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 Demographics3 Home/Zoning & Environment4 Religion5 Safety & Public Services6 Transportation7 Physical Activity & Recreation8 Nutrition9 Education10 Social Services & Community Resources11 Economy12 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 314.011 Political Astuteness Home Environment & Safety Checklist NIH Tox Town Poverty (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