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Integra,ng high-‐impact scholarship into a large general educa,on class Dr. Careen Yarnal & Hsin-‐Yu Chen The Pennsylvania State University INTRODUCTION CONTEXT Engaged scholarship, as deﬁned by The Pennsylvania State University, is out-‐of-‐classroom academic experiences that complement classroom learning. Research ﬁnds that high-‐impact prac.ces (HIPs) including out-‐of-‐class experiences, like internships, study abroad, undergraduate research, and capstones, provide dis.nc.ve, compelling, and integra.ve beneﬁts for undergraduate students (Brownell & Swaner, 2009; Kuh, 2008). Research also ﬁnds that how college students use ,me outside of class can signiﬁcantly inﬂuence moral beliefs, health-‐related behaviors, academic performance, and civic engagement (Bergen-‐cico & Viscomi, 2008; Dalton & Crosby, 2012). Limita,ons of Exis,ng Research: What we know about high impact prac.ce •  We embedded a three-‐phase ,me diary into the curriculum of a large general educa.on class (n=150) on Leisure and Human Behavior. experience comes from large-‐scale surveys, which fail to reﬂect what the experiences mean to the student (Finlay & McNair, 2013). Many high-‐impact prac.ces have scalability, cost, .me commitment, and implementa.on issues (Brownell & Swaner, 2009; Bruner, 2010). Inadequate a^en.on to .me use during emerging adulthood (18-‐29), when students are mo.vated to look closely at lives “as they are lived” (Arne^, 2006). Limited research on leisure educa.on’s role in helping students with choices, priori.es, and decision-‐making (Yarnal, Qian, Hustad & Sims, 2013). Arne^ (2006) argued that emerging adults are: •  Self-‐focused; and, •  Self-‐reﬂec,ve. These capaci.es for self-‐focus and self-‐reﬂec,on: •  Lead to deepened understanding of self and of others, and at .mes to cogni.ve change; •  Are suited to in.mate, detailed, and sequen.al types of data collec.on like a ,me diary (George et al., 2008; Robinson & Bonstrom, 2004). TEMPLATE DESIGN © 2008
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TIME DIARY EXCEL FILE RESULTS Data collec,on/ Data Analysis/ Self-‐Reﬂec,on “When this was assigned, I just assumed I knew everything about my life and how I spent my .me…
Ager actually spending the .me to record my daily ac.vi.es, essen.ally puing a microscope on my life, I discovered that almost all of my preconcep.ons about how I spend my .me were false.” Add Your Title
•  With class enrollment varying by major, gender, age, and academic year, the three phases were: 2. Data Analysis 1. Data Collec,on •  Intensive data collec.on •  Rigorous data entry/analysis •  7 days, 24 hours •  Used excel ﬁle to calculate sta.s.cs on daily and weekly .me use •  Track .me use daily all 7 days Beginning 3. Self-‐reﬂec,on “No one really thinks about their “down .me” as an important part of their lives…. , but now that I have knowledge about it, I now realize what a crucial part of life it really is.” •  Link paper to class leisure concepts End •  Three phases over semester provided mul.ple opportuni.es to: 1 Focus on what data collec.on and analysis demonstrated about personal .me use 2 Apply class learning to daily life 3-‐phase ,me diary 3 Select concepts/theories that helped them make sense of personal daily .me use Self-‐Reﬂec,on & Realiza,on RESULTS Cogni,ve Change Qualita,ve approach •  Provided detailed informa.on on experiences •  Shared reﬂec.on on .me use/college life/”life as it is lived”
Data Collec,on •  IRB/ Consent informed form •  Time Diary Reﬂec.on papers Data Analysis •  Qualita.ve thema.c analysis of reﬂec.on paper •  Nvivo 10 used to organize/manage data •  Developing codes and coding data à describing and comparing data à categorizing and conceptualizing data. Trustworthiness •  Taking notes to track details/ thick descrip.on/ peer debrieﬁng/ member checking Free ,me Classes Learning Choices & decisions Knowledge Applica,on 3
Role of Free Time & Development High impact prac,ce experience: Gave meaning to ,me use/ Deepened learning •  New type of HIP-‐-‐cost-‐eﬀec.ve, intensive, rigorous, scalable, compelling, integra.ve. College life 2
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Self-‐reﬂec,on / Self-‐examina,on / Realiza,on •  Ager comple.ng the .me diary, students found that what they think about their life is very diﬀerent from reality. •  Results also yielded evidence that the .me diary project made learning and the class meaningful for students; it helped students understand their .me use as well as themselves. •  Self-‐reﬂec.on and self-‐examina.on lead to cogni.ve change for some, and the three phases of the TD led to an apprecia.on of how class concepts made sense of daily .me use and sense of the contribu.on of leisure to development. 1
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•  Extensive self-‐reﬂec.on on .me use; 8-‐10 page paper Mid-‐semester 1
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“These class concepts can be used in all real life situa.ons” “I found all of these concepts to be very interes.ng because they all apply to everyone’s daily lives but no one really knows the research behind it or what it actually is.” 3
“All the ac.vi.es I par.cipated in during my free .me …helped my development one way or another. “ “It [leisure] allows for the chance to grow, learn, and develop in the best ways possible.” •  “I found this project very rewarding. It may have been strange to document everything you’re doing at the .me you’re doing it but it helps you look as how you spend your .me and how it aﬀects your life.” •  “Through these leisure experiences I am able to gain personal enrichment, self-‐expression, as well as self-‐
gra.ﬁca.on. “ •  “These leisure ac.vi.es are extremely important to my lifestyle, personality, and help me accomplish my college goals.” •  “Ager taking this class and comple.ng the TD I have learned that having a balance in your life is not just something that happens, it is something one has to work for and once a^ained, you have to keep it up.” CONCLUSION •  The Time Diary is designed to encourage self-‐
reﬂec.on on life choices and .me management, to deepen understanding of class concepts and to apply this knowledge to daily life. •  Results revealed that self-‐reﬂec.on urged students to cogni.vely review personal goals, values, aitude, and behaviors, and for some inspired posi.ve engagement in meaningful ac.vi.es, such as volunteering and civic engagement. •  The take-‐away is that integra.ng a Time Diary into a general educa.on curriculum may not only be a cost-‐
eﬀec.ve, scalable, easy to implement, rigorous, innova.ve high impact prac.ce, but also may contribute to student academic, personal, and social development.