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

2. 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)

3. 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

4. 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

6. 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 – 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%)

7. 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)

8. 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)

9. 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

10. 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?

11. 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

12. 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

13. 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)

14. 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