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

Increase in student participation in class

Clinical instructor reports of improved student engagement in the
community setting

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.”