Location: EV1 241
Notes: This workshop is part of the Focus on Teaching Week offerings through CTE and is part of the Integrative and Experiential Education Series. Open to faculty (registration is required).
High Impact Practices (HIPs) (http://www.aacu.org/leap/hip.cfm) are those practices which, when done well, provide students with significant educational benefits. HIPs are positively associated with students taking deeper approaches to learning, higher rates of student-faculty interaction, increases in students’ critical thinking and writing skills, students’ development of a greater appreciation for diversity, and overall higher student engagement, retention and GPA (Kuh, 2008; National Survey of Student Engagement, 2007). The positive impacts are stronger when students have the opportunity to engage in HIPs at least twice during their undergraduate experience- once in their first year and again in at least one of their following years (Kuh, 2008).
So what are the characteristics that make a High Impact Practice (HIP) a High Quality High Impact Practice (HQ HIP) and how might we incorporate more of these characteristics into our courses and programs?
We’ll begin by examining how several characteristics of HQ HIP were integrated into a single course (DAC 300) to provide students with a rich learning experience. In DAC 300, a collaborative project provided students with an authentic experiential learning opportunity where the students worked in teams to address an on-campus community partner’s real world need. Using this course as an example, the instructor, community partner and a student from the course will outline their experiences and reflect on how the project’s process impacted the teaching and learning experience. Throughout, we’ll highlight how a course might embody the characteristics of HQ HIPs, and what can be done in terms of course design and course delivery to make a course a high-quality high impact practice. Participants will have an opportunity to consider how they might incorporate characteristics of HQ HIPs in their own course/program. Resources will be made available at the session and electronically.
Intended Learning Outcomes:
- briefly review High Impact Practices
- review the characteristics of high-quality HIPs,
- explore an example illustrating how these characteristics have been incorporated into a course,
- identify an activity relevant to your course/program which incorporates at least some of the characteristics of HQ HIPs
- begin designing a learning experience around this activity which you might include in your course
Facilitator(s): Katherine Lithgow, CTE, Monica Vesely, CTE, Jill Tomasson Goodwin, Arts-Digital Arts Communication Specialization program, Scott O'Neill, Marketing and Undergrad Recruitment, and Rhiannon Ball, DAC 300 student from Winter 2014 term.
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