View in EDS HTML Full Text PDF Full Text

High-impact educational practices: leveling the playing field or perpetuating inequity?

Saved in:
Bibliographic Details
Title: High-impact educational practices: leveling the playing field or perpetuating inequity?
Authors: Greenman, Sarah J.1 sgreenman01@hamline.edu, Chepp, Valerie2, Burton, Samantha3
Source: Teaching in Higher Education. Feb2022, Vol. 27 Issue 2, p267-279. 13p. 1 Chart.
Subject Terms: *Active learning, *College students, *Graduation rate, *Educational equalization, *College teaching, *Young adults, *Higher education
Geographic Terms: United States
Abstract: While most of the discourse surrounding high-impact educational practices is laudatory, the current manifestation of these practices is not above scrutiny. The benefits of integrating high-impact educational practices into the United States college experience are well-documented, especially for students from groups that have been historically underserved by higher education; however, relative to their more traditionally advantaged counterparts, these populations face greater barriers in accessing these beneficial learning experiences. This paper synthesizes existing high-impact educational literature in the United States, highlights the importance of using an equity-minded framework when exploring the often-overlooked pitfalls in their implementation, and focuses on equal access and outcomes for historically underserved populations. In order to rectify inequities, this paper suggests an ambitious new direction that should systematically catalog existing, more accessible, modified high-impact practices and, subsequently, evaluate their effectiveness. Without this research agenda, high-impact educational practices may continue to perpetuate inequity. [ABSTRACT FROM AUTHOR]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 155833003
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: High-impact educational practices: leveling the playing field or perpetuating inequity?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Greenman%2C+Sarah+J%2E%22">Greenman, Sarah J.</searchLink><relatesTo>1</relatesTo><i> sgreenman01@hamline.edu</i><br /><searchLink fieldCode="AR" term="%22Chepp%2C+Valerie%22">Chepp, Valerie</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Burton%2C+Samantha%22">Burton, Samantha</searchLink><relatesTo>3</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Feb2022, Vol. 27 Issue 2, p267-279. 13p. 1 Chart.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+rate%22">Graduation rate</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While most of the discourse surrounding high-impact educational practices is laudatory, the current manifestation of these practices is not above scrutiny. The benefits of integrating high-impact educational practices into the United States college experience are well-documented, especially for students from groups that have been historically underserved by higher education; however, relative to their more traditionally advantaged counterparts, these populations face greater barriers in accessing these beneficial learning experiences. This paper synthesizes existing high-impact educational literature in the United States, highlights the importance of using an equity-minded framework when exploring the often-overlooked pitfalls in their implementation, and focuses on equal access and outcomes for historically underserved populations. In order to rectify inequities, this paper suggests an ambitious new direction that should systematically catalog existing, more accessible, modified high-impact practices and, subsequently, evaluate their effectiveness. Without this research agenda, high-impact educational practices may continue to perpetuate inequity. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=155833003
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13562517.2021.2000384
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 267
    Subjects:
      – SubjectFull: Active learning
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Graduation rate
        Type: general
      – SubjectFull: Educational equalization
        Type: general
      – SubjectFull: College teaching
        Type: general
      – SubjectFull: Young adults
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: High-impact educational practices: leveling the playing field or perpetuating inequity?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Greenman, Sarah J.
      – PersonEntity:
          Name:
            NameFull: Chepp, Valerie
      – PersonEntity:
          Name:
            NameFull: Burton, Samantha
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 13562517
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Teaching in Higher Education
              Type: main
ResultId 1