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Learning Exchange: High Impact Practices as Signature Pedagogies
- 1. High Impact Practices as Signature Pedagogies CPED June 2015 Convening CSU Fullerton June 9, 2015 Audrey Hovannesian, EdD Associate Director of Assessment CSU Office of the Chancellor
- 2. AGENDA Overview of CSU Student Success Climate High Impact Practice Implementation Rationale High Impact Practices (HIP) Doctoral Signature Pedagogies HIP and Signature Pedagogy Definition Sort HIP and Signature Pedagogy Comparison CSU HIP Implementation Model Bridging Terminology and Practice
- 4. Fall Enrollments in U.S. Degree-granting Institutions source: National Center for Education Statistics 1869 52,286 1909 355,213 1949 2,659,021 1979 11,569,899 1999 14,791,224 today 20 million+ 1910s credit hour
- 5. whom we teach 1970 top 26% 2009 top 41% enrollment rates of 18- to 24-year-olds in degree-granting institutions enrollment by Hispanics, African-Americans, and Asians: enrollment by students eligible for financial aid: 15% 19% 1976 1990 2009 34% 30% 1976 46% 1990 2009 66% Source: National Center for Education Statistics
- 6. Jobs have become more intellectually demanding. almost everything portion of U.S. jobs requiring at least a two-year degree 1973 28% 2018 45% Source: Georgetown Center on Education and the Workforce “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.” 89% rising expectations of employers Source: Raising the Bar, Hart Research Associates 1973 28% “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.” coordination complexity “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”
- 7. • Established in 1887 • 23 Campuses • Over 440,000 students • Over 40,000 staff and faculty • Largest campus enrollment 37,000
- 9. baseline 2025 target Six-year graduation rate 51% 60% Four-year graduation rate 16% 24% Gap by ethnicity 14 points 7 points Gap by Pell eligibility 11 points 5 points Transfer four-year rate 70% 76% Transfer two-year rate 27% 35%
- 10. 0 01 12 23+ 3+ Latino/a not Latino/a 38% 55% 49% 63% 65% 68% 73% 69% Source: CSU Northridge Institutional Research August, 2010 Graduation Rates by Ethnicity and participation in High-Impact Practices
- 12. Participation in HIPs CSU Systemwide Study Abroad Research with Faculty Service Learning Internship Capstone Native Transfer Source: AAC&U and NSSE Special Analysis May, 2009 17 12 10 7 53 44 51 39 34 25
- 13. First-Year Seminars and Experiences Intrusive Advising Learning Communities Undergraduate Research Service Learning, Community-Based Learning Internships Capstone Courses and Projects Common Intellectual Experiences Diversity/Global Learning/Study Abroad Collaborative Assignments and Projects Writing-Intensive Courses Early Alert Mentor Services Summer Bridge Summer Transition (non-EOP summer bridge experiences) Supplemental Instruction Coordinated Student On-Campus Employment Pedagogy Sphere High Impact Practices (HIPs) are techniques and designs for teaching and learning that are proven to be beneficial for student engagement and successful learning among students from many backgrounds.
- 14. Shulman, 2005 Types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions. Brown-Welty, Cohn, Rodriguez, 209 Zambo, 2010 Golde, 2007 Osterman, Furman, Sernak, 2014 Carnegie Foundation, 2006 Byrk, Gomez, Gruno w, 2010 Englebart, 2003 The Journal Club Action Research Community Engagement Leader–Scholar Community Networked Improvement Communities Completion of Dissertation Embedded Fieldwork The Professional Seminar Research and Writing Seminar Sequence The List
- 15. High Impact Practices Doctoral Signature Pedagogies First-Year Seminars and Experiences Intrusive Advising Learning Communities Undergraduate Research Service Learning, Community-Based Learning Internships Capstone Courses and Projects Common Intellectual Experiences Diversity/Global Learning/Study Abroad Collaborative Assignments and Projects Writing-Intensive Courses Early Alert Mentor Services Summer Bridge Summer Transition (non-EOP summer bridge experiences) Supplemental Instruction Coordinated Student On-Campus Employment Pedagogy Sphere
- 16. Definition Sort High Impact Practices EdD Application First-Year Seminars and Experiences Intrusive Advising Learning Communities Undergraduate Research Service Learning, Community-Based Learning Internships Capstone Courses and Projects Common Intellectual Experiences Diversity/Global Learning/Study Abroad Collaborative Assignments and Projects Writing-Intensive Courses Early Alert Mentor Services Summer Bridge Summer Transition (non-EOP summer bridge experiences) Supplemental Instruction Coordinated Student On-Campus Employment Pedagogy Sphere
- 17. Doctoral Signature Pedagogies Doctoral Signature Pedagogies Undergraduate/Graduate Application First-Year Seminars and Experiences Intrusive Advising Learning Communities Undergraduate Research Service Learning, Community-Based Learning Internships Capstone Courses and Projects Common Intellectual Experiences Diversity/Global Learning/Study Abroad Collaborative Assignments and Projects Writing-Intensive Courses Early Alert Mentor Services Summer Bridge Summer Transition (non-EOP summer bridge experiences) Supplemental Instruction Coordinated Student On-Campus Employment Pedagogy Sphere
- 18. • Rubric/scoring system • Available to the public • Comments/feedback please
- 20. First Year High Impact Practice Delivery Second Year Third Year Fourth Year… Sixth Year HIP Concerns Selection Bias Lack Valid Metrics Too Quick to Label HIPs Programs too small to scale
- 21. CMS capture store display Academic and Student Success Programs (“ASSP”) Gates-funded “Preparing to Scale High-Impact Practices” Student Success Data Dashboard “Data Readiness” and “Action Research” grants Support for campus-based “Dashboard Leaders”
- 22. JAN Preparing to Scale High Impact Practices (HIPs) Project Timeframe: Short-term 8 month project Goal: Scale HIPs and track HIP participation and levels of engagement in baseline student data
- 23. JAN Academic & Student Success Programs (ASSP) 15 CSU Campuses Over 40 distinct student success programs Timeframe: $7.2 million Annual Funding Goals: • Better define HIP • Identify HIP effectiveness • Identify common metrics • Create best practice scaleable HIPs
- 24. JAN MAR Pilot Partners CSU/Gates Foundation Preparing to Scale High Impact Practices Project Model Campus Inform initial tracking process Project Campuses Academic & Student Success Programs (ASSP)
- 26. STEP 1: Create a HIP TaskForce
- 27. STEP 2: Inventory HIPs
- 28. HIP Model: Step 3- Status Designation
- 29. HIP Model: Step 4- Development
- 30. HIP Model: Step 5-Assessment
- 31. www.calstate.edu Audrey Hovannesian Associate Director of Assessment ahovannesian@calstate.edu