High Impact & Experiential Learning as Enhancing Quality on Campus

For years, the American Association of Colleges and Universities (AAC&U) has called for colleges and universities to implement high-impact practices (HIPs), or educational procedures that provide significant academic advantages to students. 'High Impact & Experiential Learning as Enhancing Quality on Campus' provides examples of such strategies from thirteen colleges and universities as they have been applied in the classroom and in service of each featured college and university’s mission statement and quality enhancement plan. Each institution included in this collection has committed to some such project or initiative (in some cases, the commitment goes back multiple decades), and each reflects the diversity of contemporary higher education in the United States. Public and private, small and large, selective and open access, religiously affiliated and non-sectarian, are all included here. The institutions provide a variety of creative examples of implementing experiential learning and the myriad HIPs as identified by the AAC&U, including: Capstone Courses and Projects, ePortfolios, First-Year Seminars and Experiences, Service Learning/Community-Based Learning and Undergraduate Research. Each chapter is framed around the project’s scope and significance, a clear expression of the purpose of the project, evidence of the institution’s commitment and capacity for the effort and how the project is aligned with stated goals and institutional priorities. Drawing from fields as broad as sociology, psychology, the humanities, and environmental sciences and studies, 'High Impact & Experiential Learning as Enhancing Quality on Campus' appeals to multiple classrooms and institutional goals. Given the expanded interest in experiential learning/HIPs in higher education over the past two decades, this first-of-its-kind collection offers a roadmap for faculty and administrators to implement the practices outlined in each chapter in service of students’ learning and their larger institutional goals.

Table of Contents:
List of Tables Introductory Chapter Jeffrey R. Breese Lorain County Community College Chapter One Periculum in the Curriculum: The Danger of Experiential Education Joseph M. Incandela Benedictine University Chapter Two Experiential Learning: Delaware Valley University’s Legacy with this High Impact Practice Andrew Moyer Delaware Valley University (DelVal) Laura Craig Delaware Valley University (DelVal) Chapter Three Engaging for Justice: An Institutional Journey Toward Critical Community-Engaged Learning Celine R. Fitzmaurice Portland State University Seanna Kerrigan Portland State University Harold McNaron Portland State University Hande Buyuksahin Portland State University Erica Wagner Independent Scholar Chapter Four HYPE Career Ready® & Placement: Heidelberg University’s Co-Curricular Program to Prepare Students for Life After Undergrad Courtney DeMayo Pugno Heidelberg University Ashley Helmstetter Heidelberg University Chapter Five Lafayette College’s Commitment to Campus Quality: Enhancing Education through Experiential Learning and Community-Based Research for Food Justice Kyle Keeler Lafayette College Ernest Nkansah-Dwamena Lafayette College Chapter Six Fostering Collaboration, Civic Engagement, and Career Skills through Community-Engaged Learning: The Environmental Leadership Program at the University of Oregon Kathryn A. Lynch University of Oregon Peg Boulay University of Oregon Chapter Seven Integrative Learning and ePortfolio: Investing in Student Engagement to Support Strategic Priorities Stephane Fratantaro Gwynedd Mercy University Chapter Eight (Re)Mapping the Blueprint: High-Impact Practices in Service Learning and Civic Engagement David M. Reis Hilbert College Chapter Nine Leadership and Belonging: Strengthening Community through the Five Components Model Mark Miller Marietta College Alexandra Perry Marietta College Chapter Ten Otterbein READY: Anticipate, Engage, Reflect, Transition Kathryn M. Plank Otterbein University Suzanne Ashworth Otterbein University Jennifer Bechtold John N. Gardner Institute for Excellence in Undergraduate Education Wendy Sherman Heckler Otterbein University Leah Schuh Ohio State University Chapter Eleven Expanding Opportunities and Success with OpSTEM Juan Amador Cleveland State University Jessica Douglas Cunion University of Mount Union Sara Froehlich Cleveland State University Chapter Twelve Issue-Based Experiential Projects in an Honors Curriculum David Lisenby William Jewell College Keli Braitman William Jewell College Kelli Schutte William Jewell College Chapter Thirteen Liberal Arts Are Critical for High-Impact Sustainability Education Holly Moulton College of the Holy Cross Chapter Fourteen Amplifying High-Impact Practices with Exemplars: Affirming the Nexus Among Mission, Strategic Planning, and Accreditation Kristine Lynn Still Youngstown State University About the Contributors Index