Taking Student Success to Scale High-Impact Practices In States Ken O’Donnell, Associate Vice President, CSU Dominguez Hills Deborah Keyek-Franssen, Associate Vice President, University of Colorado System High Impact Practices Webinar January 18 ,2017
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Introduc uctions ns • Presenters (Ken, Deb, Jeff, Heidi, Mark) • Attendees • Use the chat function • Name, title, and 1-10 words of what you hope to get out of today’s webinar High Impact Practices Webinar January 18 ,2017
Gr Grou ounding g the Con onver ersation, pt. 1 • The effects of participating in high-impact practices are positive for all types of students. • But historically underserved students tend to benefit more from engaging in educationally purposeful activities than majority students. • Sadly, some groups of historically underserved students are less likely to participate in high-impact activities – those first in their families to attend college and African- American students in particular. High Impact Practices Webinar January 18 ,2017
Gr Grou ounding g the conver ersation on, pt. 2 • Performance expectation s set at appropriately high levels • Significant investment of time and effort by students over an extended period of time • Interactions with faculty and peers about substantive matters • Experiences with diversity , wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar • Frequent, timely and constructive feedback • Periodic, structured opportunities to reflect and integrate learning • Opportunities to discover relevance of learning through real- world applications • Public demonstrations of competence High Impact Practices Webinar January 18 ,2017
Conside dering H HIPs Assessment of outcomes to include learning as well as persistence Clearly and consistently defined practices Input Track Assess Unambiguous records of student participation
Input • Performance expectation s set at appropriately high levels • Significant investment of time and effort by students over an extended period of time • Interactions with faculty and peers about substantive matters • Experiences with diversity , wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar • Frequent, timely and constructive feedback • Periodic, structured opportunities to reflect and integrate learning • Opportunities to discover relevance of learning through real- world applications • Public demonstrations of competence High Impact Practices Webinar January 18 ,2017
Input High Impact Practices Webinar January 18 ,2017
Inputs The Campus Experience: Symposium (George!) High Impact Practices Webinar January 18 ,2017
Inputs Making HIPs Systemic & Sustainable 1. Start where you are 2. Understand your leadership 3. Faculty, faculty, faculty 4. Communicate broadly, specifically 5. Have a plan High Impact Practices Webinar January 18 ,2017
Input Use the chat function and as few words as possible to answer one or both questions: Q1 Is it desirable to have a single, nation-wide set of HIP definitions? If so, how do we get there? Q2 What are the best ways to bring faculty to ownership of the HIP initiative? High Impact Practices Webinar January 18 ,2017
Input Use the chat function 1-10 words, what’s one question or comment you still have about inputs that you would like Jeff to answer? High Impact Practices Webinar January 18 ,2017
Track High Impact Practices Webinar January 18 ,2017
Track Heidi Leming, PhD Assistant Vice Chancellor for Student Affairs Tennessee Board of Regents High Impact Practices Webinar January 18 ,2017
Track 13 Community Colleges, 6 Universities, 27 Technical Colleges System-Level Approach 9 Practices Coded in Banner Currently 3 More Taxonomies in Development: First-Year Experience/Seminars Honors Education Technology-Enhanced Learning https://www.tbr.edu/academics/studentaffairs/tbr-high-impact-practices High Impact Practices Webinar January 18 ,2017
Track 3 Levels of Assessment 1. System Level Tracking in Banner 2. Institutional Self-Study of Practice (Taxonomies) 3. Institution-level Assessments ePortfolio Adoption Best Practice in HIP Assessments High Impact Practices Webinar January 18 ,2017
Track Beyond aggregate data on student participation in HIPs, what other institutional assessments should be considered? High Impact Practices Webinar January 18 ,2017
Track Use the chat function 1-10 words, what’s one question or comment you still have about tracking that you’d like Heidi to answer? High Impact Practices Webinar January 18 ,2017
Assess csudh.edu/laboratory High Impact Practices Webinar January 18 ,2017
Assess Professor Mark Carrier Professor of Psychology and Director of Assessment CSU Dominguez Hills High Impact Practices Webinar January 18 ,2017
Assess • Choosing assessment measures that are consistent with the goals of the units/organization • Faculty buy-in for assessment measures, tools, and analyses • Integration of results with student records data for meaningful insights • On-campus support for analysis and assessment • Internal review of assessment results that motivates continuous improvement • External sharing of successes for accreditation, marketing, and benchmarking • Incorporation of HIPs into strategic planning as driver of assessment • Cost/benefit analysis of implementation • Discovery of new high-impact practices that work for low SES, underprepared, fist-generation students High Impact Practices Webinar January 18 ,2017
Assess Use the chat function 1-10 words, what’s one thing you’ll tell someone or do differently with regard to assessing HIPs? High Impact Practices Webinar January 18 ,2017
Assess Use the chat function 1-10 words, what’s one question or comment you still have about assessing that you’d like Mark to answer? High Impact Practices Webinar January 18, 2017
Input Track Assess
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Thank y you! • Jeff, Heidi, Mark • Attendees • Use the chat function • Name, title, and 1-10 words about whether or not you got what you hoped to from the webinar High Impact Practices Webinar January 18 ,2017
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