1. Re-envisioning
February 1, 2018
Week 5

2. Agenda
Tristan Effect
Housekeeping
Jack Sunderlage
Homework Report out

3. Tristan effect…
Co-requisite Math and English in first-year (better: first- semester)
Select a pathway/meta-major
9 credits within the first 30 credits should be in area of interest
HIP within first 30 credits
Full time
Results: drastically higher retention and graduation rates for the entire Tennessee Higher Education System (Community Colleges and Universities)

4. High Impact Practices (HIPs)
Nationally, it is accepted there are 11 High Impact Practices
first-year seminars and experiences
common intellectual experiences
learning communities
writing-intensive courses
collaborative assignments and projects
undergraduate research
diversity/global learning
service learning and community based learning
internships
capstone courses and projects
study abroad

5. 5 Pillars at UVU Internships Global and Intercultural Experiences
Undergraduate Research and Creative Works
Community Engagement (Academic Service Learning)
Engaged Curriculum

6. USHE query HIPs (only 8 of the 11) * No internships?
First Year Seminar
Common intellectual experiences
Learning communities
Writing-Intensive Courses
Collaborative Projects
Undergraduate Research
Diversity/Global Learning, including Study Abroad
Service-Learning/Community-Based Learning
Cornerstone; Study Abroad; Capstone

7. Response to USHE (Qudisat & White)
There are ten High-Impact Practices (HIP) that are incorporated at Utah Valley University (UVU); these include: first-year seminars and experiences, common intellectual experiences, learning communities, writing- intensive courses, collaborative assignments and projects, undergraduate research, diversity/global learning, service-learning and community-based learning, internships, and capstone courses and projects.

8. HIPs at UVU
Out of the eight colleges at Utah Valley University, there are 46 overarching programs, which encompass all the degrees offered. Of the 46 programs at UVU, every program requires a global/intercultural (GI) course and English 1010 and 2010/2020 for graduation. These courses fulfill two of the ten High-Impact Practices, which include writing-intensive courses and diversity/global learning. Therefore, all programs have at least two HIP requirements to graduate.
Although every program has at least one HIP requirement, not every program encompasses every HIP, or all ten. First-year seminar courses are not required for any program in order to graduate (0%). Only two programs require common intellectual experience courses and learning community courses in order to graduate (4.35%). Five programs required collaborative project courses to graduate (10.87%) and six programs required writing-intensive courses to graduate (excluding the general education requirement of English 1010 and 2010/2020) (13.04%). The minority of programs requires a capstone project or course (34.78%).
The majority of programs do not incorporate the above High-Impact Practices, but most programs incorporate the following HIP. Thirty programs required service-learning courses (65.22%), and many offered optional service-learning courses. Excluding GI courses and English 1010 and 2010/2020, thirty-eight programs require at least one HIP to graduate (82.61%). Many programs include optional courses that are HIP in nature, including internships (39 programs, 84.78%).

9. Response to USHE Cornerstone Study Abroad Capstone
At present, our percentages are low on early HIP experiences as noted in NESSE data; 8% of the first year students participated in two or more HIPs (learning community, service-learning, research with faculty), and 43% participated in one HIP.
Study Abroad
Lack of financial scholarships for Study Abroad; Need to create an office that could move 10,000 students each summer.
Capstone
In terms of percentages, a greater number of UVU students have a HIP experience in their junior and/or senior years. However, to reach 100%, we would need each and every program to embrace one of the 5 pillars and ask them to embed at least one experience as a mandatory requirement for graduation. At present, NESSE data suggests, of the senior population, 57% participated in two or more HIP, and 29% participated in one HIP.

10. USHE Memorandum (6 September 2017)
Commissioner's Recommendation
Based on the national research on High Impact Practices and the survey of High Impact Practices at USHE institutions, the Commissioner recommends the Board of Regents ask institutions to measure student participation in HIPs with the goal that all students participate in one HIP during their first 30 credits of enrollment (not including concurrent enrollment) and one HIP within their major. The Commissioner also recommends the Board establish a HIPs steering committee with representation from the various institutions, named by CAOs, to identify, define, and share best practices with HIPs. The HIPs steering committee may also consider the possibility of convening separate working groups for certain categories of HIPs if there is a need (e.g. for writing intensive courses, first-year experiences, learning communities, etc.), and determine if it might be useful to convene USHE institutions’ Faculty Development Centers, Centers of Institutional Effectiveness, etc. in Statewide conversations.

11. Housekeeping
Website ( ad_exp.html)
Basecamp
Student Success Declaration- provide feedback to David Connelly
Gift Card
Lunch
Discussion Feb. 15th

12. Charge Discussion
Create an adaptable strategy that will lead to retention and completion of students who are prepared to thrive personally and professionally in a multi-faceted world.

13. PLO Report out Report out 5-7 minutes
Please take notes as each group reports on “key points” or themes you are hearing
Once all have presented- discuss similarities and differences
Next Steps- Homework
We will distribute all the “PLO’s” back to your groups
Aggregate the list and create your 5-6 top “PLO’s”
Send those to us by 12 pm Feb 7th
We will bring those in for discussion