An Initial Investigation of Student Experiences with the Elements of High Impact Educational Practices

Abstract

As Universities attempt to elevate the student experience, one approach has been the formalization of a series of effective educational practices, termed High Impact Educational Practices (HIEPs). This study considers one university in the Southeastern U.S. that measures the quantity and quality of HIEPs based on the experiences of graduating undergraduate construction management (CM) students. The study addresses four different types of HIEPS: study abroad, internships and co-ops, undergraduate research, and e-portfolios. 145 graduating students were surveyed based on their self-selected HIEPs for the 2019-20 academic year. Results indicate that internships and co-ops are the most selected HIEP while undergraduate research is seldom student selected. Students note few opportunities to make formal presentations of their experiences in HIEPs. Data points toward the second and third internship or co-op as providing a deeper educational experience than the first internship or co-op. Finally, study abroad seems to provide the greatest opportunity for students to have deep impactful engagement with others.

High-impact educational practices: participation of Chinese and American undergraduates during the COVID-19 pandemic

“…Many studies have explored and verified the positive impact that HIPs have on students' persistence, cognitive and noncognitive educational attainment, and academic achievements (e.g., Brownell & Swaner, 2010;Farrow et al, 2021;Kilgo et al, 2015;Morris et al, 2019;White, 2018). Kuh (2013) found that, among college seniors in America, HIPs are positively and significantly correlated with students' self-reported gains across several dimensions of learning, such as inquiry and analysis, critical thinking, written and oral communication skills, and quantitative literacy.…”