High Impact Practices - HIPs November 28, 2017 12-2pm POD - 372 - - PowerPoint PPT Presentation

High Impact Practices - HIPs

November 28, 2017 12-2pm POD - 372

Today’s Presenters:

Kait Taylor-Asquini

Project Manager, CCR & Student Leadership, Ryerson Student Affairs k8taylor@ryerson.ca x.2128

Lisa Endersby

Educational Developer, York University Teaching Commons lendersb@yorku.ca

HIGH-IMPACT PRACTICES (HIPs)

The National Survey of Student Engagement (NSSE) describes High Impact Practices (HIPs) as “enriching educational experiences that can be life-changing.”1

Not quite this HIP.

But close.

HIGH IMPACT PRACTICES 1st YEAR SENIOR Learning Community ✔ ✔ Service Learning ✔ ✔ Research with Faculty ✔ ✔ Internship/Field Experience ✔ Study Abroad ✔ Culminating Senior Experience ✔

ENGAGEMENT INDICATORS1

THEME ENGAGEMENT INDICATORS Academic Challenge Higher-Order Learning Reflective & Integrative Learning Learning Strategies Learning with Peers Collaborative Learning Discussions with Diverse Others Experiences with Faculty Student-Faculty Interaction Effective Teaching Practices Campus Environment Quality of Interactions Supportive Environment

What are you doing?

Ryerson University’s Co-Curricular Recognition Program

LEVEL UP

WHY?

“To provide Ryerson students with a way to discover, track, and reflect upon their involvement opportunities. Ryerson students are eager to participate more fully in their university experience but lack an efficient mechanism through which they can easily identify relevant opportunities to do so.”1

LEVEL UP

• Ryerson’s answer to a co-curricular record (CCR)
• A four-level, non-linear program encouraging students

to make meaning of their experiences on and off campus, inside and outside of the classroom

• Rooted in theory and closely tied to HIP’s
• Integrated into D2L
• Validated through storytelling

The levels

Some data

THE PILOT

• Launched in November 2016
• 153 Total Participants
• Included:
• Student Life student staff
• Residence Advisors
• SHARP Ambassadors
• Lead BLUE members
• Any student who registered individually

1st

77%

FIRST GENERATION STUDENTS

can explain the importance of on/off campus involvement in the development

• f the whole student.

can describe their strengths in relationship to their work with others. can describe how to find new involvement opportunities on ConnectRU. better understand their learning through experiences they’ve had. can identify five (5) co-curricular experiences that have prepared them for their future. would recommend this program to other students.

80.6% 77.4% 77.4% 78.6% 71.4% 71%

What students said…

THE LAUNCH

• September 2017
• Includes platforms for specialized interest groups in

addition to main campus.

• 3666 current participants

866

ACTIVE ePORTFOLIOS

12

ACTIVE ORGANIZATIONS

Including:

• Campus-Wide (general)
• Faculty of Arts (coming soon!)
• First Year Science (SCI 180)
• CareerBoost On-Campus
• Student Life Student Staff
• Tri-Mentoring Program
• International Student Support
• Residence Life Team
• Live-Out Team (Residence)
• Glocal Links
• SHARP
• Ryerson Rams – Ghana 2018

LEVEL UP: Arts

Exploring Student Engagement & Retention: An Initial Analysis of Selected LA&PS NSSE Data

Project Goals

since “…[engagement] matters most during the critical first year of college” (Tinto, 2006,

• p. 4), the National Survey of Student Engagement (NSSE) that York participates in is a

logical place to look for evidence or factors affecting student engagement, which impacts retention

(About NSSE, 2016; Miller, Sarraf, Dumford & Rocconi, n.d.; NSSE Reliability, 2016; Pike, 2012)

• Explore the impact of engagement on retention as defined/demonstrated as part
• f students’ in class experiences
• Explore and analyze NSSE results as an opportunity to capture and define

student engagement at York

• Offer data-driven support for identified faculty challenges related to student

engagement & retention

Defining Our Terms

Retention

“retention [is] an institutional measure and persistence … [is] a student measure” (Hagedorn, 2005, p. 6)

• Retention: Continued enrollment (or degree completion) within the same institution
• Persistence: Continued enrollment (or degree completion) at any institution

https://nscresearchcenter.org/snapshotreport-persistenceretention18/

Retention at the University

• Given institutional data, we define retention with a focus on students

remaining in program and/or at institution year to year (emphasis on year 1 to year 2)

Defining Our Terms

Engagement

• “the amount of physical and psychological energy

that the student devotes to the academic experience” (Astin, 1984, p. 297)

Connecting NSSE, Engagement, and Retention

• “[engagement] matters most during the critical first year of college”

(Tinto, 2006, p. 4)

• Pike (2012) studied the validity of the NSSE as a measure of student

engagement, finding that “…the NSSE benchmarks appear to be adequate and appropriate measures of student engagement for the purposes of assessment and evaluation…” (p. 165). (excerpt from report)

• Positive engagement can be defined by students’ participation in High

Impact Practices (HIPs)

NSSE High Impact Practices

Learning community or some other formal program where groups

• f students take two or more classes together

Courses that included a community-based project (service-learning) Work with a faculty member on a research project Internship, co-op, field experience, student teaching, or clinical placement Study abroad Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc)

NSSE Engagement Indicators

Theme Engagement Indicators

Academic Challenge Higher-Order Thinking Reflective & Integrative Learning Learning Strategies Quantitative Reasoning Learning with Peers Collaborative Learning Discussions with Diverse Others Experiences with Faculty Student-Faculty Interaction Effective Teaching Practices Campus Environment Quality of Interactions Supportive Environment

High Impact Practices

(Involvement) Opportunities Positively Associated with Retention How might/do we engage students on campus? e.g. Learning (in) Community

Engagement Indicators

Constructs to Define Engagement What might/does engagement look like

• n campus?

e.g. Collaborative Learning

Include Inform

Initial Findings

• First year students (in three identified academic

programs) are reporting low levels of participation in High Impact Practices (HIPs) against the reported provincial average (NSSE, 2014)

• First year students (in three identified academic

programs) are reporting lower scores across NSSE Engagement Indicators (EI) against the reported provincial average (NSSE, 2014)

Connections to Literature

• Concurrently, a 2014 university retention study found that ‘leavers’

were more likely to be working for pay and worked considerably more hours per week than ‘stayers’ (Northrup, 2014)

• Students who worked for pay during the school year (12 or more

hours per week) had lower GPAs than those who worked fewer hours (Popovic & Green, 2012)

“Students who work 30 or more hours are juggling two lives: a work life and a student life. Their decision to leave is … a reflection on the difficulties of their dual status as a student and as a worker.” (Northrup, 2014, p. 6)

Connections to Institutional Context

• The majority of students today are commuters who could be,

for example, full-time students living with their parents or part-time students working full time in a career and/or who have children (Jacoby, 2000)

• With such a diverse and conflicting array of demands on

students’ time outside the classroom, there is renewed interest in exploring how characteristics of High Impact Practices (often defined by NSSE’s Engagement Indicators) could be translated to the in class experience, where the majority of institution-student contact may now occur

Engagement Indicators for In Class Engagement Strategies

How might engagement indicators be translated or integrated into an in class experience?

Implications for In Class Engagement

NSSE High Impact Practice Potential In Class Strategy (High Impact Experience)1 Relevant NSSE Engagement Indicators

Learning (in) Community Create study groups & facilitate an activity to begin developing positive group dynamics Collaborative Learning Discussions with Diverse Others Quality of Interactions (Peers, Faculty) Community-Based Project (Service-Learning) & Internship, co-op, field experience, student teaching, or clinical placement Role play, case study, simulations or other scenario-based activities (facilitating

• pportunities for students to critically reflect on

course content/out of class experiences) Student-Faculty Interactions Higher-Order Learning Reflective & Integrative Learning Collaborative Learning Work with a faculty member on a research project Provide students opportunities to gather, incorporate, and display research findings as part of poster display or research project (collaborative problem-based learning) Student-Faculty Interactions Higher-Order Learning Quantitative Reasoning Collaborative Learning 1High Impact Experience (Foote, Baudier, & Stromie, 2017)

Designing Your High Impact Practice

Consider Your Desired Outcomes What experiences are already available to students to engage in this activities? How might you facilitate this experience inside the classroom? Engagement Indicator: Collaborative Learning Collaborating with peers to solve problems or master difficult material Engagement Indicator: Higher-Order Learning Coursework that emphasizes application, analysis, judgment, and synthesis

Lisa Endersby Educational Developer (Teaching Commons) lendersb@yorku.ca

teachingcommons.yorku.ca @lmendersby on Twitter

References

• About NSSE. (2016). Retrieved from http://nsse.indiana.edu/html/about.cfm
• Astin A. (1984). Student involvement: a developmental theory for higher education. Journal of College Student Personnel 25, 297–308.
• Foote, S. M., Baudier, J. & Stromie, T. (2017, February 11). Using High-Impact Practices to Foster Course Development, Design and

Enhancement [PowerPoint slides and PDF document]. Retrieved from https://drive.google.com/drive/folders/0ByUrpUVB056KelFKUW1YZl9HNjA

• Hagedorn, L.S. (2005). How to define retention: A new look at an old problem. Retrieved from

https://www.researchgate.net/profile/Linda_Hagedorn/publication/237554795_How_to_define_retention_A_New_Look_at_an_Old_Problem/li nks/004635346c3c95065d000000.pdf

• Jacoby, B. (2000). Why involve commuter students in learning?. New Directions for Higher Education, 2000(109), 3-12.
• Miller, A. L., Sarraf, S. A., Dumford, A. D., & Rocconi, L. M. (n. d.) Construct validity of NSSE engagement indicators. Retrieved from

http://nsse.indiana.edu/pdf/psychometric_portfolio/Validity_ConstructValidity_FactorAnalysis_2013.pdf

• National Student Clearinghouse Reserch Center. (20125, April 22). Snapshot Report – Persistence-Retention. Retrieved from

https://nscresearchcenter.org/snapshotreport-persistenceretention18/

• Northrup, D. (2014, October 14). York University 2014 Retention Study.
• NSSE (2007). Experiences that matter: Enhancing student learning and success. (Annual Report 2007). Retrieved from

http://nsse.indiana.edu/NSSE_2007_Annual_Report/index.cfm

• NSSE Reliability. (2016). Retrieved from http://nsse.indiana.edu/html/reliability.cfm
• Pike, G. R. (2012). NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended use of a measure in

validity studies. Research in Higher Education, 54(2), 149-170.

• Popovic, C. & Green, D. A. (2012). Understanding undergraduates: Challenging our preconceptions of student success. New York, NY:

Routledge.

• Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention, 8(1), 1-19.
• Tinto, V. (2012). Completing college. Chicago: University of Chicago Press.