Based on your personal knowledge and your review of the literature, identify at least three colleges that have been recognized for offering high-impact experiences for students. Research their websites and create a table listing the college in column 1; the practice in column 2; the provider (e.g., faculty, student affairs staff, or both) in column 3; and the target population (e.g., first-year students, second-year students, all students, etc.) in column 4.
| Effective Educational Practices | ||||
| Practice Description | Institutions of Higher Education | Provider | Target Population | |
| Intrusive Advising | Requires institutions administering checkpoints to precisely record key development periods throughout students’ college careers that help channel students work toward the appropriate ventures at the right moment (Kuh, G.D., Kinzie, J., Schuh, J.H., &Whitt, E.J., 2005). | Fayetteville State University (FSU) | Institution Administrators | Part-time/ Transfer Students |
| Early Warning System | Employ information on student performance to trigger intervention (Tinto, 2012). | Purdue University | Institution Administrators | First-year/ Second year Students |
| Learning Communities and Collaborative Learning | Redesign students learning practice by modifying the classroom, restoring faculty practice, and connecting courses so that students find learning as a shared occurrence versus a solitary endeavor. In this practice, a shared learning experience bridges the gap between a student’s academic and social without one relinquishing another (Tinto, 1997). | The University of Texas at El Paso (UTEP) | Faculty/ Instructors | Commuter Students |
| Coordinated Studies Program | Provides students the opportunity to share the curriculum and learn together. Students enroll together in several courses that are tied together in a unifying theme (Tinto, 1997). | Seattle Central Community College | Instructors | First-year students |
| First -Year Seminars | Enhance students’ sense of belonging by helping them integrate into the college culture (Huff & Burek, 2016). | Bowling Green State University (BGSU) | Institution Administrators | First-year Students |
Huff, M. T., & Burek, M. W. (2016). Enhancing Student Persistence and Freshmen-to-Sophomore Retention Through a College -Level First- Year Seminar. Department Chair, 27(1), 18-20. https://doi-org.ezp.waldenulibrary.org/10.1002/dch.30094.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 659-673. Retrieved from the Walden Library databases.
Tinto, V. (2012). Enhancing student success: Taking the classroom success seriously. International Journal of the First Year in Higher Education, 3(1), 1–8. https://doi-org.ezp.waldenulibrary.org/10.5204/intjfyhe.v3i1.119
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