H IGH - IMPACT EDUCATIONAL PRACTICES BASED ON WORK INITIATED BY G EORGE K UH

HIP S : H IGH - IMPACT EDUCATIONAL PRACTICES First-Year Seminars and 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 UW-W: On-campus employment? Student organizations?

WHY ARE THEY “ HIGH - IMPACT ”? 8 key elements Expectations Significant time and effort by students Interactions, about substantive matters Experiences with diversity Frequent, timely, constructive feedback Opportunities to reflect & integrate Opportunities to discover relevance, real-world applications Public demonstration of competence

U NDERSERVED STUDENTS Students of Color Study reported on African-American, Latino, and Native American students Low-Income Students $26,000 for a family of 4 (2007 Census data) Pell Grant recipients First-Generation Students 59% enroll in college 2 years after high school Some students exhibit multiple at-risk factors Swaner & Brownell, 2009, literature review

HIP E FFECTS ON UNDERSERVED HIPOutcome Learning CommunitiesHigher grades Higher retention Greater interaction with faculty & peers Sense of belonging Service-LearningIncreased retention Better grades Positive changes in civic attitudes Negative experiences & isolation due to service experience

HIP EFFECTS HIPOutcomes Undergraduate ResearchHigher retention Higher rate of graduate school enrollment First-Year SeminarsShort-Term: higher grades and retention Capstone Courses & ProjectsNot studied empirically

W HAT HIP S HAVE YOU EXPERIENCED ? W HAT HIP S DO YOU CURRENTLY USE ?

E XAMPLES OF H IPS AT UWW New Student Seminar Learning Communities Service Learning: Student organizations Undergraduate Research : (award-winning!) RAP Study Abroad: Travel Study and Exchanges Capstone courses See SPBC Strategic Goals report for more information (Goal #5: HIPs)

M ORE HIP S = M ORE I MPACT Self-reported deep learning and HIPs No HIPs: 51% reported deep learning 1-2 HIPs: 57% 3-4 HIPs: 64% 5-6 HIPs: 71% Ashley Finley and Tia McNair, 2013

Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices, Cal State Northridge (Ken O’Donnell, August 2010) Latino/anot Latino/a

0 0 Latino/anot Latino/a 38% 55% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices

0 0 Latino/anot Latino/a 38% 55% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices gap 17

0011 Latino/anot Latino/a 38% 55% 49% 63% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices

0011 Latino/anot Latino/a 38% 55% 49% 63% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices gap 14

Latino/a not Latino/a 38% 55% 49% 63% 65% 68% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices

Latino/a not Latino/a 38% 55% 49% 63% 65% 68% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices gap 3

Latino/a not Latino/a 38% 55% 49% 63% 65% 68% 73% 69% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices

Latino/a not Latino/a 38% 55% 49% 63% 65% 68% 73% 69% Toward what? Graduation Rates by Ethnicity & Participation in High-Impact Practices gap -4

What about UW-Whitewater?

UW-W HITEWATER HIP S PARTICIPATION (2014)* *From NSSE 2014 High-Impact Practices report

UW-W HITEWATER HIP S PARTICIPATION (2014)* *From NSSE 2014 High-Impact Practices report; Seniors only, self-reported; Note small Ns African American White Hispanic or Latino/a

6-Y EAR UW-W G RADUATION R ATES * ( COHORT ) *Three-year weighted averages 35%

W HAT HIP S WOULD YOU LIKE TO USE ? A ND HOW WILL YOU USE THEM ?

Q UESTIONS ? T HOUGHTS ?