Empirically Substantiating Claims about “High-Impact” Practices in Teaching and Learning
Responsible Teaching & Learning
Gregory Wolniak et al, University of Georgia, USA
Single presentation - 30 Minutes
Drawing from a comprehensive review and synthesis of empirical evidence on how college affects students, the presentation confronts the disconnect that exists between the empirically demonstrated impacts of college and the persistently negative attitudes the public expresses towards higher education. The presentation aims to reclaim the narrative of higher education’s relevance, and provide empirical insights into the relationships between “high-impact” practices in teaching and learning and essential higher education outcomes.
This presentation will consider ways in which administrators and educators can discuss, administer, and assess practices that are related to helping students achieve outcomes, including content mastery, critical thinking, identity development, prosocial attitudes and values, persistence, moral development, degree attainment, economic gains, and quality of life indicators. By providing empirical evidence relating to “if and how” practices are impactful, the higher education community will begin to reclaim its relevancy narrative by basing claims on evidence rather than anecdote.