WED-036 - Training future Health Education Specialists through High-Impact Practices

Brief Abstract Summary: Research findings show that engaging students in applied and experiential learning through high-impact practices (HIPs) such as service learning, internships, and collaborative projects enhances their learning, success, retention, and career outcomes. However, notable equity gaps persist in participation, with historically underserved populations, such as first-generation students and students of color, being less likely to engage in HIPs. This presentation will explore strategies to identify, implement, and expand high-impact practices within professional preparation programs for future Health Education Specialists to promote equitable access. Insights will be provided from both academic preparation programs and community agencies that employ Health Education Specialists, highlighting the importance of these experiences.

Detailed abstract description: The 2008 AAC&U publication by Kuh, "High-Impact Practices: What They Are, Who Has Access to Them, and Why They Matter," has significantly influenced higher education, particularly in shaping powerful learning experiences for students. High-impact practices (HIPs) are shown to increase graduation rates and promote equity by narrowing achievement gaps among first-generation students and racial and ethnic minorities. However, underserved populations are less likely to participate in HIPs. This disparity highlights a pressing need for higher education institutions offering professional preparation programs for Health Education Specialists (HES) to ensure equitable access to a range of connected curricular and co-curricular experiences that encompass experiential, applied, and integrative learning.
HIPs are not just beneficial—they are critical for preparing future HES. They shape students’ knowledge base while fostering competencies, skills, and attitudes necessary for effective practice in diverse settings. HIPs, such as service learning, global learning, collaborative projects, and internships, are designed to actively engage students to enhance their understanding of complex issues. Service learning and internship opportunities require students to apply theory in real-world contexts while partnering with community organizations to address health disparities, cultivating not only academic knowledge but essential skills in community engagement and advocacy.
Effective health education requires effective communication, teamwork, and leadership skills. HIPs that require collaborative assignments and projects encourage students to work in teams, navigate group dynamics, and present findings, mirroring the collaborative nature of health education practice. Participating in these projects help students hone their ability to advocate for health initiatives.
HIPs facilitate the development of a professional identity and ethical framework. Students who engage with reflective practices through HIPs relate their personal values and beliefs with professional standards. Students are better prepared to navigate the complexities of their future roles and uphold ethical standards in their professional lives.
HIPs foster a sense of belonging and community among students. Teamwork and collaboration are foundational in professional practice. HIPs promote connections between peers and faculty, increasing student engagement and support in their academic pursuits. This sense of community not only enhances individual learning experiences but also strengthens the health education workforce by fostering a culture of collaboration, mutual support, and advancement of the profession.