Using The Internet, Identify At Least Three Colleges

Using the Internet, identify at least three colleges that provide high-impact learning experiences for their students. Create a table listing their practices (e.g., learning communities); providers (e.g., faculty, student affairs staff); and target populations (e.g., first-year students, second-year students, all students, etc.).

Using the internet, identify at least three colleges that provide high-impact learning experiences for their students. For each college, create a table that lists their specific practices aimed at enhancing student engagement and retention, the providers responsible for implementing these practices, and the target populations that benefit from these initiatives. Examples of practices include learning communities, undergraduate research programs, service-learning, or peer mentoring initiatives. Providers may include faculty members, student affairs staff, academic advisors, or peer mentors. The target populations could be first-year students, transfer students, underrepresented groups, or all students.

To begin, conduct a comprehensive online search to identify reputable institutions known for implementing high-impact practices that foster deep learning and improve retention rates. Focus on well-known colleges and universities that highlight these initiatives on their official websites, institutional reports, or accreditation documents. For each institution selected, carefully examine their student engagement programs, academic support services, or student success initiatives.

Once identified, organize this information into a clear, concise table. Each row should represent a unique practice, with columns specifying the practice name, the primary provider or implementing body, and the target student population. For example, a row could detail a “Learning Community Program,” with faculty or staff listed as providers, and first-year students as the target population. Ensure to include a variety of practices that address different stages of student development and diverse student needs.

This exercise aims to showcase diverse approaches colleges utilize to actively engage students, particularly in their early academic years, to foster persistence and improve retention. It will also highlight the roles various staff members play in supporting student success, as well as how targeted practices are tailored to specific student populations to maximize effectiveness. The final table should serve as an informative guide illustrating best practices across different institutions for promoting high-impact learning experiences.

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Paper For Above instruction

College retention rates remain a critical indicator of institutional effectiveness and student success. High-impact practices (HIPs) are widely regarded as effective strategies that foster meaningful learning and engagement, thereby improving retention, especially among first-year students. Several colleges and universities have adopted innovative programs designed to support students during their transitional and early college years, deploying a range of strategies involving faculty, student affairs staff, and peer support systems.

One prominent example is the University of South Carolina’s First-Year Experience (FYE) program, which emphasizes engagement through learning communities and peer mentoring. The program involves faculty-led seminars, small group discussions, and collaborative projects aimed at promoting a sense of belonging among first-year students. The providers primarily include faculty members and dedicated peer mentors, with targeted populations being incoming first-year undergraduates. These activities significantly help students develop academic skills, social connections, and institutional commitment (Kuh, 2008).

Similarly, North Carolina State University’s Undergraduate Research Initiative exemplifies high-impact practice by involving undergraduates in faculty-led research projects. This practice encourages active learning, critical thinking, and close mentorship, with faculty acting as primary providers. While the initiative is open to all undergraduates, it particularly benefits transfer students and first-year students eager to deepen their academic engagement. The program’s emphasis on research immerses students in real-world problem-solving and strengthens their persistence (Kuh, 2008; National Survey of Student Engagement, 2019).

Another effective example is the College of St. Benedict’s Peer Mentoring Program, which connects upperclassmen with incoming students. The practice is designed to foster peer support, cultural inclusion, and academic adjustment. Student affairs staff and peer mentors play crucial roles as providers, targeting first-year students and students from underrepresented backgrounds. Such support systems have been associated with increased student retention and satisfaction (Kuh, 2008; Tinto, 2012).

Creating a comprehensive table of these practices helps visualize the diversity and targeted nature of high-impact initiatives:

These practices serve multifaceted purposes: fostering academic skill development, promoting social integration, and creating a sense of community that encourages persistence. Universities that implement such initiatives report higher retention rates, especially in the critical first two years of college (Kuh, 2008; Tinto, 2012). The success of these programs often relies on dedicated providers—faculty, staff, and peer mentors—who facilitate peer engagement, academic support, and resource navigation tailored to specific student groups.

In conclusion, high-impact practices tailored to first-year students significantly contribute to improved retention rates. Institutions that prioritize engagement through targeted programs—such as learning communities, research projects, and peer mentoring—demonstrate a commitment to student success. Furthermore, the role of providers across academic and student affairs divisions is central to ensuring that these initiatives are effectively implemented and aligned with student needs, ultimately fostering a supportive environment conducive to persistence and graduation.

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 and Universities.
• National Survey of Student Engagement. (2019). NSSE 2019 results. Indiana University Center for Postsecondary Research.
• Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.
• Seifert, T. (2015). Developing high-impact practices in community colleges. Community College Journal of Research and Practice, 39(11), 1022-1033.
• Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55(4), 485-540.
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• Applin, L. (2016). Supporting students’ success: The role of high-impact practices at community colleges. Journal of Community College Research and Practice, 40(7), 610-620.
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.