Unpacking High-Impact Instructional Practices and Student Engagement in a Teacher Preparation Program

Authors

Raymond J. Rodriguez, James Madison UniversityFollow
Ekaterina Koubek, JMUFollow

Abstract

The literature on SoTL contains numerous studies examining the relationship between High-Impact Practices (HIPs) as adopted by the American Association of Colleges and Universities (AAC&U), student engagement, and student learning outcomes as measured on the National Survey of Student Engagement (NSSE). To further understand how these practices might affect student engagement and learning within college courses, this study examined the relationship between HIPs, reported student engagement and reported learning outcomes in a teacher preservice program. Focus group interviews and a modified version of the NSSE survey were used to “unpack” how these practices related to student engagement and learning in five courses with 94 enrolled students. Major themes from the analyses included the importance of applied learning, collaborative assignments, understanding diverse points of view and constructive feedback on assignments as essential components of engagement and learning. Implications for teaching and future research are discussed.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Rodriguez, Raymond J. and Koubek, Ekaterina (2019) "Unpacking High-Impact Instructional Practices and Student Engagement in a Teacher Preparation Program," International Journal for the Scholarship of Teaching and Learning: Vol. 13: No. 3, Article 11.
Available at: https://doi.org/10.20429/ijsotl.2019.130311