of the national debate for several decades (Arum & Roksa, 2011; Hu & McCormick, 2012). Kuh (2008) postulated that for students to achieve success in college, they need to experience at least two high-impact practices (HIPs) in their college career. To further understand how these practices might affect student engagement and learning within teacher education courses, this current study examined the relationship between HIPs, reported student engagement and reported learning outcomes in a teacher preservice program. A mixed-method design (Creswell, 2013) was employed that utilized focus group interviews and a modified version of the NSSE survey to “unpack” these practices related to student engagement and learning in five courses.

Authors

• Katya Koubek, James Madison University

• Raymond Rodriguez, James Madison University