Page 4 - JRCERT Update Articles
P. 4
JRCERT Update
A student’s individual effort and involvement are competence demonstration
critical in developing these activities. Various high- diversity experience differing from that which the
impact practices can be implemented to enhance student is familiar
student learning as well as benefit programmatic frequent, timely, and constructive feedback
assessment depending on student characteristics, high-level performance standards
budgets, faculty, and institutional goals. High-impact interactions with peers and faculty
10
practices include 10,11 : opportunities to learn with realistic experiences
capstone courses or projects periodic, structured opportunities to reflect and
collaborative assignments and projects integrate learning
common intellectual experiences time and effort spent by students
diversity and global learning Through these quality dimensions, programs can create
ePortfolios rubrics with levels of intensity to be scored.
first-year experiences
internships Service Learning
learning communities Service learning is a high-impact practice that has
service learning been tested and demonstrated to be beneficial to stu-
undergraduate research dent learning. 11,15 Students who invest the time will be
writing-intensive courses challenged by the experiences offered. Documented
With any of these high-impact practices, there might student benefits of service-learning experiences include
be concern about quantifying student learning. personal growth and development, academic success,
Educators might question whether high-impact prac- empathy, and social responsibility. 11,16 Service learning
tices are worth the investment of resources devoted to was conceptualized by John Dewey, then transformed
their development and implementation into the cur- into an experimental learning model by David Kolb.
15
riculum. In addition, a student’s individual effort and Hayden and Osborn argued that service learning is
involvement are critical in developing these activities. participatory and active. The American Association
16
10
Individual effort describes internal motivation whereby of Colleges and Universities designated service learn-
the student is driven by internal forces of satisfaction, ing as 1 of its top 11 high-impact practices. Service
17
actively working to integrate new material with previ- learning offers students the opportunity to work
ous knowledge. Kuh reported examples of institutional collaboratively to meet a community need, achieve
success with high-impact practices because students a course outcome, and discover a deeper understand-
invested substantial time and energy on educationally ing of their learning through reflection. For example,
purposeful tasks by interacting with faculty and peers Gonzaga University promotes an institutional emphasis
often, receiving frequent feedback, and having the on service learning to educate its students holistically
opportunity to apply newly acquired knowledge and as part of the core requirements in the College of Arts
skills. Students who have participated in high-impact and Sciences. In another example, radiation therapy
12
14
practices also have reported a sense of deep learning students in Memphis, Tennessee, provided lunch to
and higher achievement on self-reported outcomes for residents staying at Harrah’s Hope Lodge and engaged
competencies. Deep learning involves applying the in conversations with patients being treated for can-
material learned from didactic courses to connect with cer. Harrah’s Hope Lodge, which is sponsored by the
practical application. American Cancer Society, provides housing for patients
According to Finley, quality dimensions or 8 key who live more than 50 miles from their oncology center.
principles are needed to teach students how to learn Harrah’s Hope Lodge reached out to the members of
effectively by creating a learner-centered curriculum. the community for meals. Students improved empathic
13
Kuh and O’Donnell described 8 quality dimensions communication skills and through self-reflective writ-
that often result from high-impact practices : ing, connected the experience with course content.
18
14
232 asrt.org/publications
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2022. All rights reserved.
