Accentuating Dispositional Learning from HIPs Using ePortfolio

Kuh, George D.; Gambino, Laura M.; Ludvik, Marilee Bresciani; O'Donnell, Ken

doi:10.1002/au.30136

Cited by 7 publications

(10 citation statements)

References 2 publications

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“…Short-term study abroad is considered a high impact practice for student engagement. This engagement helps in development of dispositional learning such as expression, critical thinking, growth mindset, resilience, and self-regulation of behavior (Kuh, et al, 2018). It also promotes cultural competency which has been identified by the American Association of Colleges of Nursing (AACN; 2008) as a key component of baccalaureate nursing education.…”

Section: Methodsmentioning

confidence: 99%

“…Quantifying or capturing outcomes of an immersion study abroad is elusive. Kuh, et al (2018) suggested that reflective writing increases awareness and helps students to connect experiences and develop meaning to them. While students are taught the concept of cultural competency in the classroom pre-trip, the practice of reflective writing facilitates moving from knowledge of culture to the area of developing a posture of cultural humility.…”

Section: Methodsmentioning

confidence: 99%

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Developing Cultural Humility During Short-Term Study Abroad Immersion

Fernandez

2020

IJSN

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Background: Cultural humility is an essential part of nursing education and practice today. We often teach cultural competence but do not take it further to develop the cultural humility needed for an understanding of being and becoming in today’s global environment. Method: This article describes a ten-day immersive study abroad experience to Mexico using strategies to develop cultural humility. Cultural immersion is a high impact practice and was used along with reflective writing and debriefing. Results: Cultural humility did emerge because of the trip to Mexico. Strategies used to develop this were reflective writings, discussions, debriefing and cultural immersion. These emerged as strong strategies to use in study abroad experiences. Conclusion: Nursing students can develop cultural humility during short-term immersion trips to Mexico. Further study of these strategies are needed to develop further knowledge of cultural humility and its impact on developing culturally congruent health care, reducing health disparities and promoting health equity.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Developing Cultural Humility During Short-Term Study Abroad Immersion

Fernandez

2020

IJSN

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“…In short, an integrative learning experience with ePortfolio can be achieved either with a single course or across an entire program as long as it is supported by a sustained, thoughtful, and coordinated ePortfolio integration. As noted by education scholars, practitioners, reflection is the key component of any successful integrative ePortfolio learning experience [6,9,10,16,26,27,28,29,30,31,32]. Meaningful and powerful reflections enhance personal development through change in attitude and behavior, which in and of itself can be considered a high-impact behavior [6,9,10,33].…”

Section: Eportfolio As Integrative Social Pedagogy and Reflective Practicementioning

confidence: 99%

“…Collectively these key learning features or behaviors called High Impact Behaviors (HIBs) are as follows [10,11,12].  Significant investment of concentrated effort by students over an extended period of time  Interactions with faculty and peers about substantive matters  Experiences with diversity, wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar  Frequent, timely, and constructive feedback  Opportunities to discover relevance of learning through real-world applications  Public demonstration of competence  Periodic, structure opportunities to reflect and integrate learning Singularly, and even more powerful when combined, HIPs promote these key learning practices and behaviors that can exponentially elevate student's learning experiences and academic success [13,14,15,16,17,18]. Ultimately, "HIPs promise to change and improve on the institutional policies and practices we inherited by drawing on what we know about high quality learning and engagement [10]" (p. 15).…”

Section: Introductionmentioning

confidence: 99%

ePortfolio and Service-Learning: A Tale of Two Cities Connected by Two High-Impact Practices

Ciesielkiewicz

Chan

Muñoz

2020

Int. J. Emerg. Technol. Learn.

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Two different post-secondary professional education programs from two different cities (New York and Madrid) took a similar approach in using ePortfolio to facilitate high-impact behaviors (HIBs) among their students while showing how the ePortfolio enhances and supports other high impact practices (HIPs). In Madrid, ePortfolio was utilized to support a Matumaini Project as it integrated the academic work carried out in the classrooms to help a community in Kenya. On the other side of the Atlantic, the ePortfolio was implemented in order to connect didactic learning from the classroom to the clinical practice in the local community. Both case studies suggested that the ePortfolio combined with other high-impact practices plays a complementary role with other High-Impact Practices (HIPs) in higher education. Our statistical analysis sheds light on the relationship between seven high-impact behaviors present when two high-impact practices, such as the ePortfolio and Service-Learning, are combined. The correlations, both combined and by city, demonstrate the importance of promoting two high-impact behaviors in particular, which are: 1) quality interaction between the students and the professors and 2) providing opportunities to relate academic learning to real world experiences. When these two high-impact behaviors were maximized, our data suggest that the use of other high-impact behaviors examined in this study expanded as well. This research also confirms the importance of providing students a way to relate their classroom learning with real-world experiences.

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“…The ePortfolio serves to support students' abilities to articulate skills and knowledge developed through this course, as well as to apply them in a real-life context, in particular preparation for their Practicum experience. The ePortfolio also serves as a high-impact practice that amplifies the effectiveness of the coursework [12], [20], [21], [31]. It also allows students to make their work visible and public [6].…”

Section: 2mentioning

confidence: 99%

International Perspectives on ePortfolios in Higher Education: Case Studies from Asia, North America and Europe

Ciesielkiewicz

Wisser

Rozells

2019

Int. J. Emerg. Technol. Learn.

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The authors of this paper explore case studies from three different universi-ties: Harvard University, Sookmyung Women's University, and Villanueva-Complutense University of Madrid. Although each case is from a different country on three different continents, what they have in common is that they all implemented ePortfolios at the course level within a Master of Edu-cation Program. ePortfolios are dynamic tools that can be used for many functions, which can be sorted into three categories: learning, evaluation, and career development. This paper analyzes the success factors of the three ePortfolio use cases as well as the challenges that can be considered general-izable and others that are more culturally specific. The exploration of differ-ent perspectives can help to develop a common understanding of the uses, benefits, and potential of ePortfolios in higher education.

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Accentuating Dispositional Learning from HIPs Using ePortfolio

Cited by 7 publications

References 2 publications

Developing Cultural Humility During Short-Term Study Abroad Immersion

Developing Cultural Humility During Short-Term Study Abroad Immersion

ePortfolio and Service-Learning: A Tale of Two Cities Connected by Two High-Impact Practices

International Perspectives on ePortfolios in Higher Education: Case Studies from Asia, North America and Europe

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