learning exchange: high impact practices as signature pedagogies

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 ahovannesian@calstate.edu