Research indicates engagement in high-impact practices (HIPs) may help to increase student retention. Given that overlap and for the sake of brevity, this chapter discusses existing research on assessment of HIPs in general and includes a more detailed discussion of these assessments for three types of HIPs: undergraduate research experiences, service/community-based learning, and internships/field experiences. Every summer a group of faculty and staff affiliated with the Institute for Engaged Learning at Indiana University-Purdue University Indianapolis (IUPUI) assess student learning in undergraduate research experiences, both directly and indirectly. Students participating in service learning and civic engagement programming also complete this common reflection prompt and surveys to assess student learning, with AAC&U VALUE rubrics, especially Civic Engagement, serving as the primary tool for direct assessment of student learning. The Institute for Engaged Learning and the Capstone Community of Practice are engaged in a project to examine the structure of capstone courses and experiences at IUPUI using the taxonomy.

Assessment UpdateVolume 34, Issue 4 p. 1-16 Article Delivering on the Promise of High-Impact Practices: A New Resource for Assessment John Zilvinskis, John ZilvinskisSearch for more papers by this authorJillian Kinzie, Jillian KinzieSearch for more papers by this authorJerry Daday, Jerry DadaySearch for more papers by this authorKen O'Donnell, Ken O'DonnellSearch for more papers by this authorCarleen Vande Zande, Carleen Vande ZandeSearch for more papers by this author John Zilvinskis, John ZilvinskisSearch for more papers by this authorJillian Kinzie, Jillian KinzieSearch for more papers by this authorJerry Daday, Jerry DadaySearch for more papers by this authorKen O'Donnell, Ken O'DonnellSearch for more papers by this authorCarleen Vande Zande, Carleen Vande ZandeSearch for more papers by this author First published: 27 July 2022 https://doi.org/10.1002/au.30305Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. References Kuh, G. D. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges & Universities. Finley, A. and T. McNair. 2013. Assessing Underserved Students' Engagement in High-Impact Practices. Association of American Colleges & Universities. https://www.aacu.org/assessinghips/report Patton, L. D., S. R. Harper, and J. Harris. 2015. " Using Critical Race Theory to (Re)interpret Widely Studied Topics Related to Students in U.S. Higher Education." In A. M. Martínez-Alemán, E. M. Bensimon, and B. Pusser (Eds.), Critical Approaches to the Study of Higher Education (pp. 193–219). Baltimore: Johns Hopkins University Press. Museus, S., J. Zilvinskis, N. Saelua, C. Kilgo, and E. Primero. 2017, November. High-Impact Practices: A Critical Interrogation Meets an Opportunity for Cultural Engagement. Presented at the 42nd Annual Association for the Study of Higher Education Conference, Houston, TX. National Survey of Student Engagement (NSSE). 2019. Summary Table for Student and Institutional Participation in High-Impact Practices. Center for Postsecondary Research, Indiana University Bloomington. Zilvinskis, J., J. Kinzie, J. Daday, K. O'Donnell, and C. Vande Zande. 2022. Delivering on the Promise of High-Impact Practices Research and Models for Achieving Equity, Fidelity, Impact, and Scale. Stylus Publishing. Volume34, Issue4July/August 2022Pages 1-16 ReferencesRelatedInformation

e-Textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is limited, especially in educational settings. This study examined student frustration with e-textbooks and the factors contributing to the frustration within undergraduate general biology courses through the development of an E-Text Frustration scale (ETFS). Exploratory factor analysis of the ETFS revealed a three-factor structure that provides quantified support for frustration with (1) e-textbook interactions on the screen, (2) problems with technology and (3) e-text curriculum integration. This structure was supported by a confirmatory factor analysis. The construct validity of the scale was established using a correlation analysis that revealed significant relationships among the three e-text frustration measures, cognitive load and motivation variables. Furthermore, the measurement invariance analyses indicated that the scale measures the same construct in the same way in males and females. Overall, the study findings suggest that the ETFS is a useful instrument with high reliability and validity evidence that can be used by researchers and practitioners. Implications for future research on frustration in technology-rich learning environments are discussed. What is already known about this topic What this paper adds Implications for practice and/or policy

The National Teaching & Learning ForumVolume 31, Issue 5 p. 10-11 Innovations in Assessment Delivering on the Promise of HIPs: A New Resource for Assessment John Zilvinskis, John ZilvinskisSearch for more papers by this authorJillian Kinzie, Jillian KinzieSearch for more papers by this authorJerry Daday, Jerry DadaySearch for more papers by this authorKen O'Donnell, Ken O'DonnellSearch for more papers by this authorCarleen Vande Zande, Carleen Vande ZandeSearch for more papers by this author John Zilvinskis, John ZilvinskisSearch for more papers by this authorJillian Kinzie, Jillian KinzieSearch for more papers by this authorJerry Daday, Jerry DadaySearch for more papers by this authorKen O'Donnell, Ken O'DonnellSearch for more papers by this authorCarleen Vande Zande, Carleen Vande ZandeSearch for more papers by this author First published: 07 September 2022 https://doi.org/10.1002/ntlf.30338Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume31, Issue5September 2022Pages 10-11 RelatedInformation

e-Textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is limited, especially in educational settings. This study examined student frustration with e-textbooks and the factors contributing to the frustration within undergraduate general biology courses through the development of an E-Text Frustration scale (ETFS). Exploratory factor analysis of the ETFS revealed a three-factor structure that provides quantified support for frustration with (1) e-textbook interactions on the screen, (2) problems with technology and (3) e-text curriculum integration. This structure was supported by a confirmatory factor analysis. The construct validity of the scale was established using a correlation analysis that revealed significant relationships among the three e-text frustration measures, cognitive load and motivation variables. Furthermore, the measurement invariance analyses indicated that the scale measures the same construct in the same way in males and females. Overall, the study findings suggest that the ETFS is a useful instrument with high reliability and validity evidence that can be used by researchers and practitioners. Implications for future research on frustration in technology-rich learning environments are discussed. Practitioner notes What is already known about this topic Prolonged student frustration can be harmful to learning. Educational technology may introduce an additional layer of factors that contribute to end-user frustration with technology. Research on frustration with educational technology is scarce. What this paper adds We developed and validated a scale for assessing students' frustration with e-textbooks. The E-Text Frustration scale includes three factors: frustration with technology, e-text screen interactions and e-text curriculum. The three factors correlated with students' e-text cognitive load and motivation to learn. Implications for practice and/or policy The identified factors represent barriers to students' successful learning with e-textbooks. Educators can reduce student frustration by aligning the curriculum with e-text materials. Student sources of frustration with technology should be studied systematically to reduce frustration in technology-rich learning environments.

Assessment UpdateVolume 33, Issue 2 p. 10-11 Assessment Institute Insights HIPs in the States Jerry Daday, Jerry DadaySearch for more papers by this authorKen O'Donnell, Ken O'DonnellSearch for more papers by this author Jerry Daday, Jerry DadaySearch for more papers by this authorKen O'Donnell, Ken O'DonnellSearch for more papers by this author First published: 26 March 2021 https://doi.org/10.1002/au.30250Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume33, Issue2March/April 2021Pages 10-11 RelatedInformation

Mathematics is viewed as essential to the economic competitiveness of the United States on the global stage (US Department of Education). As a part of the core Science, Technology, Engineering and Mathematics (STEM) fields, mathematics is vital to the nation's economic prosperity, yet enrollment in STEM fields at the college/university level has remained relatively stable, despite millions of dollars expended to improve STEM education and retention. Most extant research focuses on innovations within classroom settings that can improve learning outcomes for students pursuing STEM majors. Additional research is needed in examining how the sequencing of courses taken by students can help or hinder their progress toward the successful completion of a STEM degree. In this first phase of our research, quantitative analytics was used to identify the impact of specific courses on students' risk of dropping out of a Math major. Findings suggest a general inverse correlation between academic performance and attrition: good performance predicts lower attrition rates. Survival analysis indicated that the further a student goes within the math major, the greater the risk of dropping out. Students in a Math major tend to be more likely to drop out after their 4th year compared to their first three years. In general, students show increased inclination to switch majors from their second year and those students who have stayed in the program for too long are very likely to switch to another major.

E-textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible, and customizable learning opportunities for students.However, there is mixed research on the efficacy of e-textbooks, with some learners preferring printed textbooks.In the current study, the authors examine perceived student frustration with e-textbooks within general biology courses at a four year public university in the Southeastern United States.A principal components analysis of an 11-item scale derived from a prior qualitative study yielded a three-factor structure that highlights frustration with e-texts, technology, and instruction/pedagogy. Bivariate analyses are employed to validate the frustration scale using measures of intrinsic and extraneous cognitive load, student motivation, and demographic characteristics.

The number of the farmers' markets has been increasing rapidly due to the growing demand for fresh and local foods. However, the number of foodborne illnesses linked to fresh produce has increased in the last decade. The main purpose of this research was to investigate consumers' awareness of safety of locally grown fresh produce sold at farmers' markets in Kentucky. Consumers' practices that were employed to ensure food safety at farmers' markets and their households were also evaluated. Surveys were administered to farmers' market consumers at 8 farmers' markets between April and October of 2017. Data from 239 completed surveys were analyzed. The results revealed that 97% of respondents stated that product freshness and product taste were very important or extremely important reasons for shopping at the local farmers' markets. Almost 65% of the participants reported they were concerned about the safety of perishable farmers' market purchases. The farmers (43.3%) and consumers (42.9%) were perceived to be the most responsible party to food safety at farmers' markets. A better understanding of consumers’ perceptions allows stakeholders, including growers and vendors, to make better informed decisions regarding their food safety policies and practices.

This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed.

The faculty in a biology department at a four-year public comprehensive university adopted e-texts for all 100 and 200 level biology courses with the primary motivation of reducing textbook costs to students. This study examines the students’ perceptions of the e-texts adopted for these 100 and 200 level biology courses. An online questionnaire was developed and administered in multiple sections of six 100 and 200 level biology courses during the spring and fall semesters of 2014 to measure student perceptions of the e-texts used in these courses. Results suggest a bimodal distribution among our sample (N = 2,152) of student participants. However, there are statistically significant and noteworthy exceptions to this general pattern. Black students reported a significantly higher satisfaction with e-texts compared to white students, and students repeating one of these courses reported significantly higher levels of satisfaction with the e-text compared to students taking the for the first time. Additionally, students with lower grade point averages (GPAs) preferred the e-text significantly more compared to those with higher GPAs. Further analyses reveal that the majority of student participants perceived the use of value-added technologies, such as e-homework, favorably.

Kentucky fresh produce farmers’ food safety practices, knowledge of food safety, and acceptance of food safety certifications such as Good Agriculture Practices (GAPs) have been largely unknown. The purpose of this research was to assess the knowledge and practices of Kentucky growers pertaining to GAPs. Data were analyzed from 160 questionnaires completed by fresh produce growers on-site at farmers’ markets in 21 Kentucky counties. The results were mixed, with 90% of participants indicating familiarity with GAPs but only 47% opting to practice water quality GAPs and 55% choosing to observe soil amendment GAPs. Participants did report higher compliance with field sanitation (71%) and sanitary facilities (73%) GAPs, but indicated that cost (67%) and time (68%) were significant perceived barriers to completing GAPs audits. Participants failed to identify many sources of potential microbiological contamination, with soil being identified as a source of pathogenic contamination by only 41% of participants and irrigation water by 51% of participants. Even fewer participants believed that contamination could result from ice (26%) or refrigeration and cooling (28%). While many Kentucky farmers are aware of GAPs, this study highlights the need for further GAPs education to advance the understanding of food safety practices among farmers.

This study is motivated by recent investigations in measuring intrinsic and extraneous cognitive load associated with human learning in non-digital environments (Leppink et al. (2013) Development of an instrument for measuring different types of cognitive load. Behav. Res. Methods., 45, 1058-1072; Leppink et al.(2014) Effects of pairs of problems and examples on task performance and different types of cognitive load. Learn. Instr., 30, 32-42) and the increased interest and adoption rates of e-textbooks in higher education. Intrinsic cognitive load associated with the processing of new information is influenced by students' prior knowledge and learning task difficulty; whereas, extraneous cognitive load involves processes that do not contribute to or even hamper knowledge construction. We adapted Leppink and colleagues' cognitive load questionnaire to measure intrinsic and extraneous cognitive complexity of e-textbook learning. Undergraduate biology students (N = 1337) completed an online questionnaire, which included e-text cognitive load questions and questions about their preferences and attitudes toward e-textbooks. Results from exploratory and confirmatory factor analyses yielded some support for the use of two constructs of intrinsic and extraneous cognitive load with e-textbook learning. The instrument validity was established using an analysis of the relationships between intrinsic and extraneous cognitive load and student's academic achievement, e-text preferences and attitude measures. Reading off a screen and navigating and manipulating e-texts were among the factors that negatively correlated with e-text extraneous cognitive load.

African elephants (Loxodonta africana) and large trees have ecological and human value, but elephant impact on large trees may influence conservation strategies. We used a self-administered questionnaire to examine perceptions of elephants, large trees, and elephant management endeavors among tourists and residents in the Associated Private Nature Reserves, South Africa to inform management approaches. The questionnaire included photographs of different elephant types and of vegetation with varying degrees of elephant-impact. Respondents reported high attractiveness rankings for all elephant types, but they scored non-impacted trees higher than photos of trees with visible elephant impact. Results also revealed a significant positive correlation between elephant types known to cause high tree impact and attractiveness of non-impacted trees. Residents favored more intrusive elephant management methods, with environmental manipulation representing the most supported and balanced option for both interest groups. Respondents advocated management that focuses on ecosystem functioning more so than elephant population control.

Refining city services is gradually being placed in the hands of the citizens, or, as in the case of IBM’s initiative, “let’s build a planet of smarter cities” ( https://www-03.ibm.com/press/us/en/pressrelease/35573.wss ), at their fingertips. By reducing cost and gaining control in building smart transportation management systems, IBM provided a grant to the city of Chicago to reinvigorate Chicago’s K-12 schools and city college. Similarly, Catherine Bracy ( https://www.codeforamerica.org/people/catherine-bracy/ ) and her team at Code for America are using technology to “build governments for the people and by the people in the twenty-first century.” It is evident that smart cities should accommodate every citizen, most especially those who may struggle with accessing information through conventional mediums. Specifically, smart cities must ensure that full participation is available to those citizens with communication and learning disabilities and new immigrant populations who experience difficulties understanding the language of their new home county. The biggest challenge for these citizens is using the Internet for learning because of the need to read, view, or listen to content published online. Disabled students enrolled in science, technology, engineering, and mathematics (STEM) courses at colleges and universities are at a particular disadvantage since the use of empirical observation is critical in scientific learning and research. In this paper, we propose an intervention using a new software product and workflow for video captioning—a Universal Video Captioning platform (UVC). This platform provides a semi-automatic approach to synchronize the captioning into accessible STEM-related videos. It has the potential to transform learning and teaching for students with disabilities and those whose native language is not English by integrating synchronized captioned educational videos into undergraduate and graduate STEM disciplines. While accessing scientific content can pose unique challenges for disabled students and those who have just started learning a new language, the UVC platform has the potential to provide students with disabilities and recent immigrants the ability to pursue new and deeper learning opportunities.

We describe a proposed universal design infrastructure that aims at promoting better opportunities for students with disabilities in STEM programs to understand multimedia teaching material. The Accessible Educational STEM Videos Project aims to transform learning and teaching for students with disabilities through integrating synchronized captioned educational videos into undergraduate and graduate STEM disciplines. This Universal Video Captioning (UVC) platform will serve as a repository for uploading videos and scripts. The proposed infrastructure is a web-based platform that uses the latest WebDAV technology (Web-based Distributed Authoring and Versioning) to identify resources, users, and content. It consists of three layers: (i) an administrative management system; (ii) a faculty/staff user interface; and (iii) a transcriber user interface. We anticipate that by enriching it with captions or transcripts, the multimodal presentation of materials promises to help students with disabilities in STEM programs master the subject better and increase retention.