Are You HIP?: How One Latinx Learning Community Integrates Ten High-Impact Practices to Foster Student Success
dc.contributor.author | Gonzales, Sandra | |
dc.contributor.author | Baier, Stefanie | |
dc.contributor.author | Brammer, Ethriam | |
dc.date.accessioned | 2023-05-29T18:05:11Z | |
dc.date.available | 2023-05-29T18:05:11Z | |
dc.date.issued | 2022-02-28 | |
dc.identifier.citation | Student Success, 13(1), 74-79. | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/176765 | en |
dc.description.abstract | This practice report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness. | en_US |
dc.language.iso | en_US | en_US |
dc.relation.ispartofseries | Vol. 13, No. I | en_US |
dc.rights | CC0 1.0 Universal | * |
dc.rights.uri | http://creativecommons.org/publicdomain/zero/1.0/ | * |
dc.subject | high impact practices, student success, Latinx students, Hispanic students | en_US |
dc.title | Are You HIP?: How One Latinx Learning Community Integrates Ten High-Impact Practices to Foster Student Success | en_US |
dc.type | Article | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Rackham Graduate School | en_US |
dc.contributor.affiliationother | Wayne State University, College of Education | en_US |
dc.contributor.affiliationother | Michigan State University, Graduate School | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/176765/1/1907-Article Text-8701-1-10-20220221 (1).pdf | |
dc.identifier.doi | 10.5204/ssj.1907 | |
dc.identifier.doi | https://dx.doi.org/10.7302/7614 | |
dc.identifier.source | Student Success | en_US |
dc.identifier.orcid | 0000-0002-9569-2235 | en_US |
dc.identifier.orcid | 0000-0003-1729-2890 | en_US |
dc.identifier.orcid | 0000-0001-5518-1441 | en_US |
dc.description.depositor | SELF | en_US |
dc.identifier.name-orcid | Gonzales, Sandra M; 0000-0002-9569-2235 | en_US |
dc.identifier.name-orcid | Baier, Stefanie; 0000-0003-1729-2890 | en_US |
dc.identifier.name-orcid | Brammer, Ethriam; 0000-0001-5518-1441 | en_US |
dc.working.doi | 10.7302/7614 | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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