1. High Impact Practices & Equity Minded Pathways
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High Impact Practices & Equity Minded Pathways
Request for Proposals
September 2017

2. -- this book from George Kuh and AAC&U, that grouped engaged learning experiences into the category “high-impact practices,” like [click] community engagement, [click] peer mentoring and learning communities, [click] internships, and [click] undergraduate research.
The following year, the Director of Institutional Research at --

3. Our Goals Through this grant we will:
Identify and advance promising HIPs models at both the system and campus levels
Help demonstrate the impact of a coordinated scaled approach to student success, including integration with faculty, curriculum, and learning outcomes
Focus especially on access and impact of these innovations for underrepresented minority and low income students
Incorporate elements of the new learning infrastructure, with a focus on quality
Develop approaches to data collection on participation and impact
Create tools for implementing and tracking HIPs for use by systems and campuses in the TS3 Network and beyond

4. Grant Overview Two-year project, with support from Lumina Foundation
Seeking 4 systems to participate
$150,000 will be awarded to each system
These system and campus teams will also receive
funded travel to two national project-wide convenings
technical assistance in the development of relevant data collections models
access to experienced practitioners in assessment, faculty engagement, and implementation of high impact practices

5. Meet the High Impact Practices Leadership Team
Elise Newkirk-Kotfila, Director of Applied Learning
State University of New York
Ken O’Donnell, Interim Provost
California State University, Dominguez Hills
Heidi Leming, Interim Vice Chancellor for Student Success
Tennessee Board of Regents
Nancy O’Neill, Associate Director
William E. Kirwan Center for Academic Innovation, University System of Maryland
Tristan Denley, Executive Vice Chancellor for Academic Affairs & Chief Academic Officer
University System of Georgia
Rebecca Martin, Executive Director
National Association of System Heads

6. Eligibility

7. Eligibility Institutional readiness and leadership commitment
Dedicated time from a system leader
Explicit commitment to improving student success and closing equity gaps
Ability to impact low-income and URM students
Agreement to collect and share related data and institutional narratives

8. Reactions and Questions?

9. Proposal Element: Current Status
Tell us about your current work on high impact practices and guided pathways:
Areas of strength on particular campuses
Ways in which campus and system leaders are championing the work
Commitments to improving student success and closing equity gaps in system and campus priorities and strategic plans

10. Proposal Element: Campuses
Identify a cohort of campuses to be engaged in this project. Please include:
Active involvement from at least 5 campuses; 3 for smaller systems
Evidence of strength for campuses in the lead and opportunities for development for those with potential
Undergraduate enrollment data disaggregated by race and ethnicity; preference will be given to those proposals including an institution with at least 25% URM students

11. Proposal Element: Strategies
While scaled implementation may vary based on campus context, the system will adopt an overall approach that will include at least one of the following:
Embedding HIPs in required curricula
Embedding HIPs in equity-minded guided pathways

12. Definition: High Impact Practices
Activities that require reflection and metacognition
Evidence of sustained effort over an extended period of time culminating in a major accomplishment or product such as a report from a research project or applied learning experience
Vetted demonstration of one or more desired outcomes such as persistence, increased engagement, interpersonal competence, writing proficiency.
*If your system plans to pursue practices that does not fall within the parameters of the classic HIPs described by Kuh, please address how and why you consider them to be high impact.

13. Definition: Guided Pathways
Guided pathways provide curricular approaches that advance student success.
One framework, created by Complete College America, includes these elements:
whole programs of study
informed choices and majors
default pathways
intrusive advising
math alignment to majors.

14. Definition: Equity-Minded Pathways
Through the work of this grant, we hope to develop models for Equity- Minded Pathways that will:
Be designed with underrepresented minority and low-income students in mind
Take into account equity in terms of access, outcomes and quality
Include teaching and learning approaches that are culturally competent

15. Reactions and Questions?

16. Proposal Element: New Learning Infrastructure
Incorporate into your plans at least one of the following to enhance the quality of the student learning experience:
Learning frameworks, such as the Degree Qualifications Profile
Assessment of student learning, using tools such as the VALUE Rubric or CLA
Mechanisms capture student engagement and learning beyond the classroom, such as the Comprehensive Student Record
Alignment across participating campuses should be encouraged without limiting each campus to a single element.

17. Proposal Element: Data
Our goals include:
Development of new approaches to data collection for HIPs, without expectations for common metrics across the four participating systems
Some coordination across participating campuses in each system, without barriers to more robust campus models where appropriate
Creation of generic data reporting templates and guides for use by others in the TS3 Network

18. Proposal Element: Data
Please include your early thinking on:
Feasible data collection approaches to track HIPs and guided pathways participation and results
Institutional learning outcomes that may be associated with these innovations
Process for tracking disaggregated data on indicators leading to impact on graduation rates and degrees awarded

19. Other Proposal Elements
Scaled approaches to faculty engagement, including
Evidence of existing strength
Plans for advancing to the next level of engagement
Advancing a culture of innovation
Leadership
Systemic Change

20. Reactions and Questions?

21. Funding Opportunities
Planning of and travel to system-wide convenings of campus teams with TS3 experts
Development of mechanisms for related data collection
A portion of the staff time dedicated to coordinating this work across the system (no more than 25% of the budget)
Faculty release time on certain campuses
Participation in professional development opportunities such as the NASH/ACE System Leadership Academy and AAC&U’s HIPs Institute
Memberships, publications and travel associated with relevant organizations and projects in the field, such as AAC&U’s VALUE Institute

22. Other Resources for Participating Systems
Funded travel for system and campus teams to 2 project-wide convenings
Technical assistance in the development of relevant data collection models
Access to experienced practitioners in assessment, faculty engagement and HIPs implementation
Opportunities to share challenges and accomplishments with the broader TS3 Network
Collaboration in the development of compelling narratives at the campus and system levels

23. Reactions and Questions?

24. Important Dates
of intent due October 15 to Rebecca Martin
Proposal from System Chief Academic Officer or President due October 31 to Rebecca Martin
Selection of participating systems by an external review team in November
Funding available
December 1, $100,000
December 1, $50,000

25. Related Meetings in 2018 Expected attendance
Convening of Participating System/Campus Teams, February 20-21
Los Angeles (funded by Lumina)
TS3 Network Meeting, April 12-13, Chicago (funded from system grant funds)
Other opportunities (funded from system grant funds)
NASH/ACE System Leadership Academy, January 17-18, Washington
HIPs in the States Conference, February 22-24, CSU Dominguez Hills
AAC&U HIPs Institute, Summer 2018

26. If you have questions, please contact
Thank You!
If you have questions, please contact
Rebecca Martin
Rebecca Martin