Hips pres 21 aug 13

High Impact Practices (HIPs)

Mount Saint Mary CollegeAugust 21, 2013

Association of American Colleges and Universities (AAC&U)

Institute on High-Impact Practices and Student Success (HIPs)

University of Wisconsin, Madison,June 11-14, 2013

Administration: Associate Dean for Academic Affairs and Team Leader, Alice Walters

Center for Student Success: Dante Cantú

Faculty: Jane Gangi, Division of Education; Stephanie Pietros, Division of Arts and Letters

Student Affairs: Jessica Mushel

MSMC Representation

1. To build on the conversations of the First Year Experience (FYE) working group (2012-2013) regarding models, goals, and objectives for an FYE

2. To learn about successful models of High-Impact Practices from other colleges and universities

3. To learn from Institute faculty of AAC&U4. To integrate 1-3 in order to sketch out a

possible model around which we can initiate conversations during the coming academic semester about a FYE

Purpose

High-Impact PracticesFirst-Year Seminars and ExperiencesCommon Intellectual ExperiencesLearning CommunitiesWriting-Intensive CoursesCollaborative Assignments and ProjectsUndergraduate ResearchDiversity/Global LearningService Learning, Community-Based Learning InternshipsCapstone Courses and ProjectsSource: The Quality Challenges are Mounting: Is Higher Education Ready to Lead? Carol

Geary Schneider, President, Association of American Colleges and Universities, April 11, 2011 PowerPoint (available online)

Identify High-Impact Practices currently in place in your Division or that you know of throughout the college.

What is going well?

What could go better?

Choose a spokesperson who will summarize for the full faculty your Division’s thinking.

Task (15 minutes)

Briefly, summarize your group’s thinking.

Division representatives (20 minutes)

Over the course of four days, the Institute asked our team to develop a model that might work at MSMC.

Our team met regularly with Institute faculty, consultants, other colleges and universities to identify MSMC strengths and consider how to intentionally blend our strengths and build a successful FYE.

Our Task at the Institute

One group of

40 Incoming First Year Students (2 cohorts,

called “red” and “purple”)

• 10-11 groups of 40 students (400+ freshmen)• Each with the same ENG 1010 instructorand the same disciplinary instructor

Two cohorts of 20 students each;“Red” and “Purple”

Disciplines could include:• Philosophy• Religious Studies• Psychology• Sociology• History• Business• And others….

9 AM -- ENG 1010 College Writing I (taught to red cohort by Prof. Smith in Room 1)

9 AM -- Introductory Disciplinary Course (taught to purple cohort by Prof. Jones in Room 2)

10 AM -- ENG 1010 College Writing I (taught to purple cohort by Prof. Smith in Room 2)

10 AM -- Introductory Disciplinary Course (taught to red cohort by Prof. Jones in Room 1)

Perso

nal Lib

raria

n

Aca

dem

ic Coach

Two Learning Communities

Why this scheduling model?

Why MWF? Lots of research shows that FY students retain and learn more from shorter, more frequent class meetings.

Why schedule courses in pairs and back to back? Back-to-back scheduling is an effective practice for a learning community, as it retains the student cohort over two hours. However, we do not need to schedule two sections to flip to “back to back” as in this model. This model shown is designed to best accommodate contingent faculty. LC’s that do not utilize contingent faculty would not necessarily require this kind of scheduling.

.

Planning and coordination

Each week there would be SCHEDULED coordination and collaboration meetings for each pair of cohorts (40 students), including Prof. Smith, Prof. Jones, and (as necessary) Personal Librarian and Coach; concerns about individual students could also be discussed at these meetings. These weekly meetings would be stipended at a rate of ½ cr. hour/section (so 1 cr. for double sections, as illustrated). They would need to be scheduled to best accommodate both the FT Faculty’s schedule AND the needs of any contingent faculty teaching in the Learning Community.

EACH FY STUDENT would have FOUR faculty/staff collaborating on monitoring his/her status, and intervening if necessary. The communications about struggling students would be immediate and could offer a more timely intervention.

All FY students participate in college-wide enrichment programming

Required participation in on-campus enrichment events, such as lectures, readings,

plays, concerts, etc.

(Defined each year by the faculty)

Objectives

Articulate an awareness of the relevance of the college’s LA tradition (FA 1, Goal 1)

Demonstrate writing skills in a disciplinary subject (GE Outcome 1 A) Demonstrate research and information literacy skills (GE Outcome 1 E) Identify appropriate campus resources and opportunities that contribute

to their educational experience, goals, and campus engagement. Identify and apply strategies to study effectively, manage time and

priorities. Identify relevant academic policies, processes, and procedures related to

advising, course planning, and major and career exploration. Develop and apply skills that contribute to building positive relationships

with peers, staff and faculty.

By linking courses, involving personal librarians, student activities, and academic coaches, we utilize these HIPs:

First-Year Experience Common Intellectual Experience Learning Community Writing-Intensive Courses

High-Impact Practices in our Model

Our model could, by linking courses, involving personal librarians, student activities, and academic coaches, activate these HIPs:

Collaborative Assignments and Projects. Faculty, at their discretion, could collaborate on readings, assignments, topics (for example: one college’s sociology and English assigned Chinua Achebe’s Things Fall Apart, which required utilizing sociological methods as well as textual analysis)

Potentially

Service Learning, Community-Based Learning. For example, at their discretion, faculty could:

Link course discussions and assignments to lectures, campus events, and/or community service

Multiple studies have shown that using HIPs increases retention, particularly of at-risk students

Potentially, continued

Source: The Quality Challenges are Mounting: Is Higher Education Ready to Lead? Carol Geary Schneider,

President, Association of American Colleges and Universities, April 11, 2011 PowerPoint (available online)

LEAP Campus Toolkit: http://leap.aacu.org/toolkit/category/high-impact-practices

Liberal Education and America’s Promise (LEAP):http://www.aacu.org/leap/index.cfm

McNair, Tia. Reading List: www.aacu.org/meetings/hips/documents/2013UpdatedReadingsList.docx

VALUE: Valid Assessment of Learning in Undergraduate Education: http://www.aacu.org/value/

For More Information

At recommendation of 2012-2013 FYE committee: Student focus groups

Personal librarian

Talk or email any of us

Opportunities for further conversation and feedback will be scheduled during fall semester

Response to Proposed Model and Next Steps

THANK YOU!