learning exchange: high impact practices as signature pedagogies
TRANSCRIPT
High Impact Practices as Signature Pedagogies
CPED June 2015 ConveningCSU Fullerton
June 9, 2015
Audrey Hovannesian, EdDAssociate Director of Assessment
CSU Office of the Chancellor
AGENDAOverview 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
Fall Enrollments in U.S. Degree-granting Institutionssource: National Center for Education Statistics
186952,2861909
355,2131949
2,659,0211979
11,569,8991999
14,791,224
today20 million+
1910scredit hour
whom we teach1970top 26%
2009top 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
Jobs have become moreintellectually demanding.
almost everythingportion of U.S. jobs requiring at least a two-year degree
197328%
201845%
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
197328%
“Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”
coordinationcomplexity
“Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”
• Established in 1887
• 23 Campuses
• Over 440,000 students
• Over 40,000 staff and faculty
• Largest campus enrollment 37,000
K-12
Graduation Initiative
opportunityquality
success
baseline 2025 targetSix-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%
0 01 12 23+ 3+
Latino/a not Latino/a
38%
55%
49%
63%65%
68%
73%
69%
Source: CSU Northridge Institutional ResearchAugust, 2010
Graduation Rates by Ethnicity and participation in High-Impact Practices
Participation in HIPs CSU Systemwide
Study Abroad
Research with Faculty
Service Learning
Internship Capstone
Native
Transfer
Source: AAC&U and NSSE Special AnalysisMay, 2009
1712
107
53
44
51
3934
25
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 AlertMentor Services Summer Bridge Summer Transition (non-EOP summer bridge experiences)Supplemental Instruction Coordinated Student On-Campus EmploymentPedagogy Sphere
Kuh, 2008
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.
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, Grunow, 2010
Englebart, 2003
The Journal ClubAction Research Community Engagement Leader–Scholar CommunityNetworked Improvement Communities Completion of Dissertation Embedded Fieldwork The Professional SeminarResearch and Writing Seminar SequenceThe List
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
Definition SortHigh 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
Doctoral Signature PedagogiesDoctoral 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
• Rubric/scoring system
• Available to the public
• Comments/feedback please
Minimum Definition
Measures of Campus Climate
First Year
High Impact Practice Delivery
Second YearThird YearFourth Year…Sixth Year
HIP Concerns
Selection Bias
Lack Valid Metrics
Too Quick to Label HIPs
Programs too small to scale
CM
S
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” grantsSupport for campus-based “Dashboard Leaders”
JAN
Preparing to Scale High Impact Practices (HIPs) Project
Timeframe: Short-term 8 month projectGoal: Scale HIPs and track HIP participation and levels of engagement in baseline student data
JAN
Academic & Student Success Programs (ASSP)
15 CSU CampusesOver 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
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)
HIP Implementation Model
STEP 1: Create a HIP TaskForce
STEP 2: Inventory HIPs
HIP Model: Step 3- Status Designation
HIP Model: Step 4- Development
HIP Model: Step 5-Assessment
www.calstate.edu
Audrey HovannesianAssociate Director of Assessment [email protected]