Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale - Paperback

John Zilvinskis is an assistant professor at Binghamton University, State University of New York. By training, he is a survey researcher who studies the engagement of college students and his research has been published in Research in Higher Education, The Review of Higher Education, the Journal of College Student Development and the Journal of Diversity in Higher Education. Jillian Kinzie is Associate Director of the Indiana University Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute. She is also a senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. Jerry Daday is a professor of sociology and the executive associate dean in the Institute for Engaged Learning at Indiana University-Purdue University Indianapolis. He works with a team of faculty and staff striving to ensure the equitable progression of IUPUI's 20,000 undergraduate students through pathways of scaffolded engaged learning experiences beginning in the first-year experience through their capstone experience. Ken O'Donnell is vice provost and professor of communication at California State University Dominguez Hills. He has been an energetic proponent of high-impact practices since working at the CSU Office of the Chancellor, where he successfully won several million dollars in public and philanthropic funding to support HIPs implementation and assessment across California. Carleen Vande Zande is the associate vice president for academic programs and faculty advancement at the University of Wisconsin System Administration. She is also a tenured professor of educational leadership at the University of Wisconsin-Oshkosh. She has facilitated HIPs development activities at the campus and system levels for several years and is interested in ways to integrate HIPs into student success strategies as well as incorporating HIPs into university level assessment.