High Impact Educational Practices: A Review of Best Practices with Illustrative Examples

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High Impact Educational Practices: A Review of Best Practices with Illustrative Examples

Description

In this book, the authors introduce high impact practices (HIPs) to the reader. Eleven HIPs are described, that are empirically shown to increase student engagement and retention rates. Each HIP is presented in its own section, opening with a chapter summarizing the best practices prescribed by scholars of teaching and learning. Each subsequent chapter within a section presents an example of the implementation of that HIP with concrete suggestions and resources intended to aid a novice in attempting to implement the HIP. The text opens with a chapter describing some of the trends, considerations and benefits of HIPs which have emerged, briefly summarizing the contributions of each.

ISBN: 978-1-941804-59-9

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Brief Table of Contents	1
Chapter 1: High Impact Educational Practices: A Review of Best Practices with Illustrative Examples	5
Section 1: High Impact Practices which shape the whole undergraduate curriculum	28
High Impact Practice 1: First Year Experiences as a High Impact Practice	29
Chapter 2: Best Practices - An Introduction to the Psychology Major Course	30
Chapter 3: “How to Think Like a Psychologist”: A Hybrid First-Year Seminar	44
Chapter 4: Reflections on Adding a One-Credit Orientation to the Major Class to the Psychology Curriculum	54
Chapter 5: Learner-Centered Orientation Seminar in Psychology	61
Chapter 6: Harnessing the Evidence to Advocate for a Mandatory First Year University Experience Class: A Case Study	115
High Impact Practice 2: Capstone Courses as a High Impact Practice	125
Chapter 7: Best Practices - The Capstone Course in Psychology: Addressing Challenges and Incorporating Best Practices	126
Chapter 8: Back to the Books: Achieving Capstone Course Goals with Popular Psychology Books	140
Chapter 9: Using History and Choice to Spark Engagement in a Capstone Course Assignment	151
Chapter 10: Equipping Undergraduates as Ambassadors for Communicating Psychological Science	161
Chapter 11: Journals, posters, labs and research, Oh My! High-impact practices for a cognitive psychology capstone	178
High Impact Practice 3: Undergraduate Research Experiences as a High Impact Practice	198
Chapter 12: Best Practices - Considerations for the Implementation of Undergraduate Research Experiences	199
Chapter 13: Research Team: Impactful Team Building and Professional Skills	226
Chapter 14: Pulling Off a DIS: Helping Students Excel in a Directed Independent Study	242
Chapter 15: Cultivating Diverse Undergraduate Research Experiences	255
Section 2: High Impact Practices which center on collaboration and social learning	261
High Impact Practice 4: Collaborative Learning as a High Impact Practice	262
Chapter 16: Best Practices - The Guiding Principle for Small-Group Learning: Interaction Not Dependence	263
Chapter 17: Collaborative Assignments and Projects to Address Real-world Issues: Using a PSA Group Project to Combat Stigma	275
Chapter 18: W.O.W. I Feel Better! Using wellness interventions to promote collaboration and presentation effectiveness.	283
Chapter 19: Team-Based Learning: A Transformative Tool for Teaching Psychology	294
Chapter 20: Process-Oriented Guided-Inquiry Learning (POGIL) in Psychology	316
High Impact Practice 5: Learning Communities as a High Impact Practice	355
Chapter 21: Best Practices - Learning Communities	356
Chapter 22: Student Success in Psychology-English (Thinking, Feeling, Doing: Psychology, Literature, and Life) Learning Communities	363
Chapter 23: Using Undergraduate Research Projects to Achieve the Student Learning Outcomes in First-Year Learning Communities	382
Chapter 24: A Decade of Thriving: Learning From One Faculty Learning Community’s Success	403
Section 3: High Impact Practices which build social awareness	417
High Impact Practice 6: Diversity and Global Education as a High Impact Practice	418
Chapter 25: Best Practices - Diversity and Global Learning in High Impact Practices	419
Chapter 26: Internationalizing the Curriculum with United Nations Resources	429
Chapter 27: Death Education as a High-Impact Practice	443
Chapter 28: To Walk Like an Elephant – International Practicum Experiences	459
Chapter 29: Diversity/Global Learning: Intergroup Conflict Analysis and Interventions Assignment	464
High Impact Practice 7: Study Abroad as a High Impact Practice	470
Chapter 30: Best Practices - Education Abroad Experiences	471
Chapter 31: Bon Voyage: Tips for Developing a Short-term, Faculty-led, Psychology Study Abroad Program	484
Chapter 32: “Zehn” (10) Issues Students May Want to Consider When Studying Abroad	496
Chapter 33: Tension and Connection in Study Abroad	513
Section 4: High Impact Practices that Support Students’ Professional Development	524
High Impact Practice 8: Internships as a High Impact Practice	525
Chapter 34: Internship Start Up: Best Practices and Results from a Case Study	526
Independent-samples t-test results	528
Chapter 35: Internships: The Example of Arcadia University	539
Chapter 36: Communication as Best Practice for the High-Impact Practice of Internships	551
Chapter 37: Self-Exploration Exercise for Internship Students	562
High Impact Practice 9: Service Learning as a High Impact Practice	569
Chapter 38: Service Learning: A Review of Best Practices	570
Chapter 39: Service beyond the Methods: Integrating Service Learning into Psychology Research Methods	584
Chapter 40: High impact practices in abstract classes: Using service-learning to improve student outcomes in undergraduate statistics courses	599
Chapter 41: Developmental Psychology in Action: Service Learning in a Nursing Home	617
Chapter 42: The Benefits of Service-Learning: A Comparison of Lower and Upper Division Psychology Courses	623
Chapter 43: Mentoring Up: Intergenerational Service-Learning Combats Aging Stereotypes	632
Chapter 44: Intergenerational and Impactful: Integrating Service-Learning in Aging-Related Undergraduate Psychology Courses	644
Section 5: High Impact Practices which use digital learning technologies	652
High Impact Practice 10: Online Education as a High Impact Practice	653
Chapter 45: High-impact Practices in Online Courses	654
Chapter 46: Becoming our own Bloodhounds: How to seek and find the information we need	669
Chapter 47: Using Big Problems to Explore Diversity and Global Issues Online	681
High Impact Practice 11: ePortfolios as a High Impact Practice	692
Chapter 48: The Value of ePortfolios in the Psychology Curriculum	693
Chapter 49: Using a Capstone E-portfolio to Support Life Authorship at Spelman College	708

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Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book’s editors. They (authors and editors) are solely responsible for the substance of the text. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and the type of computer you are using.

Copyright and Other Legal Notices
The individual essays and chapters contained within this collection are Copyright © 2020 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2020 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use). No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials. ISBN: 978-1-941804-58-2

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:

Schwartz, A. & Miller, R. L. (Eds.). (2020). High Impact Educational Practices: A Review of Best Practices with Illustrative Examples. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/highimpacted

Individual chapters may be referenced in this fashion:

Copeland, D. E. (2020). Best practices – an introduction to the psychology major course. In Schwartz, A. & Miller, R. L. (Eds.). High Impact Educational Practices: A Review of Best Practices with Illustrative Examples (pp. 29-43). Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/highimpacted