1. Dr. Bettina Shuford, Associate Vice Chancellor of Student Affairs Dr. Amy Gauthier, Senior Associate Director, Housing and Residential Education High Impact Practices & Thriving in College

2. Session Overview High Impact Practices in Student Affairs Introduction to Excellence in Action Thriving in College Theory to Practice

3. What is a high impact practice and why does it matter? Active student engagement Deep integrative learning Gains across a range of desired outcomes Grades, persistence, student satisfaction, graduation

4. Common High Impact Practices First-year seminars and experiences Common intellectual experiences (such as the core curriculum) Learning communities Writing-intensive courses Collaborative assignments and projects Undergraduate research Diversity and global learning in courses or programs that examine "difficult differences" Service- or community-based learning Internships Capstone courses and projects

5. HIPs in Student Affairs Project Union – Carolina Union Residence Hall Association – Housing and Residential Education Student Government CUAB The CUBE, Bonner Leaders, Global Gap Year – Campus Y Living and Learning Communities – Housing and Residential Education Courses offered by Student Affairs (career development & leadership) Student Managers Interactive Theater Carolina Peer Leaders Carolina United – Carolina Union Leadershape – Carolina Union NC Fellows – Carolina Union Wilderness Adventures for First Year Students One Act Peer Educators

6. High Impact Practices in Student Affairs Not addressed (1)Emergent (2)Operational (3)Level High performance expectations No outcomes or targets of achievement identified Outcomes identified with no target of achievement Clear outcomes identified that include targets of achievement Invest time and effortNo activities provided that promote active and experiential learning opportunities Provides periodic activities that promote active and experiential learning opportunities Consistently provides activities that promote active and experiential learning opportunities Interact with faculty, staff and peers about substantive matters Little to no faculty and staff interaction incorporated into the activity program Periodic opportunities for interaction with faculty and staff incorporated into the program Ongoing opportunities for interaction with faculty and staff incorporated into the program Experiences with diversityLittle to no opportunity for exposure to diverse perspectives and/or experiences Some opportunities for exposure to diverse perspectives and/or experiences Multiple opportunities for exposure to diverse perspectives and or experiences Frequent, timely and constructive feedback Little to no opportunity for feedback incorporated into the program/activity/training by peers, faculty or staff. Some opportunities for feedback incorporated into the program/activity/training by peers, faculty or staff. Multiple opportunities for feedback incorporated into the program/activity/training by peers, faculty or staff. Reflect and integrate across experiences Little to no opportunity for reflection at the individual level or in a group setting Some opportunities for reflection at the individual level or in a group setting Multiple opportunities for reflection at the individual level or in a group setting Apply and practice in real- world settings The program/activity/training provides limited opportunities to demonstrate the achievement of the core competencies The program/activity/training provides some opportunities to demonstrate the achievement of the core competencies The program/activity/training provides multiple opportunities to demonstrate the achievement of the core competencies Public demonstration of competence No assessment conducted to assess the achievement of core competencies A single assessment conducted to assess the achievement of core competencies Multiple assessments (e.g. direct measures, focus groups, self-assessments, reflections) conducted to assess the achievement of core competencies

7. Excellence in Action Program Review Process designed to measure HIP Integrated and connected learning experiences

8. Deep Integrative Learning Experiences Excellence in Action – Engages students in the co-curricular – Connects learning experiences across the span of students’ involvement at Carolina – Increases self-awareness – gives students a language to articulate what they have gained from their co-curricular experiences – Fosters student learning and success within the context of high impact co-curricular programming

9. Modified from the CAS Learning and Developmental Outcomes

10. Thriving in College Holistic approach to student success Definition: “fully engaged intellectually, socially, and emotionally in the college experience” (Schreiner, 2010, p. 4) Sense of community and emotional connections help students thrive

11. Five Factors of Thriving Engaged Learning Academic Determination Positive Perspective Social Connectedness Diverse Citizenship

12. High Impact Practices & Thriving Participation in events that are meaningful and rewarding lead to thriving Pathways to Thriving: – Campus Involvement – Student-faculty interaction – Spirituality – Sense of Community

13. High Impact Practices & Thriving HIP CriteriaThriving Factors High Performance ExpectationsAcademic determination- goal directed thinking Invest time and effortAcademic determination (investment of effort, self-regulation, environmental mastery, goal-directed thinking) Engaged learning (processing- deep learning and self- authorship, focused attention, active participation) Interact with faculty, staff and peers about substantive mattersEngaged learning –energized by ideas, draw connections between the content and their own lives, able to see multiple perspectives Social connectedness (connecting students in meaningful ways, providing opportunities for faculty, staff and students to interact, working together on common goals) Experiences with diversityDiverse citizenship- openness and valuing differences in others, interests in relating to individual who are different from themselves, a desire to make a contribution to the world and the desire to do so Frequent, timely and constructive feedbackPositive perspective- proactive and problem focused, persist in the face of challenges Academic determination- opportunities for feedback on what can be done differently Reflect and integrate across experiencesEngaged learning –energized by ideas, draw connections between the content and their own lives, able to see multiple perspectives

14. What institutional conditions are needed to support a climate for high impact practices? Student Engagement Trifecta What students do- level of engagement with the high impact practice What institutions do- provision of promising practices and conditions for thriving Compact between the student and institution- directing students toward the right activities Kuh, G. (February 28, 2013). What matters to student success: The promise of high impact practices, http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment%20Conf%20HIPs% 20afternoon%20session.pdf http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment%20Conf%20HIPs% 20afternoon%20session.pdf

15. High Impact Practices in Student Affairs: Resident Advisors Position Highlights: Extensive Training/Engaged Learning Experiences with Diversity Social Connections – Personal Relationships Timely Feedback

16. High Impact Practices in Your Area Are there leadership positions in your area that qualify as HIP? Are your student employment positions designed to help students thrive? What Questions do you have?

17. References Kuh, G. (February 28, 2013). What matters to student success: The promise of high impact practices, http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment %20Conf%20HIPs%20afternoon%20session.pdf http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment %20Conf%20HIPs%20afternoon%20session.pdf Schreiner, L. A. (2013). Thriving in college. New Directions for Student Services, 143, 41-52. - See more at: http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf Schreiner, L. A. (2010a). Thriving in community. About Campus, 15(4), 2-11. - See more at: http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf Schreiner, L. A. (2010b). Thriving in the classroom. About Campus, 15(3), 2-10. Schreiner, L. A. (2010c). The “Thriving Quotient”: A new vision for student success. About Campus, 15(2), 2-10. See more at: http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf