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Assessing underserved students' engagement in high-impact practices

Author: Ashley P Finley; Tia McNair
Publisher: Washington, D.C. : Association of American Colleges and Universities, [2013] ©2013
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Written for campus practitioners, the book makes a contribution by developing a methodology to support purposeful and intentional study as well as equitable implementation of high-impact practices on the ground. Perhaps the most valuable findings concern equity that appear in students' reports of their learning as their success is boosted by high-impact practices; the equity-minded perspective that educators can  Read more...
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Ashley P Finley; Tia McNair
OCLC Number: 872625428
Notes: "With an Assessing equity in high-impact practices toolkit developed by Estela Mara Bensimon, Alicia C. Dowd, and Debbie Hanson."
"Leap."
Description: viii, 55 pages : color illustrations ; 28 cm
Contents: Introduction. Exploring the connection between high-impact practices and student success --
pt. 1. Developing an inquiry-based model : a quantitative approach to assessing underserved students' engagement in high-impact practices --
pt. 2. Developing an inquiry-based model : a qualitative approach to assessing underserved students' engagement in high-impact practices --
Conclusion. Guiding questions for advancing campus efforts to improve learning and promote success for underserved students --
Appendix A. The Center for Urban Educations's "Assessing equity in high-impact practices tool-kit" / Estela Mara Bensimon, Alicia C. Dowd, and Debbie Hanson --
Appendix B. National Survey of Student Engagement Deep Learning and Self-Reported Gains Scales --
Appendix C. Student participation in high-impact practices --
Appendix D. Focus group script.
Responsibility: by Ashley Finley and Tia McNair.
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Abstract:

Written for campus practitioners, the book makes a contribution by developing a methodology to support purposeful and intentional study as well as equitable implementation of high-impact practices on the ground. Perhaps the most valuable findings concern equity that appear in students' reports of their learning as their success is boosted by high-impact practices; the equity-minded perspective that educators can nurture; the principles of inclusive excellence that can guide colleges and universities in providing a liberal education that offers not only equitable access to high-impact practices, but also equitable achievement of outcomes.

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