ACADEMICS JE SSUP on the


OF QUALI TY EDUCAT IONAL PR AC T ICE


BY KAY LLOVIO ASSOCIATE PROVOST: STUDENT DEVELOPMENT & PROFESSOR, PRACTICAL THEOLOGY AND EDUCATION


rowse any Jessup magazine. I prom- ise you will find captivating stories of students experiencing education


in novel settings. Interning at the Ameri- cana Theatre Company in Massachusetts? Participating in an archaeological dig at Tel Halif, Israel? First-year experience seminars? Sounds exciting, but are they learning anything, you ask, and, does it help them get a job? Yes! Those educational encounters (see


the Fall 2015 issue for details) exemplify what are known as High-Impact Practices, or active learning experiences that “educational research suggests increase rates of student retention and student engagement,” according to George D. Kuh, Director of the national institute for learning outcomes assessment. For nearly two decades, the Association of American Colleges and Universities (AAC&U) has spearheaded a series of initiatives for the development of goals, essential learning outcomes, High- Impact Practices, and assessment for liberal education for the 21st century. Jessup faculty intentionally wove


opportunities for nine of these High Impact Practices (HIPs) into our curriculum a decade ago, and our students engage in more of them than most students (see chart right). Capstone courses and projects are


required in every degree – Gabrielle Jackson (’09), President and Founder of The Millen- nial Solution, shared at the Jessup Gala that her book, 5 Millennial Myths: The Handbook for Managing and Motivating Millennials,


came from research begun in her capstone course in Public Policy. Internships are required in all


professional programs – “One of the most exciting parts of the internship [at Americana Theatre] was to be able to take what we’ve learned here at Jessup and dive into the real world to get professional experience while still having that mentorship and educational feel,” said Morgan Lewis (’15) about her summer in Plymouth, MA. Service learning is built into the sophomore


WJU CCCU


NSSE 2013 & 2014 CA Private


0% 71% 75% 62% 25%5 0% 24% 75%1 00%


National Survey of Student Engagement High Impact Practices – WJU Leading the Way


86% 20% 18% 12%


experience, but also combined with other HIPs, first-year seminars and collaborative projects, in Serve Day. Serving alongside his peers painting at


Warren T. Eich Middle School in Roseville contributed to the overall success of the outreach project for first-year student, Isaiah Cross. The experience “taught us how to work together to be more efficient, more involved with other people.” In undergraduate research in the arts and


sciences, Jessup archaeology students were featured in the Biblical Archaeology Review for their work last summer at Tel Halif, Israel, with Dr. Cynthia Shafer-Elliott, associate professor of Hebrew Bible and Archaeology. Global learning through internships,


missions, and study abroad engages more than 10% of the traditional student body annually. “At Oxford, I learned the importance of academia for a Christian in a global context . . . I grew in my ability to critically research information and develop an interdisciplinary


6 JESSUP MAGAZINE


perspective,” states senior Justin Dwyer. “I formed lasting friendships with diverse people who constantly challenged the unrecognized assumptions of my worldview." Learning communities for first-year


students and writing-intensive courses in every major complete Jessup High-Impact Practices. But, does any of this help them be exceptionally employable? Again, a resounding yes! When reading a description of a 21st-century liberal education, a large majority of employers recognize its importance. In fact, 74 percent would recommend this kind of education to a young person they know as the best way to prepare for success in today’s global economy! At Jessup, that is one of our topmost focuses – to equip transformational leaders who are exceptionally employable, and to position them for greatest success.


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