High Impact Practices: HU-HIPs plan Diana Marrs, Ph.d. Director, Center for Teaching Excellence

WHAT ARE HIGH IMPACT PRACTICES (HIPs) Think, Pair, Share Your most memorable experience in your education What was it? Why was it memorable? WHAT ARE HIGH IMPACT PRACTICES (HIPs)

High-Impact Activities First-Year Seminars & Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments & Projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses & Projects

HIPs outcomes What Really Matters in College: Student Engagement Because individual effort and involvement are the critical determinants of college impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini, 2005, p. 602

Employers assess the potential value of high-impact educational practices % saying each would help a lot/fair amount to prepare college students for success Raising The Bar – October/November 2009 17 – Hart Research for AACU 84% Students complete a significant project before graduation that demonstrates their depth of knowledge in their major AND their acquisition of analytical, problem-solving, and communication skills (62% help a lot) 81% Students complete an internship or community-based field project to connect classroom learning with real-world experiences (66%) Students develop research skills appropriate to their field and develop evidence-based analyses (57%) 73% Students work through ethical issues and debates to form their own judgments (48%)

Common Intellectual Experiences When students read and write or conduct inquiries about the same material, they are more likely to: talk about substantive matters outside of class study together see connections between different courses integrate and synthesize material High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008)

High-Impact Activities Increase Odds Students Will: Invest time and effort Interact with faculty and peers about substantive matters Experience diversity Get more frequent feedback Reflect & integrate learning Discover relevance of learning through real-world applications High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008)

What is Highlands Already doing? FYE-LC (includes common intellectual experiences and collaborative projects and field trips) iSeminar Writing Intensive (ENG 1-6, 111, ALP) Internships/ field work / Practicums Undergraduate research Capstone projects in some majors/ Portfolios

Brainstorm Reflect on your practices What HIPs are you doing? Could you incorporate a new HIP in your class? What would it be? What would you need to be able to add this?

How can we do more by program? Add more writing into major courses Add sophomore common read Increase internship opportunities and UG research opportunities More degrees incorporate a capstone, portfolio, or culminating project Incorporate service learning, community-based learning Lead more study abroad trips

As an institution, what can we do? HU-HIPs funding Professional Development from CTE successful grant funding HU-HIPs/ES – Engaging Students – proposal for student stipends HU-HIPs working groups – Call for participation Service Learning, Community-Based learning field-based “experiential learning” with community partners is an instructional strategy—and often a required part of the course Writing Intensive Courses – expand across the curriculum Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines

Working Groups commitment BY November 1, 2016, working groups will produce a report/plan for FY 17 Summarize what this HIP will look like at NMHU and how it fits with the strategic plan Develop a plan for implementation which identifies necessary resources including faculty development, money, space, technology Implementation plan ( target would be Spring 2017, if possible to get started – particularly with faculty prof. dev. – implementation to students Fall 2017) Determine assessment tools and strategies to evaluate access to HIPs and student outcomes associated with HIPs participation annually Identify potential sources for funding (HIPs grant funds will go towards faculty development, funding will need to be secured for other implementation costs)

Contact If you are interested in HIPs professional development, or would like to serve on one of these working groups, please contact: Diana Marrs, CTE Director 505-454-3070 dmarrs@nmhu.edu http://cte.nmhu.edu