Engaging Students: HigH Impact Practices. By Mark Stoner and Vanessa Arnaud. Goals. At the end of this session, participants will explain the concepts of large and small-scale HIPs to a colleague identify one possible large-scale HIP usable in a designated course - PowerPoint PPT Presentation
HigH Impact Practices
Engaging Students: HigH Impact PracticesBy Mark Stoner and Vanessa ArnaudGoalsAt the end of this session, participants willexplain the concepts of large and small-scale HIPs to a colleagueidentify one possible large-scale HIP usable in a designated courseidentify at least three small-scale HIPs usable in a designated course
Assignments, Activities, ExperiencesProject-Problem Solving; Authentic AudienceProgram, Major, Course, ProjectsSacramento State Baccalaureate Learning Goals (BALGs)
Competence in the Disciplines in at least one major field of study and informed understandings of other fields, drawing on the knowledge and skills of disciplines outside the major.
Knowledge of Human Cultures and the Physical and Natural World. Focused by engagement with big questions, contemporary and enduring.
Intellectual and Practical Skills Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, & standards for performance.
Personal and Social Responsibility: anchored through active involvement with diverse communities and realworld challenges.
Integrative Learning**, Including: synthesis and advanced accomplishment across general and specialized studies.
Demonstrated through application of knowledge, skills, and responsibilities to new settings and complex problems.Motivated & Sustained LearningCommunicationCognitionDemocratic Participation & Civic EngagementVALUE RUBRICS:High Impact PracticesSacramento State: Graduation Initiative, Closing the Achievement Gap and GEDOMAINS:Lifelong LearningIntegrative Thinking Intercultural CompetenceInformation Literacy Oral CommunicationWritten CommunicationReadingCivic EngagementTeamworkCritical ThinkingCreative ThinkingInquiry and AnalysisProblem SolvingEthical ReasoningQuantitative ReasoningService Learning &Community EngagementFYE ExperiencesLearning Communities,Capstone ExperienceCommon Intellectual ExperiencesCollaborative AssignmentsResearch and InquiryInternships, Study Abroad
What?Who?How?How Do We Get Better?
21st century learning
Leftparent.com http://www.google.com/imgres?imgurl=http://www.leftyparent.com/blog/wp-content/uploads/2011/02/21stcl.png&imgrefurl=http://www.leftyparent.com/blog/2011/02/05/what-is-21st-century-learning/&usg=__ZUFFHbKe4XugG13IxP-2WUZfslc=&h=537&w=819&sz=54&hl=en&start=0&zoom=1&tbnid=xb5YiiewjcQ2QM:&tbnh=103&tbnw=157&ei=OM_aTeTENo7GsAPe76SGDA&prev=/search%3Fq%3D21st%2Bcentury%2Blearning%26um%3D1%26hl%3Den%26client%3Dfirefox-a%26sa%3DN%26rls%3Dorg.mozilla:en-US:official%26channel%3Ds%26biw%3D706%26bih%3D292%26tbm%3Disch0%2C145&um=1&itbs=1&iact=hc&vpx=374&vpy=-8&dur=1368&hovh=182&hovw=277&tx=44&ty=207&sqi=2&page=1&ndsp=9&ved=1t:429,r:7,s:0&biw=706&bih=292 6Upper-Division Honors CoursesCapstone Course: Student Learning OutcomesGain practical experience assessing the circumstances of real organizationsGain experience regarding the application of theory and research to real organizationsGain experience communicating ideas for audiences in both academics and industryEnhance sense of social responsibility to the local communityEnhance skills related to cooperation and working in groups
Example: Service Learning/Community-Based LearningSoil Born FarmsAlliance Franaise Discovery High SchoolEnglish Language Institute Placer Nature CenterWEAVE Sacramento Philharmonic Orchestra Planning and Action FrameworkPhase 1: Plan and Identify IssuesPhase 2: Identify Research Question and MethodologyPhase 3: Develop a Plan of Action and Complete the ProjectPhase 4: Assess Progress, Results and Learning
Resources: High Impact Practices
Kuh, George D. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U, 2008)Association of American Colleges and Universities: High Impact Practices http://www.aacu.org/leap/hip.cfmLeap Campus Tool Kit: http://leap.aacu.org/toolkit/ (see case studies on HIPs)Upcoming Conference: 2011 Institute on High-Impact Practices and Student Succes http://www.aacu.org/meetings/hips/index.cfm
VALUE Rubrics: Valid Assessment of Learning in Undergraduate Education http://www.aacu.org/value/abouttherubrics.cfm Sac State HIPsService Learning, Community-Based Learning: Community Engagement Center http://www.csus.edu/CEC/ First-Year Seminars and Experiences: First Year Experience (FYE) Program http://www.csus.edu/lc/fsfac/ Learning Communities: Educational Opportunity Program http://www.csus.edu/eop/ Diversity/Global Learning: Office of Global Education http://www.csus.edu/oge/ One Book : http://www.csus.edu/onebook/2011/book.stm (2011-12 One Book: Michele Norris, The Grace of Silence: A Memoir)Writing Intensive Courses: http://www.al.csus.edu/writing/Internships: Career Center http://www.csus.edu/careercenter/Common Intellectual Experience: G.E. Honors Program http://www.csus.edu/honorsprogram/ Undergraduate Research/Capstone Courses and Projects/Collaborative Assignments: department level
GoalsAt the end of this session, participants willexplain the concepts of large and small-scale HIPs to a colleagueidentify one possible large-scale HIP usable in a designated courseidentify at least three small-scale HIPs usable in a designated course
First-Year Seminars and ExperiencesMany schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members own research.
Common Intellectual ExperiencesThe older idea of a core curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community (see below). These programs often combine broad themese.g., technology and society, global interdependencewith a variety of curricular and cocurricular options for students.
Learning Communities The key goals for learning communities are to encourage integration of learning across courses and to involve students with big questions that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link liberal arts and professional courses; others feature service learning.
Writing-Intensive Courses These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice across the curriculum has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.
Collaborative Assignments and Projects Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening ones own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.
Undergraduate ResearchMany colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.
Diversity/Global LearningMany colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studieswhich may address U.S. diversity, world cultures, or bothoften explore difficult differences such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.
Service Learning, Community-Based Learning In these programs, field-based experiential learning with community partners is an instructional strategyand often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.