What are they? What makes them effective? How can we help? High-Impact Practices

Definition “an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior.” George D. Kuh, “Foreward,” Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality by Jayne E. Brownell and Lynn E. Swaner, AAC&U, 2010

Identified through research: First-year experiences Common intellectual experiences Learning communities Writing-intensive courses Collaborative assignments and projects Undergraduate research Diversity/global learning Service learning Community-based learning Internships Capstone courses and projects High-Impact Educational Practices: What They Are Who Has Access to Them and Why They MatterHigh-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008) Follow-up study: Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality, by Jayne E. Brownell and Lynn E. SwanerFive High-Impact Practices: Research on Learning Outcomes, Completion, and Quality CALT has copies of both publications

What do they need to work? Require purposeful effort Build relationships Engage across differences Provide rich feedback Apply learning Encourage reflection

For whom do they work? Most students benefit Benefits can be dramatic Historically underserved benefit most One size does not fit all (no single HIP will work for ALL students)

Graduation Rates by Ethnicity and participation in High- Impact Practices 00 Latino/anot Latino/a 38% 55% gap 17 Do they matter?

Graduation Rates by Ethnicity and participation in High- Impact Practices 0011 Latino/anot Latino/a 38% 55% 49% 63% gap 14 Do they matter?

Graduation Rates by Ethnicity and participation in High- Impact Practices Latino/anot Latino/a 38% 55% 49% 63% 65% 68% gap 3 Do they matter?

Graduation Rates by Ethnicity and participation in High- Impact Practices Latino/anot Latino/a 38% 55% 49% 63% 65% 68% 73% 69% Source: CSU Northridge Institutional Research August, 2010 gap -4 Do they matter?

High-Impact Educational Practices: What They Are Who Has Access to Them and Why They MatterHigh-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008)

Do they matter? High-Impact Educational Practices: What They Are Who Has Access to Them and Why They MatterHigh-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008)

Do they matter? High-Impact Educational Practices: What They Are Who Has Access to Them and Why They MatterHigh-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008)

Barriers to offering them Institutionalization: Most likely to miss historically underserved groups Kuh recommends committing to reach every student at least twice Within the first year Junior or senior year connected to the major Expense: Time commitment Lack of support

How can we help? Foster collaborations Promoting HIPs to students Assist with design of a HIP Explore alternative practices Develop current HIP practices Help with policies Help with assessing