2. HIPs Literature at the End of Decade One
Taking student success to scale and High impact practices in the states Webcast
August 18, 2017

3. Act 1, 2, & 3

4. Act 1, 2, 3 for HIPs on hero and conflict, obstacles and resolution
Strategies we can use to make HIPs live up
to their promise
HIPs can be powerful, but do they live up to their potential?
What are the challenges to implementing HIPs effectively?

5. Act 1: HIPs, our hero

6. High-Impact Educational Practices
“The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds.”
First-Year Seminars and Experiences
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
Undergraduate Research
Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses
High-Impact Educational Practices

7. Wabash National Study of Liberal Arts Education
49 institutions
17,000 students
Longitudinal
Purpose
Identify practices and conditions that promote liberal arts education
Collaborate with faculty, staff, students, and administrators at institutions to use evidence for improvement

8. Each year in college End 1st year Enter college 4th year 2nd year
3rd year
Each year in college
Gather student background information
Give students surveys/tests
Ask students about their college experiences
Give students surveys/tests
Ask students about their college experiences
Give students surveys/tests

9. Longitudinal evidence
Critical Thinking
Moral Reasoning
Positive Attitude Toward Literacy
Need for Cognition
Intercultural Effectiveness
Socially Responsible Leadership
First-year seminar
Academic learning community
Writing-intensive courses
Active and collaborative learning
Undergraduate research
Study abroad
Service learning
Internship
Capstone course/experience
Kilgo, C.A., Sheets, J.K.E., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69, 509–525.
Longitudinal evidence

10. Benefits of High Impact Practices
Critical Thinking
Moral Reasoning
Positive Attitude Toward Literacy
Need for Cognition
Intercultural Effectiveness
Socially Responsible Leadership
First-year seminar
Academic learning community
Writing-intensive courses
Active and collaborative learning +
Undergraduate research
Study abroad
Service learning -
Internship
Capstone course/experience
Kilgo, C.A., Sheets, J.K.E., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69, 509–525.
Benefits of High Impact Practices

11. “…there is growing evidence that—when done well—some programs and activities appear to engage participants at levels that elevate their performance across multiple engagement and desired-outcomes measures such as persistence.”
Kuh (2008), pg 24
Kuh quote

12. Intermission

13. Act 2: Obstacles to HIPs

14. Challenges Exceptional variation in how HIPs are implemented
The classic “implementation problem” of educational reform

15. Challenges Exceptional variation in how HIPs are implemented.
The classic “implementation problem” of educational reform
“…the press to push good ideas into rapid large-scale use rarely delivers on the outcomes promised… At base is a common story of implementing fast and learning slow. As a field, we undervalue the importance of systematic and organized methods of learning to improve. When a pressing problem presents itself, we often jump to implement a policy or programmatic change before fully understanding the exact problem to be solved. We call this phenomena solutionitis.”
– Bryk (2015), pg 468

16. Graph of Visibility over Time

17. Graph of Visibility over Time at Peak
Some institutions stay here…because they never assess the impact and some students participate. Or they get bored and move on to the next shiny reform initiative.
Graph of Visibility over Time at Peak

18. Graph of Visibility over Time at Disillusionment
Some institutions end here…because they assess the impact or students don’t participate. Others get bored and move on to the next shiny reform initiative.

19. Graph of Visibility over Time at Productivity
So we’ll talk about strategies that can help you get to the “Plateau of Productivity”
Graph of Visibility over Time at Productivity

20. Intermission

21. Act 3: Resolution

22. Strategic rethinking Reframe the task of “scaling up”
Expand your conception of assessment

23. Common Framework for Scaling Up
Research tells us what works! Now we just need the will and the resources to do it!

24. A More Accurate Version of Scaling Up Common Framework for Scaling Up
A successful study “…means that the intervention had to work somewhere for somebody. Such studies, however, are not primarily designed to tell us what it will take to make the intervention work for different subgroups of students and teachers or across varied contexts.”
There is a “…difference between knowledge that something can work and knowledge of how to actually make it work reliably over diverse contexts and populations. …what will it take to make it work for me, for my students, and in my circumstances?”
– Bryk (2015), pg 469
Common Framework for Scaling Up
Research tells us what works! Now we just need the will and the resources to do it!

25. Scaling up means tuning for your context
HIPs are far more likely to be effective when they are “tuned” at each institution so that they are attractive to and effective for the particular students, faculty, and staff in the institutional settings in which they are implemented

26. The obstacle to tuning is our ignorance about how our students experience our HIPs

27. Gestures with hands

28. Multiple display of hands

29. In Summary
“In summary…faculty frequently use innovations in ways that are inconsistent with the recommendations of educational research (due to either a lack of knowledge or a personal decision to modify)...”

30. Assessment needs to speak to two audiences
To give an account of the collective work of our faculty and staff on HIPs to colleagues within and across our institutions and systems
Assessment needs to speak to two audiences
To give an account of how students experience HIPs to faculty and staff who are teaching HIPs

31. Assessment Flow and Colleagues within and across institutions
Teachers

32. Assessment flow of students in HIPs
Colleagues within and across institutions
Teachers

33. Assessment Flow of students in HIPs development and accountability
Colleagues within and across institutions
Teachers
Development
Accountability

34. Two poles of assessment
Counting HIPs to give an account to audiences inside and outside of the institution
Providing tools to teachers so they can improve their practice and make sure that what you’re counting counts

35. Wabash Study Findings on Good Practices
Good Teaching and High-Quality Interactions with “Faculty”
Faculty/staff interest in teaching and student development
Out-of-class student/staff & student/faculty interactions
Organization, preparation, clarity, prompt feedback
Academic Challenge and High Expectations
Hard work, challenging assignments and interactions
Synthesis, judgment, integration, and reflection
Interactional Diversity
Meaningful interactions

36. Implications
Professional development programs should be informed by assessment evidence in addition to evidence from the literature
Should include Faculty AND Staff AND Students
Tuning takes time

37. Follow up Kathy Wise – kathyswise@gmail.com
Charlie Blaich
Center of Inquiry – centerofinquiry.org

38. Webcast Series Fall 2017 Taking Student Success to Scale High Impact Practices in the States Agenda