Using High Impact Practice Activities to Engage Students

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 2 History 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 1

• 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 314. 011 ! Political Astuteness ! Home Environment & Safety Checklist ! NIH Tox Town ! Poverty (Playspent. org)

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

Elements of the Lived Assessment • Windshield Survey

Student Development ² Increase in student participation in class ² Clinical instructor reports of improved student engagement in the community setting ² Empathy, understanding, decreased in negative judgment, & compassion 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. ”