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Leveraging High-Impact, Collaborative Learning in an Undergraduate Nonprofit Studies Course Toward Bolstering Career Readiness

Samuel L. Frye, Graziella Pagliarulo McCarron


Applied fields such as nonprofit and philanthropic studies are uniquely positioned to benefit from curricula that emphasize high-impact practices. As such, this paper presents a case study focused on the deep connection of high-impact practices to student-learning outcomes in undergraduate nonprofit studies with the explicit purpose of supporting students’ career readiness. We specifically explore the role of collaborative learning, and we hope that this case will illustrate how nonprofit studies educators can leverage high-impact, collaborative learning toward pedagogical improvement and undergraduate student career readiness.

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high-impact practices; collaborative learning; nonprofit studies; career readiness; experiential learning; nonprofit undergraduate education

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