An Overview. Association of American Colleges and Universities (AAC&U) Liberal Education and America’s Promise (LEAP) aacu.org/leap.

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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