Using High Impact Practice Activities to Engage Students in the Classroom While Building Student Self-Confidence in the Community.

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Presentation transcript:

Using High Impact Practice Activities to Engage Students in the Classroom While Building Student Self-Confidence in the Community

Objectives 1.Identify how a task-oriented community experience differs from community-based learning 2.Compare strategies used in the classroom, across disciplines, that may or may not contribute to capstone community project 3.Discuss the importance of a lived assessment to the high impact practice of community based learning. 4.Discuss the significance of high impact practice to the student's development of self and in preparation of career/profession.

What is HIP? Teaching practices to improve student engagement and retention Active Learning Cumulative Learning Systematic strategies Association of American Colleges and Universities

What is HIP? First year seminars Common Intellectual Experiences Learning Communities Writing Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community Based Learning Internships Capstone Courses and Projects Association of American Colleges and Universities

Community Health Course: Then and Now Task oriented vs. Community Based – Task oriented A means to simply completing hours Service learning with minimal personal connection Same assignment week after week with little variability – Community Based Learning activities with a purpose Service learning with a focus on places or people Working with Community partners

Zip Code Assessment 1 History 2 Demographics 3 Home/Zoning & Environment 4 Religion 5 Safety & Public Services 6 Transportation 7 Physical Activity & Recreation 8 Nutrition 9 Education 10 Social Services & Community Resources 11 Economy 12 Health Policy

Health Fair Screenings: Hearing, Visual, Musculoskeletal Louisville Water Company (Clean Hands Up) Immunizations Service Learning

SWOT analysis Hypothetical Peer evaluation

Classroom  Global News  Self Health Appraisal  Healthy People 2020  Communicable Disease Chart  Nip It Immunization Module  Develop Health Brochure  Evaluate Readability (Fry’s Graph)

Classroom  Develop disaster preparedness  Evaluate a health bill  KRS  Political Astuteness  Home Environment & Safety Checklist  NIH Tox Town  Poverty (Playspent.org)Playspent.org

Interdisciplinary Communication Skills Writing & Reading ENG 101; ENG 200 HIST 116/117; IDC 200/300 IDC 400; PHIL 301 Old & New Issues (Global, US) Societal Issues Political Issues HIST 117 Analyze data sets MATH 200/205 Human experience PSYC 103/218; PHIL 160/301; THEO 200

Elements of the Lived Assessment Windshield Survey

Student Development From student evaluations: “I enjoyed the lectures and various assignments we did in class. It helped me bring everything together from the class.” “The exercises we did in class really helped me in understanding the material presented. I got a better appreciation of community health nursing.” “I feel like I really got a good understanding of what community health entails.”  Increase in student participation in class  Clinical instructor reports of improved student engagement in the community setting  Empathy, understanding, decreased in negative judgment, & compassion