Higher Education Context Higher Education Context
6/12/2016
Institutionalizing High Impact Practices: A Framework for Implementing Institutional Change Patricia L. Donat, PhD Vice President
Higher Education Context • Purpose • Liberal education • Workforce training and economic development
• Balance of private benefit and public good • Trends in public appropriations (federal, state) • Tuition and family income • “Free” community college initiatives
• Accountability and transparency • Access and completion • Inputs and outputs
Higher Education Context • Diversity in student body • • • •
Demographics (age, race, income) Preparation and educational misalignment Patterns of enrollment Competing demands (education, family, work)
• New technologies and workforce needs • Variety in educational sites, credentialing processes, and modes of delivery • Global integration and interdependence
1
6/12/2016
Educational Quality and Student Learning Outcomes • Student success • Institutional orientation • Student engagement
• Enhanced student learning Liberal education outcomes Depth of understanding Transfer to novel contexts Higher‐level learning • Analysis, synthesis, application • Attitudes and dispositions
• • • •
Kuh (2008) High‐Impact Practices • • • • • • • • • •
First‐Year seminars and experiences Common intellectual experiences Learning communities Writing‐intensive courses Undergraduate research Collaborative assignments and projects Diversity/global learning Service learning, community‐based learning Internships Capstone courses and projects
High‐Impact Practices Increase the Likelihood of: • Increased student effort and time investment • Interaction with faculty and peers regarding substantive matters • Experiencing diversity • Receiving more frequent feedback • Reflecting and integrating learning • Discovering the relevance of learning through real‐ world applications
2
6/12/2016
Benefits of High‐Impact Practices • Increased student engagement • Higher grade point averages • Increased persistence and graduation rates • Self‐reported gains in: • • • •
Deep learning General education Practical competence Personal and social development
• Critical thinking and writing skills
Impact of High‐Impact Practices is Enhanced When: • Experiences are structured • Expectations are set at appropriately high levels • Interactions with faculty and peers are substantive • Experiences integrate diversity • Frequent feedback is provided • Students must reflect and integrate learning • Relevance is reinforced through real‐world applications • Students display communicate competence publically • Attention is given to implementation quality
QEP Topics • Almost all QEPs (99%) integrate at least one high‐impact practice. • 58% integrate two or more. • 25% integrate three or more.
• The most commonly integrated high‐impact practices are: • First‐Year seminars and experiences • Including orientation, developmental educational experiences, and advising
• [Skill] across the curriculum • Including writing, information literacy, critical thinking, reading‐comprehension
• Collaborative assignments and projects • Including peer tutoring and supplemental instruction
• All ten high‐impact practices are implemented by institutions in the design of QEPs. • Each high‐impact practice is utilized by at least 7‐10% of QEPs.
3
6/12/2016
Guiding Principles • Institution • Mission, vision, core values • Strategic plan • Academic master plan
• Academic Units • • • •
Unit goals Academic policies and procedures Curriculum requirements Co‐curricular requirements
• Faculty • Individual annual goals
• Students • Individual academic plans
Organizational Structures • Formal structures • Organizational charts • Units, personnel • Reporting lines, authority, and responsibility
• Formal collaborative structures • Standing committees • Leadership, membership, representation • Charge
• Informal collaborative structures • Support
Resources • Institutional Budget • Personnel lines • Primary funding • Split funding • Supplemental funding/stipends
• Operational budgets • Equipment • Travel
• Grants and contracts • Library and learning resources • Facilities
4
6/12/2016
Faculty Appointment, Promotion, and Tenure • Advertisement • Job description • Workload • Annual evaluation • Pre‐tenure, tenure, and post‐tenure requirements • Promotion requirements
Curricular and Co‐Curricular Experiences • Enhancing opportunity • Integrating experiences • Assessing student learning outcomes
Recognition and Celebration • Recognition and reward structures: • Honors and awards • Internal grant support • External grant support
• Rituals, ceremonies, and celebrations
5
6/12/2016
Accountability and Reporting Systems • Tracking key performance indicators • Reporting systems • Internal reports • External reports
• Annual evaluations • Units • Personnel
Communication and Public Relations
• Communication goals • Audience • Medium • Leader messages
External constituents • Partnerships and collaboration • Active engagement • Grants and contracts
• Public policy • Clarifying mission and purpose • Influencing the accountability narrative
• Accreditation • Constructing standards to promote educational quality
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6/12/2016
Completing the Alignment Grid • For each of the cells in the grid, • Which of these indicators are currently in place to support your institution’s implementation of its QEP? • Which of these indicators are most essential to the success of your institution’s successful implementation and maintenance of its QEP?
Discussion Questions • To what extent does your institution want to weave your QEP into the fabric of your institution (i.e., leveraging your QEP as a transformative initiative)? • How can the institutional alignment grid be applied to the specific high‐impact practice identified by your institution for your QEP? • Are there specific components of the institutional alignment grid that you believe are particularly essential in implementing your QEP/high‐impact practice initiative?
Questions? Patricia L. Donat, PhD SACSCOC Vice President [email protected], 404‐994‐6558
7
Institutionalizing High Impact Practices: A Framework for Implementing Institutional Change Patricia L. Donat, PhD Vice President
Higher Education Context • Purpose • Liberal education • Workforce training and economic development
• Balance of private benefit and public good • Trends in public appropriations (federal, state) • Tuition and family income • “Free” community college initiatives
• Accountability and transparency • Access and completion • Inputs and outputs
Higher Education Context • Diversity in student body • • • •
Demographics (age, race, income) Preparation and educational misalignment Patterns of enrollment Competing demands (education, family, work)
• New technologies and workforce needs • Variety in educational sites, credentialing processes, and modes of delivery • Global integration and interdependence
1
6/12/2016
Educational Quality and Student Learning Outcomes • Student success • Institutional orientation • Student engagement
• Enhanced student learning Liberal education outcomes Depth of understanding Transfer to novel contexts Higher‐level learning • Analysis, synthesis, application • Attitudes and dispositions
• • • •
Kuh (2008) High‐Impact Practices • • • • • • • • • •
First‐Year seminars and experiences Common intellectual experiences Learning communities Writing‐intensive courses Undergraduate research Collaborative assignments and projects Diversity/global learning Service learning, community‐based learning Internships Capstone courses and projects
High‐Impact Practices Increase the Likelihood of: • Increased student effort and time investment • Interaction with faculty and peers regarding substantive matters • Experiencing diversity • Receiving more frequent feedback • Reflecting and integrating learning • Discovering the relevance of learning through real‐ world applications
2
6/12/2016
Benefits of High‐Impact Practices • Increased student engagement • Higher grade point averages • Increased persistence and graduation rates • Self‐reported gains in: • • • •
Deep learning General education Practical competence Personal and social development
• Critical thinking and writing skills
Impact of High‐Impact Practices is Enhanced When: • Experiences are structured • Expectations are set at appropriately high levels • Interactions with faculty and peers are substantive • Experiences integrate diversity • Frequent feedback is provided • Students must reflect and integrate learning • Relevance is reinforced through real‐world applications • Students display communicate competence publically • Attention is given to implementation quality
QEP Topics • Almost all QEPs (99%) integrate at least one high‐impact practice. • 58% integrate two or more. • 25% integrate three or more.
• The most commonly integrated high‐impact practices are: • First‐Year seminars and experiences • Including orientation, developmental educational experiences, and advising
• [Skill] across the curriculum • Including writing, information literacy, critical thinking, reading‐comprehension
• Collaborative assignments and projects • Including peer tutoring and supplemental instruction
• All ten high‐impact practices are implemented by institutions in the design of QEPs. • Each high‐impact practice is utilized by at least 7‐10% of QEPs.
3
6/12/2016
Guiding Principles • Institution • Mission, vision, core values • Strategic plan • Academic master plan
• Academic Units • • • •
Unit goals Academic policies and procedures Curriculum requirements Co‐curricular requirements
• Faculty • Individual annual goals
• Students • Individual academic plans
Organizational Structures • Formal structures • Organizational charts • Units, personnel • Reporting lines, authority, and responsibility
• Formal collaborative structures • Standing committees • Leadership, membership, representation • Charge
• Informal collaborative structures • Support
Resources • Institutional Budget • Personnel lines • Primary funding • Split funding • Supplemental funding/stipends
• Operational budgets • Equipment • Travel
• Grants and contracts • Library and learning resources • Facilities
4
6/12/2016
Faculty Appointment, Promotion, and Tenure • Advertisement • Job description • Workload • Annual evaluation • Pre‐tenure, tenure, and post‐tenure requirements • Promotion requirements
Curricular and Co‐Curricular Experiences • Enhancing opportunity • Integrating experiences • Assessing student learning outcomes
Recognition and Celebration • Recognition and reward structures: • Honors and awards • Internal grant support • External grant support
• Rituals, ceremonies, and celebrations
5
6/12/2016
Accountability and Reporting Systems • Tracking key performance indicators • Reporting systems • Internal reports • External reports
• Annual evaluations • Units • Personnel
Communication and Public Relations
• Communication goals • Audience • Medium • Leader messages
External constituents • Partnerships and collaboration • Active engagement • Grants and contracts
• Public policy • Clarifying mission and purpose • Influencing the accountability narrative
• Accreditation • Constructing standards to promote educational quality
6
6/12/2016
Completing the Alignment Grid • For each of the cells in the grid, • Which of these indicators are currently in place to support your institution’s implementation of its QEP? • Which of these indicators are most essential to the success of your institution’s successful implementation and maintenance of its QEP?
Discussion Questions • To what extent does your institution want to weave your QEP into the fabric of your institution (i.e., leveraging your QEP as a transformative initiative)? • How can the institutional alignment grid be applied to the specific high‐impact practice identified by your institution for your QEP? • Are there specific components of the institutional alignment grid that you believe are particularly essential in implementing your QEP/high‐impact practice initiative?
Questions? Patricia L. Donat, PhD SACSCOC Vice President [email protected], 404‐994‐6558
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