Dr. Bettina Shuford, Associate Vice Chancellor of Student AffairsDr. Amy Gauthier, Senior Associate Director, Housing and Residential Education

High Impact Practices & Thriving in College

Session Overview

• High Impact Practices in Student Affairs• Introduction to Excellence in Action • Thriving in College• Theory to Practice

What is a high impact practice and why does it matter?

• Active student engagement• Deep integrative learning• Gains across a range of desired outcomes• Grades, persistence, student satisfaction,

graduation

Common High Impact Practices

• First-year seminars and experiences• Common intellectual experiences (such as the core curriculum)• Learning communities• Writing-intensive courses• Collaborative assignments and projects• Undergraduate research• Diversity and global learning in courses or programs that examine "difficult

differences"• Service- or community-based learning• Internships• Capstone courses and projects

HIPs in Student Affairs• Project Union – Carolina Union• Residence Hall Association – Housing and Residential Education• Student Government• CUAB• The CUBE, Bonner Leaders, Global Gap Year – Campus Y• Living and Learning Communities – Housing and Residential Education• Courses offered by Student Affairs (career development & leadership)• Student Managers• Interactive Theater Carolina Peer Leaders• Carolina United – Carolina Union• Leadershape – Carolina Union• NC Fellows – Carolina Union• Wilderness Adventures for First Year Students• One Act Peer Educators

High Impact Practices in Student Affairs  Not addressed  (1) Emergent (2) Operational (3) Level

High performance expectations

No outcomes or targets of achievement identified

Outcomes identified with no target of achievement

Clear outcomes identified that include targets of achievement

Invest time and effort No activities provided that promote active and experiential learning opportunities

Provides periodic activities that promote active and experiential learning opportunities

Consistently provides activities that promote active and experiential learning opportunities

Interact with faculty, staff and peers about substantive matters

Little to no faculty and staff interaction incorporated into the activity program

Periodic opportunities for interaction with faculty and staff incorporated into the program

Ongoing opportunities for interaction with faculty and staff incorporated into the program

Experiences with diversity Little to no opportunity for exposure to diverse perspectives and/or experiences

Some opportunities for exposure to diverse perspectives and/or experiences

Multiple opportunities for exposure to diverse perspectives and or experiences

Frequent, timely and constructive feedback

Little to no opportunity for feedback incorporated into the program/activity/training by peers, faculty or staff.

Some opportunities for feedback incorporated into the program/activity/training by peers, faculty or staff.

Multiple opportunities for feedback incorporated into the program/activity/training by peers, faculty or staff.

Reflect and integrate across experiences

Little to no opportunity for reflection at the individual level or in a group setting

Some opportunities for reflection at the individual level or in a group setting

Multiple opportunities for reflection at the individual level or in a group setting

Apply and practice in real-world settings

The program/activity/training provides limited opportunities to demonstrate the achievement of the core competencies

The program/activity/training provides some opportunities to demonstrate the achievement of the core competencies

The program/activity/training provides multiple opportunities to demonstrate the achievement of the core competencies

Public demonstration of competence

No assessment conducted to assess the achievement of core competencies

A single assessment conducted to assess the achievement of core competencies

Multiple assessments (e.g. direct measures, focus groups, self-assessments, reflections) conducted to assess the achievement of core competencies

Excellence in Action

• Program Review• Process designed to measure HIP• Integrated and connected learning

experiences

Deep Integrative Learning Experiences

• Excellence in Action– Engages students in the co-curricular– Connects learning experiences across the span of

students’ involvement at Carolina– Increases self-awareness – gives students a

language to articulate what they have gained from their co-curricular experiences

– Fosters student learning and success within the context of high impact co-curricular programming

Modified from the CAS Learning and Developmental Outcomes

Thriving in College

• Holistic approach to student success• Definition: “fully engaged intellectually,

socially, and emotionally in the college experience” (Schreiner, 2010, p. 4)

• Sense of community and emotional connections help students thrive

Five Factors of Thriving

• Engaged Learning• Academic Determination• Positive Perspective• Social Connectedness• Diverse Citizenship

High Impact Practices & Thriving

• Participation in events that are meaningful and rewarding lead to thriving

• Pathways to Thriving:– Campus Involvement– Student-faculty interaction– Spirituality– Sense of Community

High Impact Practices & ThrivingHIP Criteria Thriving FactorsHigh Performance Expectations Academic determination- goal directed thinking

Invest time and effort Academic determination (investment of effort, self-regulation, environmental mastery, goal-directed thinking) Engaged learning (processing- deep learning and self-authorship, focused attention, active participation)

Interact with faculty, staff and peers about substantive matters Engaged learning –energized by ideas, draw connections between the content and their own lives, able to see multiple perspectives Social connectedness (connecting students in meaningful ways, providing opportunities for faculty, staff and students to interact, working together on common goals)

Experiences with diversity Diverse citizenship- openness and valuing differences in others, interests in relating to individual who are different from themselves, a desire to make a contribution to the world and the desire to do so

Frequent, timely and constructive feedback Positive perspective- proactive and problem focused, persist in the face of challenges Academic determination- opportunities for feedback on what can be done differently

Reflect and integrate across experiences Engaged learning –energized by ideas, draw connections between the content and their own lives, able to see multiple perspectives

What institutional conditions are needed to support a climate for high impact practices?

Student Engagement Trifecta• What students do- level of engagement with

the high impact practice• What institutions do- provision of promising

practices and conditions for thriving• Compact between the student and institution-

directing students toward the right activitiesKuh, G. (February 28, 2013). What matters to student success: The promise of high impact practices, http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment%20Conf%20HIPs%20afternoon%20session.pdf

High Impact Practices in Student Affairs: Resident Advisors

Position Highlights:• Extensive Training/Engaged Learning• Experiences with Diversity• Social Connections – Personal Relationships• Timely Feedback

High Impact Practices in Your Area

• Are there leadership positions in your area that qualify as HIP?

• Are your student employment positions designed to help students thrive?

• What Questions do you have?

References

Kuh, G. (February 28, 2013). What matters to student success: The promise of high impact practices, http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment%20Conf%20HIPs%20afternoon%20session.pdf

Schreiner, L. A. (2013). Thriving in college. New Directions for Student Services, 143, 41-52. - See more at: http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf

Schreiner, L. A. (2010a). Thriving in community. About Campus, 15(4), 2-11. - See more at: http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf

Schreiner, L. A. (2010b). Thriving in the classroom. About Campus, 15(3), 2-10.

Schreiner, L. A. (2010c). The “Thriving Quotient”: A new vision for student success. About Campus, 15(2), 2-10.See more at: http://www.thrivingincollege.org/publications-and-presentations/#sthash.IqbNmQlC.dpuf