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

2. 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

4. 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. 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 Cognition Democratic Participation & Civic Engagement VALUE RUBRICS VALUE RUBRICS : DOMAINS: Lifelong Learning Integrative Thinking Intercultural Competence Information Literacy Oral Communication Written Communication Reading Civic Engagement Teamwork Critical Thinking Creative Thinking Inquiry and Analysis Problem Solving Ethical Reasoning Quantitative Reasoning Service Learning & Community Engagement FYE Experiences Learning Communities, Capstone Experience Common Intellectual Experiences Collaborative Assignments Research and Inquiry Internships, Study Abroad

6. 21 st century learning

7. Upper-Division Honors Courses

8. 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

9. Example: Service Learning/Community-Based Learning  Soil Born Farms  Alliance Française  Discovery High School  English Language Institute  Placer Nature Center  WEAVE  Sacramento Philharmonic Orchestra

10. Planning and Action Framework Phase 1: Plan and Identify Issues Phase 2: Identify Research Question and Methodology Phase 3: Develop a Plan of Action and Complete the Project Phase 4: Assess Progress, Results and Learning

13. 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)High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter  Association of American Colleges and Universities: High Impact Practices http://www.aacu.org/leap/hip.cfm http://www.aacu.org/leap/hip.cfm  Leap Campus Tool Kit: http://leap.aacu.org/toolkit/ (see case studies on HIP’s)http://leap.aacu.org/toolkit/  Upcoming Conference: 2011 Institute on High-Impact Practices and Student Succes http://www.aacu.org/meetings/hips/index.cfm http://www.aacu.org/meetings/hips/index.cfm  VALUE Rubrics: Valid Assessment of Learning in Undergraduate Education http://www.aacu.org/value/abouttherubrics.cfm http://www.aacu.org/value/abouttherubrics.cfm

14. Sac State HIPs  Service Learning, Community-Based Learning: Community Engagement Center http://www.csus.edu/CEC/http://www.csus.edu/CEC/  First-Year Seminars and Experiences: First Year Experience (FYE) Program http://www.csus.edu/lc/fsfac/http://www.csus.edu/lc/fsfac/  Learning Communities: Educational Opportunity Program http://www.csus.edu/eop/http://www.csus.edu/eop/  Diversity/Global Learning: Office of Global Education http://www.csus.edu/oge/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)http://www.csus.edu/onebook/2011/book.stm  Writing Intensive Courses: http://www.al.csus.edu/writing/http://www.al.csus.edu/writing/  Internships: Career Center http://www.csus.edu/careercenter/http://www.csus.edu/careercenter/  Common Intellectual Experience: G.E. Honors Program http://www.csus.edu/honorsprogram/http://www.csus.edu/honorsprogram/  Undergraduate Research/Capstone Courses and Projects/Collaborative Assignments: department level

15. 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