What's in a Name? The Challenge and Utility of Defining Promising and High‐Impact Practices

Hatch, Deryl K.; Crisp, Gloria; Wesley, Katherine

doi:10.1002/cc.20208

Cited by 11 publications

(7 citation statements)

References 15 publications

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“…Based on their prominence and frequency in the literature, arguably more so than any conceptual relation among interventions (Hatch, 2016), literature reviews (e.g., Bailey & Alfonso, 2005;Brownell & Swaner, 2009;Crisp & Taggart, 2013) have included a wide variety of related interventions including learning communities, first-year seminars, college skills courses, and extended orientations, among others (Hatch, Crisp, & Wesley, 2016). More recently, many student success programs have been brought into an emerging discussion on so-called high-impact practices (CCCSE, 2012;Hatch, 2016;Kuh, 2008).…”

Section: The Features and Impacts Of Student Success Coursesmentioning

confidence: 99%

Best Laid Plans: How Community College Student Success Courses Work

Hatch

Mardock-Uman

Garcia

et al. 2018

Community College Review

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Beyond understanding whether first-year student success interventions in community colleges are effective-for which there is mixed evidence in the literature-this study's purpose was to uncover how they work to realize observed outcomes, including at times unanticipated undesirable outcomes. Method: This qualitative multiple case study used cultural historical activity theory (CHAT) to unpack interactions and tensions among programmatic-level features and individual-level experiences and actions. We conducted classroom observation, document analysis, and interviews with instructors and students in four student success courses across diverse contexts. Results: Regardless of particular designs and course emphases, we found in all cases a blurring of activity elements, wherein learning tools and learning goals were often coterminous, or instructors effectively took on the role of learning tools themselves, in the form of object lessons and mediators, for instance. Courses had a distinctive character as rehearsal for college that simultaneously created a welcoming peer environment but an uncertain learning and assessment environment. Contributions: Because of their nature as metacourses-college courses about college-going-success courses' means and ends ultimately may be functionally inseparable, thus helping to explain their continual evolution and contested roles. Whereas such courses are typically justified as means to teach college skills, we found this utilitarian rationale to be insufficient to describe the experiential dimensions of social learning that participants reported. Instead, we found these courses reveal how college-going is an emergent social literacy, one that a single course is insufficient to fully realize.

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Section: The Features and Impacts Of Student Success Coursesmentioning

confidence: 99%

Best Laid Plans: How Community College Student Success Courses Work

Hatch

Mardock-Uman

Garcia

et al. 2018

Community College Review

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“…Research examining the impact of SSCs and various student outcomes is an active research area in the community college sector (Crisp & Hatch, 2016;Crisp & Taggart, 2013). Yet the dominant outcome-focused research designs are inadequate to provide actionable information to practitioners tasked with developing these interventions and practices.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“…Student success programs go by many names, including first-year seminars, First-Year Experience (FYE) interventions, college skills courses, extended orientation, and others (Hatch, 2016;Hatch & Bohlig, 2016). These are only some of the many interventions that community colleges use to foster entering student persistence and success, yet are arguably the most studied among high-impact practices (Crisp & Taggart, 2013;Hatch, Crisp, & Wesley, 2016;Porter & Swing, 2006). In this context, the terms program and course are often used interchangeably, though time-delimited, enrollmentbased courses are the most typical (Karp, 2016;Robbins et al, 2009).…”

Section: Literature Review College Success Courses and Research To Datementioning

confidence: 99%

What Works: Learning Outcomes Due to Design Variations in Community College Student Success Courses

Hatch‐Tocaimaza

Garcia

Mardock-Uman

et al. 2019

Teachers College Record

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Background/Context Based on well-established evidence that certain student success skills and college knowledge are closely associated with academic achievement, persistence, and completion, community colleges increasingly implement various types of first-year student success courses and programs. However, by looking only at the distal impact of program participation, the question of whether these programs actually influence those mediating skills of college success has scarcely been investigated in the higher education literature, let alone which program features may be determining factors. Purpose/Objective This study examined the scope and design of community college student success courses to address which program features relate to learning objectives of student success skills, college knowledge, and engagement. Population/Participants/Subjects Participants were students and instructors drawn from 47 student success course sections at 42 public community colleges in 24 states, representing all U.S. geographic regions. Research Design The study adopted a multimodal research design, using both qualitative and quantitative research methods while primarily relying on quantitative analysis. Data Collection and Analysis Students in selected student success course sections completed a pre- and postsurvey. Instructors participated in a structured interview and provided course syllabi. Course design information was quantitized and merged with student-level data to model variation in learning outcomes as a function of course features, according to an activity theory conceptual framework. Data were analyzed using hierarchical linear modeling. Conclusions Findings from this research point to several recommendations for practice by highlighting the reality that one term may be too little to learn some student success skills and that particular features of course designs may result in unintended adverse effects. Results indicate that structural elements are the most impactful features and that the skills-based curricular features that receive the most attention may be in fact the least influential features in realizing desired skills and knowledge outcomes. The study points to methodological ways forward to further explore and unpack the relationship between success course design features and educational outcomes.

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“…The emerging scholarship also indicates that students’ participation in high-impact practices, such as participation in undergraduate research or first-year seminars (Kuh, 2008), can lead to short-term (i.e., semester to semester retention) and long-term (i.e., persistence to graduation) success. High-impact practices promote student engagement, learning, and career development through educationally purposeful activities and experiences that contribute to college students’ success (Hatch, 2012; Hatch et al, 2016; Johnson & Stage, 2018). We see that students who participate in high-impact practices are more likely to “persist, gain more intellectually and personally, or choose a research-related field as a career” (Kuh, 2008, p. 27).…”

Section: Literature Reviewmentioning

confidence: 99%

Class, sex, and the role of involvement on Black collegians degree attainment.

Dorimé‐Williams

Choi

2023

Journal of Diversity in Higher Education

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Within postsecondary education, we often equate students' need for support with socioeconomic status (SES). There is also recognition of the challenges faced by Black students while navigating higher education. Programmatic and policy efforts to address these issues often focus on singular aspects of students' identities, particularly for low-SES students and Black male students. The purpose of this study was to explore SES and sex differences in the relationship between Black college students' involvement and their educational outcomes, as measured by graduation. Results show statistically significant differences between Black male and female students in the impact of involvement on degree attainment. Findings also have implications for the impact of high-impact practices, as a specific form of involvement, on students' outcomes. There are significant implications for policy and practice based on findings that can improve efforts to improve collegiate outcomes for all Black students. Results also demonstrate the need to shift thinking in higher education about how to effectively support students and identify their needs.

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What's in a Name? The Challenge and Utility of Defining Promising and High‐Impact Practices

Abstract: This chapter reviews multiple complementary and divergent descriptions of practices that have been identified as holding particular promise for high impact on college student success and offers a possible map of practices to illustrate key features and relationships.

Cited by 11 publications

References 15 publications

Best Laid Plans: How Community College Student Success Courses Work

Best Laid Plans: How Community College Student Success Courses Work

What Works: Learning Outcomes Due to Design Variations in Community College Student Success Courses

Class, sex, and the role of involvement on Black collegians degree attainment.

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