Open AccessWhat does "high-impact" mean in extra-curricular experiences?
Author(s) -
Katrina Camerato,
Alyssa Clift,
Monique N. Golden,
Jessica Gramajo Vivas,
Pat Rogers,
Alessa Strelecki
Publication year - 2019
Language(s) - English
DOI - 10.52499/2019008
Subject(s) - medical education , mathematics education , psychology , class (philosophy) , center (category theory) , pedagogy , medicine , computer science , chemistry , artificial intelligence , crystallography
This study, conducted by a small group in a master’s level class taught by Dr. Christine Wilson, assessed extracurricular experiences at a large, public university to identify potential alignment with characteristics of “high-impact practices” as defined by the Center for Postsecondary Education (2015). Students engaged in extracurricular experiences tentatively defined as high-impact were invited to participate via surveys and interviews. Results and findings indicated significant alignment, and two additional potential characteristics: a sense of belonging and purpose.