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Page 1: ENGAGING STUDENTS: HIGH IMPACT PRACTICES By Mark Stoner and Vanessa Arnaud

ENGAGING STUDENTS: HIGH IMPACT PRACTICES

By Mark Stoner and Vanessa Arnaud

Page 2: 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 identify at least three small-scale HIPs

usable in a designated course

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Assignments, Activities, Experiences

Project-Problem Solving; Authentic Audience

Sacramento 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 real‐world 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 Learning

Communication

CognitionDemocratic Participation & Civic Engagement

VALUE RUBRICS:

Sacramento State: Graduation Initiative, Closing the Achievement Gap and GE

DOMAINS:

Lifelong LearningIntegrative Thinking Intercultural CompetenceInformation Literacy

Oral CommunicationWritten CommunicationReading

Civic EngagementTeamwork

Critical ThinkingCreative ThinkingInquiry and AnalysisProblem SolvingEthical ReasoningQuantitative Reasoning

Service Learning &Community EngagementFYE ExperiencesLearning Communities,Capstone Experience

Common Intellectual ExperiencesCollaborative AssignmentsResearch and InquiryInternships, Study Abroad

What?Who?

How?

How Do We Get Better?

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21st century learning

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Upper-Division Honors Courses

B5 (Science)75%

D2 (Social)25%

Science Course

B5 (Science)D2 (Social)

C2 (Arts)75%

D2 (Social)25%

Film Course

C2 (Arts)

D2 (Social)

D2 (Social) 50%

C2 (Arts)25%

B5 (Science)25%

Service Learning Course

D2 (Social) C2 (Arts)B5 (Science)

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Capstone Course: Student Learning Outcomes

Gain practical experience assessing the circumstances of real organizations

Gain experience regarding the application of theory and research to real organizations

Gain experience communicating ideas for audiences in both academics and industry

Enhance sense of social responsibility to the local community

Enhance skills related to cooperation and working in groups

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Example: Service Learning/Community-Based Learning

Soil Born Farms Alliance Française Discovery High School English Language Institute Placer Nature Center WEAVE Sacramento Philharmonic Orchestra

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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

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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.cfm  Leap Campus Tool Kit: http://leap.aacu.org/toolkit/ (see case studies

on HIP’s)  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

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Sac State HIPs

Service 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

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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 identify at least three small-scale HIPs

usable in a designated course


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