![\"HIPs\"](\"http:\/\/sites.msudenver.edu\/sips\/wp-content\/uploads\/sites\/108\/2017\/05\/HIPs-300x147.jpg\")
As faculty, we know about the progression of curriculum in our disciplines, both at the class level (e.g. what we cover in a semester) and at the program level (e.g. the classes a student needs to take, and \u00a0the order in which they should be taken). Furthermore, we all serve as advisors and regularly talk to our students about what in-class work they need to do to progress toward a degree. But are we taking advantage of the opportunity to inform students of the other experiences they need to work into their degree plan to make the most of their education?<\/span><\/p>\nTake a SIP of This: High-Impact Teaching Practices<\/h3>\n
One way to do this is to incorporate High Impact Practices (HIPs) into our course design and advising plans. The American Association of Colleges and Universities has identified ten HIPs<\/a><\/span> that have been shown to have a profound impact on a student\u2019s college experience, both academically and in the social-emotional realm. These HIPs are: <\/span><\/p>\n MSU Denver\u2019s Associate Vice President of Undergraduate Studies, Mark Potter, notes that HIPs also \u201c<\/i>have a cumulative effect and are compensatory, so a student starting out who doesn\u2019t have the same level of college preparation can \u2018catch up\u2019 by experiencing the benefits of HIPs. So, they\u2019re important to the equity agenda.\u201d <\/i><\/span><\/p>\n Faculty may notice that many of these HIPs are already integrated into their course designs, such as collaborative projects or service learning assignments. Other times, the implementation of HIPs represents a significant commitment on the part of the professor, like the decision to take on the extra work of making a course writing-intensive, or sponsoring undergraduate research. And still other HIPs, such as capstone courses (senior experiences) and internships need to be woven into the fabric of your department\u2019s major or minor.<\/span><\/p>\n Many instruments have measured the effectiveness of HIPs, including the National Survey of Student Engagement (NSSE, currently going on at MSU Denver), surveys of potential employers, and research done as part of AAC&U\u2019s LEAP project (Liberal Education and America\u2019s Promise). Data points to the fact, though, that if a student experiences at least one HIP per year, they will retain at a higher rate, and that their chances of increased retention grows as their experience with HIPs is more intense.<\/span><\/p>\n The documents attached to this SIP provide solid information on how HIPs are employed and assessed. In particular, check out the document on High Impact Practices right here at MSU Denver. Take a minute to reflect on the extent to which you are offering students these valuable experiences, and how you can advise them to seek out HIPs outside of your classroom!<\/span><\/p>\n Thirsty for a Strong Instructional Practice? As faculty, we know about the progression of curriculum in our disciplines, both at the class level (e.g. what we cover in a semester) and at the program level (e.g. the classes a student needs to take, and \u00a0the order in which they should be taken). Furthermore, we all … <\/p>\n\n
Still Thirsty? Take Another SIP of High-Impact Teaching Practices<\/h3>\n
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