Post on 24-Feb-2016
description
High Impact PracticesAn Overview
Association of American Colleges and Universities (AAC&U)
Liberal Education and America’s Promise (LEAP)
aacu.org/leap
From . . .
Many ways to measure: Retention Timely graduation Grade point Measures of Learning “Deep Learning”
What is student success?
Essential Learning Outcomes◦ Knowledge of human cultures and the physical
and natural world◦ Intellectual and practical skills
such as critical thinking, communication skills, and teamwork
◦ Personal and social responsibility◦ Integrative and applied learning
What is Deep Learning?
Educational practices that have a proven high impact on student success, particularly at-risk students◦ E.g. Learning communities, internships, undergrad
research
George Kuh (2008)
NOT an all-inclusive list, but a great start
What are HIPs?
High Impact Practices: HIPs First Year
Seminar/Experience Common Intellectual
Experience Learning
Communities Writing-intensive
courses Collaborative
Assignments/projects
Undergraduate research
Diversity/Global learning
Service learning/ community-based learning
Internships Capstone courses and
projects
Particularly powerful
Handout:
Students engage in average of 1.3 HIPs ◦ First gen and minority engage in about 1.2)
The more HIPS (0-6), the more self-reported gains in:◦ Deep learning◦ General education◦ Practical competence◦ Personal and social responsibility
Do they really make a difference?
Require more time and effort from students
Get students to engage with faculty and peers about substantive matters over extended periods of time
Increase the likelihood that students will interact with people who are different from themselves
Give students frequent feedback on their performance
Let students see how what they are learning works in different settings
Give students perspective to understand themselves in relation to others and the larger world
HIPs work because they . . .
No! Several in every curriculum. Some early (FYE); some late (capstone)
Every HIP in every course?
High Impact PracticesKey ideas—what do we do here?
First year Small groups Often extended time
◦ E.g. blocked classes CAMPUS EXAMPLES? IDEAS?
First-Year Seminars and Experiences
Gen ed curriculum Might be different classes, but common
goals CAMPUS EXAMPLES? IDEAS?
Common intellectual experiences
Linked courses, so more time with cohort Profs usually integrate material CAMPUS EXAMPLES? IDEAS?
Learning communities
Write, and then re-write (and re-write) CAMPUS EXAMPLES? IDEAS?
Writing-intensive courses
Group/team assignments CAMPUS EXAMPLES? IDEAS?
Collaborative assignments and projects
Work on prof’s project, or on own project Mentored closely by prof CAMPUS EXAMPLES? IDEAS?
Undergraduate research
Courses and programs that explore other cultures
Can include study abroad CAMPUS EXAMPLES? IDEAS?
Diversity/Global learning
Work in the field Apply what you learned in classes Reflect about what you did in field CAMPUS EXAMPLES? IDEAS?
Service learning, community-based learning
Direct experience in work setting CAMPUS EXAMPLES? IDEAS?
Internships
Project that integrates and applies what you have learned
Senior year CAMPUS EXAMPLES? IDEAS?
Capstone courses and projects
Plus a few more
Use actual games or simulations as part of a course
Use game design principles (e.g. “leveling up”) as you design the course
CAMPUS EXAMPLES? IDEAS?
Games and simulations
Students who are more advanced act as mentors to individuals or to a class
CAMPUS EXAMPLES? IDEAS?
Peer mentors
Effective advising and support for academic courses as well as careers
CAMPUS EXAMPLES? IDEAS?
Advising/Career-counseling
Want to learn more?
Name and HIPs (1 or more) Meet periodically to learn more and discuss
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