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ABSTRACT
Twenty-first-century universities must contend with demands from two constituencies: students wishing to compete in a progressively globalized employment marketplace and employers seeking savvy, prepared, and competent graduates who can “hit the ground running.” One response that holds great promise and has been supported by research is the implementation of high-impact educational practices (HIPs). This article begins with a description of HIPs as elucidated by Kuh (2008) and describes an initiative at one university to integrate them into the curriculum. The article finishes with a case study of one particular high-impact social work class, a short-term study abroad/service-learning course in Guatemala, and presents both quantitative and qualitative data that suggests that the implementation of high-impact practices positively influences the kind of transformative learning social work programs strive to deliver.
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Notes on contributors
Christopher Cotten
Christopher Cotten is Assistant Professor in the Department of Social Work and Carla Thompson is Professor in the Department of Research and Advanced Studies, both at the University of West Florida.
Carla Thompson
Christopher Cotten is Assistant Professor in the Department of Social Work and Carla Thompson is Professor in the Department of Research and Advanced Studies, both at the University of West Florida.