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High-Impact Practices

andrew-stanley avatar
andrew-stanley
14 diapositives · 258 Views · Nov 19, 2014

High-Impact Educational Practices (HIPs) are defined as investments of time and energy that positively influence student engagement and learning outcomes. Identified by George D. Kuh and others, these practices include first-year experiences, undergraduate research, and service learning. They are especially beneficial for historically underserved students, promoting inclusive educational environments. To maximize their impact, institutions must ensure accessibility, provide rich feedback, and encourage reflection. This guide explores effective HIPs, their implementation, and how we can support students in benefiting from these transformative educational strategies.

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High-Impact Practices
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  1. High-Impact Practices What are they? What makes them effective? How can we help?

  2. Definition • “an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior.” • George D. Kuh, “Foreward,” Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality by Jayne E. Brownell and Lynn E. Swaner, AAC&U, 2010

  3. Identified through research: • First-year experiences • Common intellectual experiences • Learning communities • Writing-intensive courses • Collaborative assignments and projects • Undergraduate research • Diversity/global learning • Service learning • Community-based learning • Internships • Capstone courses and projects High-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008) Follow-up study: Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality, by Jayne E. Brownell and Lynn E. Swaner CALT has copies of both publications

  4. What do they need to work? • Require purposeful effort • Build relationships • Engage across differences • Provide rich feedback • Apply learning • Encourage reflection

  5. For whom do they work? • Most students benefit • Benefits can be dramatic • Historically underserved benefit most • One size does not fit all (no single HIP will work for ALL students)

  6. Graduation Rates by Ethnicity and participation in High-Impact Practices Do they matter? 55% gap 17 38% 0 0 Latino/a not Latino/a

  7. Graduation Rates by Ethnicity and participation in High-Impact Practices Do they matter? 63% 55% 49% gap 14 38% 0 1 0 1 Latino/a not Latino/a

  8. Graduation Rates by Ethnicity and participation in High-Impact Practices Do they matter? 68% 65% 63% 55% 49% gap 3 38% 0 1 2 0 1 2 Latino/a not Latino/a

  9. Graduation Rates by Ethnicity and participation in High-Impact Practices Do they matter? Source: CSU Northridge Institutional Research August, 2010 73% 69% 68% 65% 63% 55% 49% gap -4 38% 0 1 2 3+ 0 1 2 3+ Latino/a not Latino/a

  10. Do they matter? High-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008)

  11. Do they matter? High-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008)

  12. Do they matter? High-Impact Educational Practices: What They Are Who Has Access to Them and Why They Matter by George D. Kuh (AAC&U 2008)

  13. Barriers to offering them • Institutionalization: • Most likely to miss historically underserved groups • Kuh recommends committing to reach every student at least twice • Within the first year • Junior or senior year connected to the major • Expense: • Time commitment • Lack of support

  14. How can we help? • Foster collaborations • Promoting HIPs to students • Assist with design of a HIP • Explore alternative practices • Develop current HIP practices • Help with policies • Help with assessing