1. SCALING HIGH IMPACT PRACTICES: A SYSTEM-LEVEL APPROACH Dr. Heidi Leming, TBR Carol Swayze, MTSU Tracey Bradley, PSCC

2. Tennessee Board of Regents: HIP Initiative Lack of large quantitative data set on student success measures associated with participating in a high impact practice. Need to identify strategies to engage underrepresented students in meaningful ways that lead to academic persistence and success. Need to identify ways to connect in and out-of-class experiences to foster community, belonging, and inclusion. Why take a System-Level Approach?

3. Enrollment Trends: More Students of Color Entering College

4. Fewer Students of Color Completing

5. 2014 NSSE Data on Study Abroad

6. NSSE Data on Internships

7. NSSE Data on Learning Communities

8. High Impact Practices High Impact Practices “[have] unusually positive effects on student engagement in educationally purposeful behavior” (Kuh, 2010). First-Year Seminars and Experiences Undergraduate Research Common Intellectual Experiences Diversity/Global Learning Learning Communities Service Learning, Community-Based Learning Writing-Intensive Courses Internships Collaborative Assignments and Projects Capstone Courses and Projects

9. MTSU’s EXL Program Courses must meet 2 required SLOs and 2 additional SLOs 1.Develop an experience-based knowledge of their disciplines 2.Engage in systematic critical reflection Additional Learning Outcomes: Managerial Skills Leadership Skills Good Citizenship Skills Research Skills

10. Experiential Learning Courses  Number of Students Enrolled in EXL Classes – 9,394  Number of Faculty with Approved Courses - 224  Number of Sections of EXL Courses Offered - 520  Number Graduating as EXL Scholars – 173 Graduation Rate for Students taking one or more EXL courses = 86% 2015 2006 pilot - 12 sections, 8 faculty, 250 students

11. Organizational Communication Major ORCO prefix courses are 100% EXL Over 90% of ORCO grads graduate as EXL scholars ORCO has over 90% graduation rate ORCO has over 90% retention rate Over 90% of ORCO grads secure jobs requiring their skill set

12. EXL Benefits to Students Apply theories to practice Gain professional work experience Increase self-confidence

13. Research at MTSU Graduating Senior Survey: Significant differences in EXL and Non-EXL students  Ability to critically analyze ideas and information  Ability to lead or guide others  Ability to plan and carry out projects independently  Quality of courses in preparing you for employment

14. EXL Post Program Student Survey  100% indicated they developed an experience-based knowledge of their discipline through EXL courses  100% reported significant improvement in organizing and problem solving skills as a result of their EXL courses  100% reported they feel prepared for the workplace  95.4% indicated they improved their skills in working with people of other cultures

15. Student Reflection – 2016 Spring By having the opportunity to have these hands-on experiences along with the classroom material, I was able to put what I was learning into action. I especially appreciated the EXL courses which included the internships for my major. I would not have traded these experiences for the world. Because of these courses, I feel as though I am totally prepared to work out in the field. In fact, I was able to land a really great job even before my graduation date and was accepted into graduate school. —Claire C.

16. Student Reflection – Spring 2016 I had multiple volunteer experiences, internships, and detailed group activities that have helped me to grow as a student, a professional and as a human being. This experience is invaluable in so many ways. I already have a position with an international Fortune 500 company. When I interviewed, I was able to talk about my EXL experiences which impressed my interviewers. It is one thing to get a degree, but EXL has given me the actual tools I need to do jobs well and communicate with my coworkers and managers in a way that makes me a professional. – Samantha C.

17. EXL Benefits to Community  5,860 Students participated in community projects  363,147 hours donated to service  3,436 service projects completed  More than $8.3 million value to community

18. TnCIS Background  Created by Presidents Council in 2007.  Initial 3 year Agreement  Funding Model  Housed at PSCC, with Business Office at PSCC administering financial processes.

19. TnCIS Data  2007-2015 Data  Study Abroad Program Participation  Partnership Programs 2010-2015 Partnership Programs : 20102011201220132014 2015 UTK 13 Not offered Not Offered PSCC-Choir 4439 36 PSCC-Sports Exchange12 96 5 UofM- South Africa 19 STCC – Ireland 5 2 PSCC- Culinary Arts 7 20072008200920102011201220132014 2015 Total24/1125/16205/27254/34408/43*394/48*420/57*408/61*413/62* % Increase by year +80%+39%+19%+38%-3%+6%-3%+ 1%

20. 2013-15 Data Student Participation Campus Sponsored Student Participation TnCIS Sponsored Student Participation Third Party Vendor 2013-141283408200 2014-15678413176 Faculty/Staff Participation Campus Sponsored Faculty/Staff Participation TnCIS Sponsored Faculty/Staff Participation Third Party Vendor 2013-141436122 2014-1596629

21. Inclusive Excellence in Study Abroad  Based on AAC&U guiding principles  Under represented students and faculty in study abroad  Intercultural competencies abroad  Marketing, pre-departure, onsite and re-entry phases of the education abroad experience

22. Student Services and Education Abroad  Professional Development  Hybrid HIPs  Student Support  Cultural Competence  Campus Events and Activities  Student Peer Advising

23. Project Design Service Learning, Study Abroad, Work Based Learning (Spring 2015) AAC&U Institute Team for TBR (June 2015) Draft review by subcouncil representatives/Presidents (Summer 2015) Institutional Self-Studies (September 2015) Undergraduate Research, Learning Communities, Certifications (Fall 2016) Self-Study Data Analysis (Spring 2016) Draft review by subcounicl representatives/Presidents (Spring 2016) Course coding begins (Summer 2016) AAC&U Institute Team for TBR (June 2016) Institutional Self-Studies (September 2016) Self-Study Data Analysis (Spring 2017)

24. Study Abroad Taxonomy  Minimum Definition of Practice: Study Abroad credit-bearing courses incorporated into general education or college core requirements for a certificate/degree program. Curriculum includes field- based “experiential learning” in locations outside the U.S. with an emphasis on inter-cultural understanding and communication. Students apply what they are learning in a real-world setting and reflect on their experiences abroad as part of the course requirements.

25. Essential Characteristics Institutional Commitment Faculty Commitment Infrastructure Curriculum Integration Duration/Time on Practice Scope of Activities/Interdisciplinary Focus Scale Integration with other HIP Equity in Access Campus Assessment Plan

26. Sample of Taxonomy Element

27. Self-Study Findings Milestone 1 (Beginning of Institutionalization) Milestone 3 (Fully Institutionalized)  Study Abroad: 1.95  Service Learning: 1.74  Work-Based Learning: 1.99 Data from TBR’s 6 Universities and 13 Community Colleges

28. Implications and Recommendations System Level Faculty Training – fall and spring semester Forum Standards Student Symposium ePortfolio adoption Diversity Grants System level coordination of institutionally led programs Policy development Coding in Banner Campus Level Examination of Practice Incorporation of other HIP into Study Abroad Faculty Training & Awareness

29. Student Affairs Collaboration Student Advising Student Engagement through Learning Communities Programmatic Opportunities – connect curricular and co-curricular Underrepresented Student Inclusion Diversity Initiatives

30. TBR High Impact Practice Resources www.tbr.edu/academics/studentaffairs/tbr-high-impact-practices Taxonomies for Study Abroad, Service Learning, and Work Based Learning System Plan & Project Timeline Other High Impact Practice Resources

31. Q & A