Key Practices for Fostering Engaged Learning

Student Stories of Campus Sport Experiences

“…HIPs have led to student success, defined as "an undergraduate experience marked by academic achievement, engagement in educationally purposeful activities, satisfaction, persistence, attainment of educational objectives, and acquisition of desired learning outcomes that prepare one to live an economically self-sufficient, civically responsible, and rewarding life" (Kuh et al, 2017, p. 9). However, uneven resource distribution and access for underrepresented students (e.g., student-athletes, minoritized students, transfer students, first-generation students, and working students) mean that the benefits from HIPs do not equitably reach all students (Kuh et al, 2017;Moore, 2021). A study examining the collegiate athletic experience as a high-impact practice found that intercollegiate athletics meet many indicators of HIPs.…”

“…Kuh et al (2017) identify 11 high-impact practices, including high-quality first-year experiences, learning communities, common intellectual experiences, collaborative assignments and projects, undergraduate research, eportfolios, capstone projects, internships, writing and inquiry-intensive coursework, service-and community-based learning, and diversity/study away/global learning experiences. Out of the many distinct high-impact practices, we operationalized the interaction of Moore's (2021) six interconnected key practices to achieve these goals supporting engaged learning: activating students' prior knowledge and experiences, facilitating relationships, offering feedback, framing connections to broader contexts, fostering reflection on learning and self, and promoting integration and transfer of knowledge and skills.…”

“…Students participate in short reflective assignments in which they draw on the role and purpose of sport in their own pre-college experiences and college choice process. These activities also include short assignments, such as an identity wheel and 'Why I Play' activities, where students can illuminate their dispositions and identities that they bring to the class and the group work (Moore, 2021). Students then select from campus sport domains-built, natural, esports, recreational, intramural, club, and varsity sports for a group-based story project.…”

“…This commentary aims to illustrate a case of engaged learning (Moore, 2021) in an undergraduate course in which students explore the role of sport in their campus community. Through a collaboration with campus librarians, we apply Moore's six practices for high-impact and engaged learning to an open pedagogy assignment designed to promote engaged learning and develop content creation and licensing skills for students.…”

“…This class utilizes several aspects of Kuh's High-Impact Practices and Moore's Engaging Learning Practices in which students collaborate in group writing projects to develop stories using the Pressbooks platform. Using open pedagogy practices to support students, the Pressbook chapters illustrate the influence of sport and place in the college-going experience and campus life from the student perspective (Kuh, 2008;Moore, 2021). This article also describes the faculty/library staff collaboration to integrate Pressbooks as a digital tool to foster engaged learning.…”