High Impact Practices (HIPs)

This article aims to provide an overview of Texas State University's Common Experience, an innovative initiative that engaged tens of thousands of people in shared consideration of sustainability as a single topic during academic year 2010-2011. Design/methodology/approach: The discourse begins with an overview of the Common Experience from a pedagogical perspective based on five principles of effective instructional practice identified by the National Research Council (NRC) in their synthesis of the research from the fields of cognitive, developmental and educational psychology, and brain research on how people learn. Based on a case study research design, the article next provides detailed descriptions of course-based and non-course Common Experience activities, including examples from the year-long initiative. The discourse then focuses on important elements organizers should consider when planning non-course activities, followed by a description of the planning process needed to replicate the initiative at other institutions. Findings: Based on five principles of instructional practice, the Common Experience is a pedagogical innovation designed to cultivate a common intellectual conversation across the campus, to enhance students' participation in the intellectual life of the campus, and to foster a sense of community across the campus and extended community. In so doing, the Common Experience in sustainability inspired people on campus and in the community to change behavior and social policy, build scientific understanding, connect local environmental issues to global themes, and reshape values -- components crucial to sustainability education. Originality/value: The Common Experience is more likely to yield progress toward finding solutions to sustainability problems because it promotes engagement and input from all stakeholders within the campus and surrounding community through shared vision and face-to-face dialogue in a variety of contexts.

The article discusses the findings of student surveys and faculty interviews on a university pilot project of a common book program (CBP) for first-year students. Topics covered include the integration by teachers of the CBP into their courses, the success or failure of the program in fostering a sense of community and belonging and in introducing students to the necessary level of critical thinking and literacy, and the benefits and drawbacks of the program.

Despite the continued growth of common book reading programs on college and university campuses, little is known about the benefits of such programs on first-year students' development. Using a multi-institutional survey of undergraduates attending six large, public universities (n = 1,237), the present study examined relationships between first-year students' participation in common book reading programs and their self-reported development in academic skills and multicultural appreciation and competence. The results suggest that participation in such a program is significantly and positively associated with first-year students' self-reported development in academic skills and multicultural appreciation and competence, controlling for their participation in first-year seminar and learning communities, demographic characteristics, academic engagement, sense of belonging, faculty interactions, grade point average, and students' self-reported skills and competencies when they first arrived on campus.