Document Type

Conference Proceeding

Disciplines

Education

Abstract

Research reveals that students benefit from high-impact practices (HIPs), transparent teaching-learning methods, and problem-based curricula. These benefits appear to be particularly profound for traditionally underserved students. This study uses pre-post survey and rubric-based assessment methods to examine the use of HIPs, transparent teaching-learning methods, and problem-based curricula in tandem and across the disciplines to support traditionally underserved students’ academic engagement and performance in the community college context. Findings related to faculty implementation, students’ perceptions of transparency, and students’ development of problem-solving skills are discussed.

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