Learning how to engage students in educationally purposeful activities has been a challenge for instructors in higher education. It is often hard to push through institutionalized pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The demands of a more diverse student body and more effective measures of student learning outcomes have led to rethinking the delivery of course material to gain greater student engagement. Studies have shown that higher order engagement enhances student learning and helps to narrow achievement gaps across the curriculum. This article focuses on student engagement and the use of high-impact practices (active-learning approaches) in the Alameda County MPA Program at California State University, East Bay. The application of HIPS to this specific MPA program provides a good example of how multiple student engagement enhancement techniques can be incorporated into the core of graduate-level program development. The article concludes with suggestions for future research, one being, examining the impact distant, online education has on student learning and engagement, in light of the recent pandemic.

学习如何使学生参与具有教育意义的活动一直是高等教育讲师的一项挑战。通常很难突破植根于传统的“自学”学习方法的制度化教学边界。越来越多样化的学生群体的要求和对学生学习成果的更有效衡量方法的要求，导致人们对课程材料的交付进行了重新思考，以提高学生的参与度。研究表明，更高层次的参与可以增强学生的学习能力，并有助于缩小整个课程中的成就差距。本文重点关注东湾加州州立大学阿拉米达县MPA计划中的学生参与和高影响力实践（主动学习方法）的使用。HIPS在此特定MPA程序中的应用提供了一个很好的示例，说明了如何将多种学生参与度增强技术整合到研究生级程序开发的核心中。文章最后提出了对未来研究的建议，其中之一是，根据最近的大流行情况，研究遥远的在线教育对学生学习和参与的影响。