Report on high-impact practices taxonomies development ...Report on high-impact practices taxonomies development (May 2018) Submitted by Anne Kelsch to the Goal 1 Team High Impact

Report on high-impact practices taxonomies development (May 2018) Submitted by Anne Kelsch to the Goal 1 Team

High Impact Practices are widely researched and proven to enhance student learning and engagement, as well as retention, and are associated with higher graduation rates particularly for students who have traditionally been underserved. Our Goal 1 work on UND’s strategic plan calls for all UND students to experience three High Impact Practices (HIPs) before graduation and that these experiences be transcripted. Most of these practices exist at UND but they have not been intentionally organized and acknowledged as such, and the question of equity in access has not been explored.

As a first step towards fulfilling this strategic plan goal, faculty and staff from across UND developed HIPs taxonomies during the 2017-18 academic year. The purpose of these taxonomies is to define what we mean by high impact practices on our campus, and to ensure that any learning experiences designated as a HIP has the intended impact on student achievement.

The list of participants in taxonomy development is found in Appendix 1. Groups were led by Anne Kelsch and Ryan Zerr (members of the Goal 1 team), Heather Terrell (A&S HIPs coordinator) and Anna Kinney (coordinator of the University Writing Program). The essential elements framework was derived from Kuh and O’Donnell, Ensuring Quality and Taking High-Impact Practices to Scale (AAC&U, 2013), which has become a standard description of quality across higher education. Key elements of HIPs quality are found in Appendix 2. All groups standardized to a rubric format developed by the capstone group. The taxonomies developed are found in Appendix 3.

Twenty-two of the faculty and staff members who undertook this work gathered in early May to articulate a set of recommendations on implementation. A summary follows which also includes questions that arose from the conversation which need to be addressed going forward.

RECOMMENDATIONS ON IMPLEMENTATION

How should we conduct an “environmental scan” to get the best sense of current practice at UND?

• Ensuring acknowledgment of HIPs already occurring at UND is important. This could occurthrough college-by-college outreach. Although it may lead to over-reporting, using a self-reporting approach by querying chairs seems most realistic. If this occurs in an environmentwhere HIPs are not required or departments/colleges are not required to have a certain number,it seems more likely that people will be realistic in how they report whether their courses/activities are actually meeting the necessary criteria.

• This scan should query what could exist (with some modification) as well as what is already inplace.

• One benefit of a scan is that we would identify a solid collection of exemplars to be usedmoving forward.

How should UND structure a process for determining which courses or experiences “count” as HIPs? How should a HIPs requirement work in terms of governance?

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• A committee structure is needed in which faculty are centrally involved.• The idea of each college appointing a HIPs coordinator was supported. Additionally, it was

recommended that a coordinator be appointed for each of the HIPs element with expertise inthat specific area (ie. writing intensive, living learning communities, etc.) to ensure quality andthat current best practices are implemented.

• Allow for a transition period in which the rubrics are tested and validated.• Use Essential Studies validation as a model for a parallel process or incorporate HIPs validation

into the ES validation process. Some suggested that for HIPs like capstone, writing intensive,and diversity, incorporation into ES made the most sense to avoid confusion and potentialduplication of effort. There was less consensus regarding others HIPs: some thought ES wasthe natural home for everything; others felt a new committee with representation from therelevant HIP areas would be necessary. In this latter case, a connection to ES – perhaps throughthe HIPs coordinator – was recommended.

• Students should be included in the governance process.• We should be mindful not to overlook graduate students, especially as they may be involved in

the teaching of HIPs courses or the guidance of HIPs experiences.

How do we ensure every student gets three HIPs?

• Concern was expressed about how this will happen for online students.• There was a strong feeling that the three which most naturally fit within ES –writing intensive,

diversity/global learning and capstone – are the obvious way to meet this goal.• Concern was expressed that adding a HIPs requirement to ES would simply add confusion and

be counterproductive. That idea led to a general discussion about whether there should be aHIPs requirement for all students. Faculty registered a strong “no,” arguing the point should beabout creating opportunities, not mandates. A consensus emerged that the goal should not beto mandate HIPs, but to focus on creating enough capacity to meet the must-have-three idea,ensuring they are high quality, and getting the message out to draw students to them. This couldhappen at orientation and through advising.

• We need to think through and clarify details: for example, can students do the same elementthree times, or would it have to be three different areas? How would we track that?

• We need to consider the impact of any new requirement on advising and orientation. Concernwas expressed that this may be too much/too overwhelming to discuss with students in additionto ES requirements, major requirements, graduation requirements, transfer credits, pre-recs, etc.

• There should be a process for student feedback in HIPs in order to assure awareness and quality.The suggestions was made that an in class focus group feedback process similar to SGID (ratherthan to the SELFI) would work best in order to gather information and foster conversationabout student learning.

How should we account for HIPs work in people’s workload?

• Developing and teaching a HIPs experience should be indicated on page two of facultycontracts.

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• We should be selective about who teaches these courses. HIPs should be taught or guided byfaculty and/or staff who value the approach and excel at student engagement. Teaching a HIPcould be part of the evaluation for merit pay with the justification being that this is aninstitutional priority that requires a significant investment of expertise.

• Faculty developing and teaching HIPs should be supported with opportunities to attendconferences and workshops for professional development around HIPs teaching and mentoring.

• The recommendation was made that the faculty/student ratio be capped (with a maximum of1:25) for courses designated as HIPs both as a way to ensure that key elements associated withquality (such as interaction with faculty and feedback) are present and to incentivize teachingHIPs experiences for faculty.

• The group recommends that all HIPs courses be at least three credits in order to insure theintensity that will make courses high impact.

• Living learning communities that are “counted” as a HIP should be tied to a credit bearingcourse for purposes of accountability.

• The group recommends that faculty receive some course release for planning and developing aHIPs course. Summer support for course development is recommended.

• The group recommends that departments be given some assistance to ensure low faculty tostudent ratios. For example, graduate teaching assistants and undergraduate teaching assistantscould be supplied to support courses which need to go over a 1:25 ratio. Team teaching couldalso support large enrollment courses.

• Peer-to-peer support for teaching could be organized so that upper division students whosupport a lower division HIP also receive course credit. If done properly, this guided peer-to-peer teaching and mentoring experience could also be a HIP.

• Questions arose to be considered in regards to how developing and teaching a HIPs courseshould be taken into account in faculty load. One recommendation emerged that an opportunityto make the case for a higher load should be given to the faculty/department. Concern wasexpressed about to whom such a case would be made (if this is a university-level priority, then isthe dean the right person to make that decision?)

What implications are there for existing programs and courses that we should be aware of as we move forward?

• Lots of questions around ES and any potential overlap with that program.• Strong concerns about the composition program and if Comp courses would be considered

to be writing intensive HIPs.• Concern about faculty development and staffing—need faculty support and people to make

sure we achieve quality.• Concern about increased teaching demands being put onto non-tenure track faculty.

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Capstone group Ryan Zerr Math/ES A&S Capstone group Donovan Widmer Art A&S Capstone group Duane Helleloid Management COBPA Capstone group Kouhyar Tavakolian EE SEM Capstone group Mark Dusenbury Aviation JDOS Capstone group Roxanne Hurley Nursing CON Capstone group Anne Walker T &L EHD FYE group Anne Kelsch TTaDa VPAA FYE group Beth Bjerke Aviation JDOS FYE group Casey Ozaki T&L EHD FYE group Joel Ness SEM SEM FYE group Karin Becker ISBE COBPA FYE group Lisa Burger Student Support VPAA FYE group Yvette Koepeke English A&S Undergraduate Research group Heather Terrell Psych A&S Undergraduate Research group Becky Simmons Biology A&S Undergraduate Research group Becky Weaver-Hightower English A&S Undergraduate Research group Glenda Lindseth Nursing CON Undergraduate Research group Amanda Boyd Honors VPAA Undergraduate Research group Matt Gilmore Atmos S JDOS Undergraduate Research group Van Doze BMS SMHS Undergraduate Research group Wayne Seames Chem E SEM Global & Diversity group Anne Kelsch TTaDA VPAA

Global & Diversity group Rebecca Weaver-Hightower English A&S

Global & Diversity group Thyra Knapp Languages A&S Global & Diversity group Yvette Koepke English A&S Global & Diversity group Katie Davidson Internatioal Programs VPAA

Appendix 1 4

Global & Diversity group Stacey Peterson Multicultural Student Services VPSA Global & Diversity group Sheryl Broedel Marketing COBPA Global & Diversity group Karin Becker ISBE COBPA Collalborative Projects group Heather Terell Psych A&S Collalborative Projects group Matthew Gilmore Atmos S JDOS Collalborative Projects group Wayne Seames Chem E SEM Collalborative Projects group Virginia Clinton EFR EHD Collalborative Projects group Rebecca Simmon Biology A&S Collalborative Projects group Joel Ness SEM SEM Service Learning group Ryan Zerr Math/ES A&S Service Learning group Robin David Honors VPAA Service Learning group Nariaki Sugiura Music A&S Service Learning group Kaylee Scheer Career Services VPSA Service Learning group Stephanie Christian Nursing CONPD Service Learning group Susan Zelewski Admin SMHS Service Learning group Carla Steen CSD A&S Service Learning group Lisa Burger Student Support VPAA Internships/Coops group Anne Kelsch TTaDA VPAA Internships/Coops group Kathy Lund Pancratz Center CoBPA Internships/Coops group William Semke ME SEM Internships/Coops group Nancy Nelson Career Services VPSA Internships/Coops group Mark Jendrysik PSPA COBPA Internships/Coops group Fred Remer Atmos S JDOS Internships/Coops group Mary Adkins Nursing CONPD Writing Intensive group Anna Kinney UWP VPAA Writing Intensive group Ryan Zerr Math/ES A&S Writing Intensive group Lori Robison English A&S Writing Intensive group Hans Broedel History A&S Writing Intensive group Jessica Zerr English A&S

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Learning Communities group Heather Terrell Psych A&S Learning Communities group Thyra Knapp Languages A&S Learning Communities group Kate Campbell Accountancy COBPA Learning Communities group Fred Remer Atmos S JDOS

Learning Communities group Stuart Lickteig Associate Director Residence Life VPSA

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High-Impact Practices: Eight Key Elements and Examples

Performance expectations set at appropriately high levels Example: A writing- or inquiry-intensive first-year seminar in which assignments, projects, and activities such as

multiple short papers, problem sets or projects challenge students to achieve beyond their current ability level as

judged by criteria calibrated to students’ pre-college accomplishment evidenced by placement tests or ACT or SAT

scores.

Significant investment of time and effort by students over an extended period of time Example: A multiple-part class assignment on which a student works over the course of the academic term,

beginning with a synopsis of the problem or issue to be examined and the methods or procedures that will be used,

followed subsequently with narrative sections describing the methods, findings, and conclusions which together

culminate in a completed paper, demonstration or performance evaluated by an independent third party or faculty

supervisor.

Interactions with faculty and peers about substantive matters Example: Out-of-class activities in which students in a learning community or first-year seminar come together at

least once weekly to attend an enrichment event such as lecture by a visiting dignitary and/or discuss common

readings and assignments facilitated by an upper-division peer mentor.

Experiences with diversity, wherein students are exposed to and must contend with people and

circumstances that differ from those with which students are familiar Example: A service learning field assignment wherein students work in a setting populated by people from different

backgrounds and demographics, such as an assisted living facility or shelter for abused children, which is coupled

with class discussions and journaling about the connections between class readings and the field assignment

experience.

Frequent, timely, and constructive feedback Example: A student-faculty research project during which students meet with and receive suggestions from the

supervising faculty (or staff) member at various points to discuss progress, next steps, and problems encountered

and to review the quality of the student’s contributions up to and through the completion of the project.

Periodic, structured opportunities to reflect and integrate learning Example: Linked courses in a learning community wherein an instructor of one course designs assignments that

require students to draw on material covered in one or more of the other linked courses supplemented by a peer

preceptor who coordinates student attendance and discussion at relevant campus events, or a capstone course in

which students submit a portfolio and explain the relative contributions of the artifacts contained therein that

represent the knowledge and proficiencies attained at various points during their program of study

Opportunities to discover relevance of learning through real-world applications Example: An internship, practicum or field placement that requires that students apply the knowledge and skills

acquired during their program of study, or supervisor mediated discussions among student workers that encourage

students to reflect on and see the connections between their studies and experiences in the work setting.

Public demonstration of competence Example: An oral presentation to classmates of the required capstone seminar product that is evaluated by a faculty

member and/or an accomplished practitioner, or a narrative evaluation of an internship, practicum or field placement

by the work setting supervisor and/or supervising faculty or staff member.

Source: Kuh, G.D, & O'Donnell, K. (in press). Ensuring quality and taking high-impact practices to scale. Washington, DC:

Association of American Colleges and Universities.

Appendix 27

HIGH-IMPACT FIRST YEAR EXPERIENCES (FYES) @UND

Students engaging in an FYE with high intensity interactions will experience a range of outcomes such as: a greater sense of belonging to the classroom, institutional and academic community; supportive relationships with faculty and peers; greater understanding of and engagement with campus programs and resources related to academic, professional, and social development; and a greater depth of learning and understanding of academic content, skills, and the learning process through shared learning experiences.

To qualify as a high-impact FYE, the following four required key elements must be present, along with two additional elements (of four possible recommended elements).

Key Elements Required? Expected Features Illustrative Examples Interactions with faculty and peers about substantive matters

Yes Minimally once weekly activities that promote student interaction with faculty, peers, and/or community partners which contribute to their knowledge.

Small group discussions each week; student lead presentations; attendance at out-of-class events which provide opportunities to dialogue with peers, faculty and/or community partners; students come together at least once weekly to attend an enrichment event such as a lecture by a visiting dignitary and/or discuss common readings and assignments.

Significant investment of time and effort by students over an extended period of time

Yes Note: Understood to be in the context of a semester (in a course setting) and having key learning outcomes strategically and intentionally reiterated and reinforced in student work.

Purposeful concepts are introduced and reinforced throughout the semester which focus on recognized growth and development from the beginning to the end of the semester. Required opportunities for intentional and sustained reflection based on course learning outcomes.

Conducting in-depth research and exploration over the course of a semester; embedding a multiple-part class assignment or activity structured to move the student to a deeper understanding.

Engagement with diversity, wherein students grapple with unfamiliar viewpoints and experiences

Yes Note: This understanding of diversity does not relate to it as a content area but as a pedagogical approach—that students be required to engage with diverse others and diverse perspectives.

A diversity/global learning course outcome. A demonstrated understanding of the value of diverse perspectives.

Working effectively and respectfully with others, incorporating diverse points of view; activities, assignments, and reflective writing designed to help students explore themselves as a member of a diverse campus community, and their responsibilities as a citizen within and outside the university; reading that poses issues or experiences of diverse people with discussion, listening to others, and responding respectfully to issues and ideas; attending appropriate events with peers with reflection and feedback required.

Appendix 3 8

Frequent, timely, and constructive feedback

Yes Feedback from faculty, peers, and/or outside individuals. Feedback should reflect on accomplishments, comment on both positives and negatives of work, provide suggestions for a path forward, incorporate past feedback into current feedback, and be actionable. Over the period of time students work on a task, there should be at least four instances of substantive constructive feedback.

Instructors engage in a dialogue with students by providing frequent and constructive feedback (in a variety of modalities with the goal of offering guidance to students regarding ways to improve and refine); specific and tailored responses to student work, experiences, or classroom interactions; use of rubrics, peer reviews, student conferencing, audio comments.

Performance expectations set at appropriately high levels

Recommended Students are challenged to achieve beyond their current ability level.

A writing- or inquiry-intensive class in which student are required to complete challenging assignments, projects, and activities such as multiple short papers, problem sets or projects.

Periodic, structured opportunities to reflect and integrate learning

Recommended Intentional learning (assignments and material) that requires reflection and integration. Opportunities to demonstrate how transferable/applicable learning is to other courses and experiences.

A learning community where assignments require students to draw on material covered in linked courses; submitting a portfolio and explaining the relative contributions of the artifacts contained therein that represent a range of knowledge and proficiencies attained.

Opportunities to discover relevance of learning through real-world applications

Recommended Incorporating opportunities for students to bring their cultural competencies into their learning, and to see how academic content and approaches are relevant to the world. Opportunities to demonstrate how transferable/applicable course learning is to life outside of the classroom.

Applying knowledge to address problems/ issues within the campus, local and/or global community; service learning; writing assignments that address how students are applying concepts outside the classroom.

Public demonstration of competence Recommended An assessment of public demonstrations of competent by appropriate members of the public.

Conducting service work that is assessed as competent by outside evaluators; presenting a poster; given a demonstration to a public school or organization.

Developed by Anne Kelsch, Beth Bjerke, Casey Ozaki, Joel Ness, Karin Becker, Lisa Burger and Yvette Koepeke.

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HIGH-IMPACT LEARNING COMMUNITIES @UND

The key goals for learning communities are to encourage integration of learning across courses, to involve students with “big questions” that matter beyond the classroom and to create a community of scholars. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link “liberal arts” and “professional courses;” others feature service learning or another form of experiential learning.

To qualify as a high-impact Learning Community, the following five required key elements must be present; other elements are strongly encouraged.

Key Elements Required? Expected Features Illustrative Examples Significant investment of time and effort by students over an extended period of time

Yes Students will participate in a learning community for at least one semester (more likely one year).

Live in a living learning community (LLC) community for academic year; professional development sequences.

Interactions with faculty and peers about substantive matters

Yes Engagement in learning community; participation in events. Small group events; dormitory programming; dining opportunities with faculty; International Center nights; field trips.

Experiences with diversity, wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar

Yes Students live closely to and engage with other students from different backgrounds and have the opportunity to learn more about diversity via programming offered as part of LLC experience.

Participation in intercultural events such as Feast of Nations, the Writers Conference, volunteer programs to assist community members with tasks such as tax preparation.

Opportunities to discover relevance of learning through real-world applications Or Opportunities to understand and apply discipline specific methodology

Yes LLCs opportunities and programming tied to academic program (if applicable) or LLC mission and objectives.

Career development and preparation; interview practice; networking with professionals in one’s field; field trips.


Yes Reflection and integration can take place as part of coursework, written assignments, or group discussions.

LLC tied to one-credit course that includes reflection component; surveys; focus groups.


Encouraged LLCs that are tied to an academic program may have performance expectations. Good citizenship is also expected.


Encouraged For LLCs tied to an academic program, feedback may include different forms of mentoring.

Feedback on interview skills, attire, application materials, etc.

Public demonstration of competence Encouraged May be tied to academic program standards. Developed by: Heather Terrell, Thyra Knapp, Kate Campbell, Fred Remer and Stuart Lickteig.

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WRITING-INTENSIVE HIPS @UND

Writing-intensive (WI) courses emphasize writing across the curriculum and in many genres. Writing assignments are linked directly to the progression of course material and are integral steps towards building comprehension of core threshold concepts or primary course learning goals (that is, they are woven into the course fabric, not simply stitched onto the surface). As such, student writing is required regularly throughout the course and assessed on a weekly or biweekly basis, and assignments are sequenced so that they facilitate both improvement in student writing and mastery of course learning goals. Revision of written work is central and timely feedback from teaching staff is essential. Feedback should be both written and spoken, and should include both conferences between student and instructor, and peer review/feedback from classmates. WI courses should be small or have small sections and a significant portion of the student’s final grade in the course should be determined by the quality of the student’s thought expressed in writing.

To qualify as a high-impact writing-intensive course, the following required 5 key elements must be present.

Key Elements Required? Expected Features Illustrative Examples Performance expectations set at appropriately high levels

Yes WI courses will have a variety of assignments with clearly defined objectives. The syllabus should include a statement of the overall goals for writing, and students receive a description of expectations for individual writing assignments. Should include some directed writing instruction to support writing outcomes.

Students demonstrate integration of critical thinking into the proper disciplinary contexts and genres for specific audiences appropriate to level of course (as opposed to focus on “accuracy” and pointing out surface errors).

Directed writing instruction in support of assignment on substantive writing issues. This could refer to content development, providing evidence for an argument, and issues of organization, substantial guidance on disciplinary style guides and documentation could be one component of meeting this criterion (although not likely to be the only component).

Significant investment of time and effort by students over an extended period of time.

Yes Student writing is required regularly throughout the course and assessed on a weekly or biweekly basis. Assignments are sequenced so that they facilitate both improvement in student writing and mastery of course learning goals.

High stakes: A full term research paper requiring pre-writing, a research proposal, annotated bibliography, drafts, editing and peer review, with instructor feedback provided at regular intervals throughout the process.

Low stakes: Weekly short responses to assigned reading posted on a course blog or discussion board.

Five to ten minute in-class written reflection following discussion.


Yes There is at least one graded writing assignment (constituting a significant portion of the course grade) which undergoes a structured peer and instructor review

A final paper goes through a process involving peer review in which the reviewer’s comments are graded by the instructor and revised (if necessary) before being forwarded to the peer

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process involving substantive feedback and a meaningful opportunity for revision. Student peer reviewers are instructed in how to provide meaningful feedback and held accountable for their contributions as reviewers. Writing conferences with faculty provide feedback and additional opportunity to revise.

author; authors are expected to revise based on peer and/or faculty review and to write a response to the review which describes how they responded to comments. Students meet with the faculty member to review the draft and receive feedback to guide revision and/or editing.


Yes Timely feedback between stages or drafts; either the same written work receives multiple reviews (followed each time by revision) or multiple works are each reviewed at least once. All graded written work is provided feedback with an expectation of and sufficient time for the feedback to be incorporated into a new graded draft.

Written homework problems or essays are submitted, in draft form, and receive comments highlighting “big picture” errors or missteps and students are expected to revise.

Feedback on a lab report is given along with the final grade so that the student uses the feedback to improve the next lab report in the sequence.


Yes A writing-intensive course has multiple writing assignments distributed throughout the semester. In the creation or development of the set of assignments, some attention should be given to the “trajectory” of a student’s writing and students should reflect on this process and their learning through structured reflective assignments and self-assessment.

A portfolio of written assignments with a reflective component that encourages students’ metacognition regarding their skill level as connected to the expectations for written communication.

Sequencing in terms of topic of inquiry might assign a first or second paper of the term that explores a concept or idea, as the student grapples with his or her understanding of new sources/ideas. Subsequent papers might apply that concept to new examples, or expand the students understanding through additional research, or narrow to a particular issue or implication. Final papers might then give the students opportunities to be more independent in creating an application or project that is meaningful to the student while still working within a new intellectual framework.

Three additional HIPs elements (“Opportunities to demonstrate intercultural knowledge & skills…,” “Opportunities to discover relevance of learning through real-world applications,” and “Public demonstration of competence”) are encouraged but not categorized as essential.

*Additional recommendations: WI classes should not exceed a 20:1 student to instructor ratio. Because of the workload, faculty teaching WI classes need tobe, minimally, taught as 3CR full term course, with teaching loads factored accordingly. Faculty need to maintain ownership/control over the shape of the course. At least 60% of student grades determined through evaluation of written work, and with at least 40% of student grades depending upon "high stakes"writing assignments, at least one of which must require drafts and revision.

Developed by: Anna Kinney, Ryan Zerr, Lori Robison, Hans Broedel and Jessica Zerr.

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HIGH-IMPACT COLLABORATIVE ASSIGNMENTS AND PROJECTS @UND

Collaborative learning combines two key goals: learning to work and solve problems in the company of others and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research. To qualify as a high-impact collaborative projects experience, the following four required key elements must be present, along with two additional elements (of four possible recommended elements).


Yes Performance expectations should be appropriate for level of education, class standing, and prior coursework.


Yes Students should interact with peers on regular assignments or larger projects with group interactions a key component of evaluation

Semester-long discussion groups; collaborative class projects; research teams


Yes Feedback can come from faculty or peers Feedback on project assignments or drafts; peer evaluations of work and/or participation;

Opportunities to discover relevance of learning through real-world applications Or Opportunities to understand and apply discipline specific methodology

Yes Either making connections to real-world applications OR being given the opportunity to understand and apply research methods appropriate to one’s discipline are acceptable.

Class research projects; service learning projects;


Recommended An activity that comprises at least one credit worth of work, whether this is spread out over the course of a semester or more “concentrated” for a short-term project.

Service or charity work that takes place over a shorter period of time but is more high intensity; class projects that are developed over the course several weeks or an entire semester; in-class discussion groups for “flipped” classrooms or other discussion-based courses that are maintained over time

Experiences with diversity, wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar

Recommended Opportunities to demonstrate intercultural awareness and skills through significant interaction with others from different backgrounds and/or opportunities to apply in-depth knowledge of diversity and cultural competence to contemporary issues.

Students work with community members who have diverse backgrounds; students work with other students from different backgrounds or different majors

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Recommended Students should be given the opportunity to reflect on what they have learned and should be encouraged to make connections to other coursework as well as future educational goals.

Reflection papers; “What would you do differently?” retrospective assignments; development of CV or resume with opportunity for feedback

Public demonstration of competence Recommended Students demonstrate competence publicly in a format relevant to their field of study. This demonstration should provide students the opportunity to showcase integrated learning throughout their course of study.

A public talk; presenting a poster at a campus-wide research event; a public art exhibit; a public recital; an engineering design expo.

Developed by: Heather Terrell, Matthew Gilmore, Wayne Seames, Virginia Clinton, Rebecca Simmon and Joel Ness.

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HIGH-IMPACT UNDERGRADUATE RESEARCH EXPERIENCES @UND

UND is providing undergraduate research experiences for students in many disciplines. Faculty are reshaping courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.

To qualify as a high-impact undergraduate research experience, the following six required key elements must be present, with the remaining two elements encouraged.


Yes Performance expectations should be appropriate for level of education, class standing, and prior research experience.

Conducting a literature review, administering experimental procedures.


Yes An activity that comprises at least one credit worth of work, and often would be more.

Investment of time tied to number of credit hours or other form of compensation throughout the course of a semester (or longer).


Yes Research experiences that promote student interaction with faculty, peers, and/or other members of their discipline, which contribute to their knowledge.

As part of undergraduate research experience, students should work closely with faculty, graduate students, and/or other peers to accomplish research goals. Research experience may take place in a lab setting, as part of a larger course, or under some other form of supervision (e.g. assisting with editing a journal).


Yes Feedback can come from faculty, lab supervisors, peers, and/or other people assisting with research and can be written or verbal.

Small group discussions or lab meetings; student lead presentations; feedback on performance; feedback on drafts of papers, posters, or presentations; attendance at out-of-class events such as conferences which provide opportunities to dialogue with peers, faculty and/or community partners.


Yes Students should be given the opportunity to reflect on what they have learned and should be encouraged to make connections to other coursework as well as future educational goals.

Reflection papers; literature reviews; development of CV or resume with opportunity for feedback.

Opportunities to discover relevance of learning through real-world applications Or

Yes In the case of undergraduate research, either making connections to real-world applications OR being given the opportunity to understand and apply research methods appropriate to one’s discipline are acceptable.

Conducting research (carrying out experimental procedures); data analysis; assisting with writing up papers for publication; learning about publication process.

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Opportunities to understand and apply discipline specific methodology Experiences with diversity, wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar

Encouraged Opportunities to demonstrate intercultural awareness and skills through significant interaction with others from different backgrounds and/or opportunities to apply in-depth knowledge of diversity and cultural competence to contemporary issues.

May vary based on discipline and type of research.

Public demonstration of competence Encouraged Students demonstrate competence publicly in a format relevant to their field of study. This demonstration should provide students the opportunity to showcase integrated learning throughout their course of study.


Developed by Heather Terrell, Becky Simmons, Becky Weaver-Hightower, Glenda Lindseth, Amanda Boyd, Matt Gilmore, Van Doze and Wayne Seames.

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HIGH-IMPACT DIVERSITY/GLOBAL LEARNING @UND

The University of North Dakota is committed to becoming a more inclusive institution and a place where students, faculty, and staff from diverse backgrounds and perspectives feel welcome and supported to succeed. To demonstrate that commitment, the university is developing and emphasizing existing courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These courses, programs and experiences —which may address U.S. diversity, world cultures, or both—often explore differences centered on race, ethnicity, religion, gender, sexuality, class and ability as they intersect. Such learning calls for students to think about their own positioning in relation to societal structures and to continuing struggles around the globe for human rights, freedom, and power. Frequently, this work is augmented by experiential learning in the community and/or by study abroad. To qualify as a high-impact diversity/global learning experience, five of the following six key elements must be present.

Key Elements Required? Expected Features Illustrative Examples Significant investment of time and effort by students over an extended period of time in developing cultural competence

Yes The development of cultural competence is evidenced in the ability of students to acquire targeted knowledge, skills and attitudes that lead to visible behavior and communication that are both effective and appropriate in cultural interactions and analysis.

Sustained and demonstrated engagement in campus affinity and cultural organizations (Third Wave, the Ten Percent Society, Black Students Organization, the Organization for Latino Americans, etc.) and/or events (Clothes Line Project, Interfaith Week, Time Out Week, Feast of Nations, etc.). Becoming an International Peer Mentor, which entails developing a mentor/mentee relationship with a new international student and checking in with that student at least two times per semester until the mentor graduates. A significant class project focused on cultural competence requiring research and revision.

Interactions with faculty and peers about substantive matters related to diversity, culture and/or global learning

Yes Dialogues, discussions and other interactions allowing for thoughtful and thought-provoking consideration of diversity of cultures and global learning; these interactions should result in the ability to articulate these differences appropriately in a variety of situations.

Participation in a semester long COIL (Collaborative Online International Learning) course. Substantive in-class and/or digital discussions of relevant materials, events (possibly attended as a group), or experiences, such as presentation at the International Studies Research Forum. Group projects and experiential learning such as the Model Arab League, Teach-Ins, Pop-Up Courses, Buzz Sessions, etc.

Experiences with diversity, wherein students are exposed to and must contend with differing and unfamiliar viewpoints, people and/or circumstances

Yes These experiences are appropriately framed to enable productive and constructive learning.

A service learning field assignment (wherein students work in a setting populated by people from different backgrounds and demographics, such as an assisted living facility or shelter for abused children) or study abroad, coupled with reflective journaling about the experience. Engagement with and analysis of diverse experiences through readings (creative nonfiction, theoretical articles, scholarly research, historical) or artistic representations (literature, art, drama, film). Attending and engaging with appropriate events such as Time-Out Week, panels sponsored by the Center for Human Rights and Genocide Studies, culture nights, the Clothesline Project, and so on.

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Frequent, timely, and constructive feedback that promotes cultural competence

Yes Over the period of time students work on a task, there should be at least 4 incidents of substantive, constructive feedback.

Academic feedback given in the context of the Go Global Academy, a two year-long weekly experience that is faculty led. Peer and/or faculty responses to writings or guided discussion. Guided analysis, perhaps facilitated through models/rubrics, using relevant terminology, approaches, and concepts.

Periodic, structured reflection and integration

Yes This engagement should result in thoughtful reflection on the experience(s) in the form of journal entries, blogs, oral presentations, creative works, or other modes of expression.

A portfolio collected across the college experience that includes a reflective piece. Personal response writings addressing relevant readings or experiences that reflect on topics like power structures, identity, self-positioning, ideological frameworks, etc. Analysis of educational, cultural, and/or institutional structures, norms, and experiences.

Opportunities to discover relevance of learning to real-world applications

Yes An intentionality evident in framing student learning such that students can articulate the real-world relevant and meaning of that learning.

Participation in study abroad, international internships, national student exchange or similar experiences with a targeted self-reflection component. Activism or volunteering with New Americans through the Global Friends Coalition, or other appropriate community groups. Informed analysis of popular culture, media, case studies, and/or events. Reflection on personal experiences and cultural contexts, including family, employment, education.

Two additional HIPs elements (“Performance expectations set at appropriately high levels” and “Public demonstration of competence”) are encouraged but not categorized as essential. Developed by Anne Kelsch, Becky Weaver-Hightower, Thyra Knapp, Yvette Koepke, Katie Davidson, Stacey Peterson, Sheryl Broedel and Karin Becker.

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HIGH-IMPACT SERVICE/COMMUNITY-BASED LEARNING @UND

In these projects, field-based “experiential learning” with community partners is an instructional strategy—and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these projects is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These projects model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.

To qualify as a high-impact service/community-based learning activity, the following four required key elements must be present, along with two additional recommended elements.

Key Elements Required? Expected Features Illustrative Examples Significant investment of time and effort by students

Yes Service Learning experience will include investment of time for investigating community needs, preparing for service, action, reflection, and evaluation on a single cohesive project, either individually or as part of a group. Significant amount of direct contact service hours (i.e. 10-20 hours if a three-credit class)

Prior to work at a local homeless shelter, students spend multiple class periods studying the social issues that often lead to homelessness, public and private support mechanisms, and the nature of the local homeless population’s demographics. After the field experience a significant number of class periods are spent considering the similarities and differences between the academic considerations related to the topic of homelessness and student observations from their work at the shelter itself.


Yes Activities that require students to consider lessons learned from both traditional and experiential elements of the course and integrate them into a broader understanding of an issue

Pre-, mid-, and post-service written and oral reflections that ask students to set goals for their service and reflect on outcomes, in terms of impact on both the community and the student’s growth; discussions of how their class readings will inform their approach at the service site; final paper which asks students to analyze ways their service reinforced or complicated their learning from traditional class activities.

Interactions with faculty, peers, and/or community partners about substantive matters

Yes Activities that allow students to consider the broader context of their service-learning experience

Discussion of articles which look at the origins of the social problem; guest speakers who offer various perspectives on solutions; a group paper which proposes a creative solution; an advocacy project which pushes for change at the policy level.


Yes Students are provided with opportunities to understand that the service/community-based learning project connects to a need or issue experienced by or relevant to a community partner, or the learning corresponds to an activity that contributes to the campus, local,

Students in a music course, both through their study of different musical genres and their understanding of the local community, select pieces, rehearse, create a performance space, publicize, and perform at a local cultural event.

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state, regional, national, or international community.


Recommended Performance expectations should reflect a meaningful synthesis between academic knowledge and real-world experiences. Students are prepared to make a positive contribution and display professional behaviors at the service learning site.

Repeated presentations and/or staged writing assignments foster improvement in both oral and written communication; a sophisticated level of analysis, research and/or hands-on experience related to the service learning project; classroom role playing activities are used to prepare for the community-based experience; guest speakers from the community partner addresses the class as a way to orient students to the experience.

Experiences with diversity, wherein students are exposed to people, circumstances, and ideas that differ from those with which they are familiar

Recommended Opportunities to interact with diverse populations from different backgrounds on or off campus and/or opportunities to apply in-depth knowledge of diversity and cultural competence to contemporary issues.

Service-learning projects interacting with diverse populations or backgrounds that differ from that of students; Reflection component incorporating discussion of larger societal issues (i.e. related to socioeconomic status, oppression, privilege) surrounding diverse populations, including one’s own place in society; Public performances where students have an opportunity to interact with a diverse audience.


Recommended Students will be provided opportunities throughout the service learning experience to process their progress toward meeting the intended service learning objectives with faculty, students, and the community being served.

Specific check points should be built into the service learning experience through activities such as conversations, writing assignments, and a final reflection assignment – to gather evidence of the student’s level of engagement, understanding, and performance throughout the service learning project.

Public demonstration of competence Recommended Activities demonstrate reflection, integration, and knowledge regarding the service learning project; activities directly impact a broader (public) audience or the outcome of the activity is delivered in a public venue.

Activities would be at the entity in which service learning occurred Activity provides entity with useful information that the entity can use to build upon Activity is professional and representative of the University of North Dakota

Developed by Ryan Zerr, Robin David, Nariaki Sugiura, Kaylee Scheer, Stephanie Christian, Susan Zelewski, Carla Steen and Lisa Burger.

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HIGH-IMPACT INTERNSHIPS & CO-OPS @UND

Internships and cooperative education (co-op) experiences are a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills developed in a professional setting. Both give students the opportunity to gain valuable applied experience and make connections in professional fields they are considering for career paths; and give employers the opportunity to guide and evaluate talent. These experiences can be high impact for students when intentionally organized as an activity that leads to particular learning outcomes; when students apply what they have learned in courses to work experiences, reflect on these experiences, and receive feedback that helps them to improve; when students build mentoring relationships with supervisors, faculty, and peers; when students are exposed to differences across people and in ways of thinking; and when students are asked to use their experiences to clarify their values, interests, and personal goals—including their values, interests, and goals related to careers.

To qualify as a high-impact internship or co-op, the following three required key elements must be present with at least one additional element chosen from those indicated as encouraged.

Key Elements Required? Expected Features Illustrative Examples Significant investment of time and effort by students over an extended period of time

Yes This committed investment of effort and time (over a semester or summer) is focused on articulated learning objectives and gains on these objectives are documented.

Students should be able to demonstrate work as part of a team, or on a substantive project or service that has outcomes that are easy to assess. For example, a student in an internship in a Congressional office should not just answer constituent phone calls but should be able to work with senior staff to assist constituents with finding solutions to their problems. All CoBPA students doing an internship/co-op for credit must have it approved through his or her internship coordinator. This includes meeting the required number of hours as determined by the coordinator. Learning outcomes are set with coordinator before internship.


Yes Formal feedback, minimally from a direct supervisor located at the site of the internship or co-op, is aligned with the articulated learning outcomes and geared towards growth and improvement. Informal feedback is formative and frequent.

Feedback should put the work in a broader context of theory and practice. Regular feedback should be used to improve job performance and move the student toward reaching goals for the internship. Feedback should be from both the supervisor and the instructor to align goals with both the objectives of the organization and university. Direct mentorship is provided by their supervisor and/or a senior colleague both formally and informally of the student’s work. In addition to feedback from faculty, direct supervisor’s complete performance evaluations in Handshake every quarter.

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Yes These opportunities ae documented through articulation by the student of how they are able to apply the stated learning outcomes to the real-world applications encounter in their internship or co-op. Student must or will be able to link the experience to a career interest and classroom instruction.

Learning should move beyond mere functionality. Students should learn how and why particular courses of action or policy are created and pursued. For example, a legislative intern will not just do research, but will understand how such research helps advance the policy agenda of the person or people they are working for. The student should see and understand the “bigger picture” that is the larger goals of the organization. Students take on the authentic work of the discipline.


Encouraged Students are asked to use their experiences to clarify their values, interests, and goals.

Students write a reflective paper on their disciplinary learning in the context of the internship experience.

Opportunities to demonstrate intercultural knowledge & skills, wherein students are exposed to people, circumstances, and ideas that differ from those with which they are familiar

Encouraged Students are exposed to and formally reflect on differences across people and ways of thinking.

The internship experience has a learning outcome associated with intercultural knowledge and skills, and students are evaluated on their cultural competency.


Encouraged Students will have exposure to and demonstrate growth in their internship or coop position.

Expectations are articulated prior to the internship and students are given formative guidance on their progress and performance. Student performance is defined in terms of practitioners in the discipline. Faculty provide a set of learning outcomes and rubrics to guide students understanding of the learning that should result from their experience.


Encouraged Students build mentoring relationships with supervisors, faculty, or peers at their work site.

Students meet with faculty to discuss their learning in the context of their internship. Department or college requires an interactive workshop on professional behavior in an internship or coop.

Public demonstration of competence Encouraged Demonstration meets expectations of faculty and supervisor

Student presentations that showcase the skills developed and acquired follow the completion of their internship. Students present a portfolio of work completed in their coop or internship to a larger audience. Students post a completed project from their internship on Handshake.

Developed by Anne Kelsch, Kathy Lund, William Semke, Nancy Nelson, Mark Jendrysik, Fred Remer and Mary Adkins.

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HIGH-IMPACT ES CAPSTONES @UND

Capstones are culminating educational experiences, and therefore should involve content and activities that reflect both depth and breadth of learning. HIPs typically involve both Essential Studies knowledge and proficiencies and discipline-specific knowledge and proficiencies, with students asked to synthesize and apply learning from their discipline and from their broader liberal arts education. However, a capstone would not likely meet HIP standards based simply on being taken near or just before graduation, because it serves as a course that typically occurs at the end of most students’ curriculum, or because it is an Essential Studies capstone.

To qualify as a high-impact capstone, the following three required key elements must be present, along with three additional recommended elements.


Yes Performance expectations should be reflective of a true culminating undergraduate educational experience. Students should demonstrate achievement levels that clearly signal their likelihood to succeed in a career or during their time in graduate school.

As part of a design project, student work extends from initial idea development through concept, design, construction, documentation, and presentation stages. The work at each stage is expected to be of high-quality, but in addition the stages are connected and synthesized in a way that makes clear the student’s comprehensive understanding and ability to bring to bear academic skills learned throughout the undergraduate curriculum – such as a high-level of written and oral communication ability, strength in analyzing and solving complex problems, and the ability to deal effectively and comprehensively with a wide variety of information.


Yes An activity that comprises at least one credit worth of work, and often would be more.

As a portion of a capstone course, students invest at least eight weeks of significant time on a single cohesive project, either individually or as part of a group.


Yes Activities that require students to draw deeply on knowledge and proficiencies gained throughout their program of study (both ES and discipline-specific) in a manner that requires critical thinking (i.e., analysis, evaluation, synthesis) and integration.

A portfolio in which students explain how the artifacts in it represent the knowledge and proficiencies gained during their program of study; a capstone course linked with an internship/practicum in which students reflect on and integrate what they have learned in their academic courses with what they are experiencing in practice; a problem-based project in which students are given a problem they must solve drawing on interdisciplinary knowledge gained throughout their program of study.


Recommended Activities that promote student interaction with faculty, peers, and/or community partners which contribute to their knowledge.

Small group discussions each week; student lead presentations; attendance at out-of-class events which provide opportunities to dialogue with peers, faculty and/or community partners; students come together at least once weekly to attend an enrichment event such as a lecture by a

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visiting dignitary and/or discuss common readings and assignments.

Opportunities to demonstrate intercultural knowledge & skills, wherein students are exposed to people, circumstances, and ideas that differ from those with which they are familiar

Recommended Opportunities to demonstrate intercultural awareness and skills through significant interaction with others from different backgrounds and/or opportunities to apply in-depth knowledge of diversity and cultural competence to contemporary issues.

A research paper which explores an issue from different cultural perspectives (i.e., different cultural beliefs about child rearing or medical care); a service-learning project in which students interact with and learn about a different demographic (i.e., homeless population, different religious communities); as part of a group project, students from diverse backgrounds work together.


Recommended Feedback can come from faculty, peers, and/or outside individuals assisting with the task, and can be written and/or verbal. Feedback should reflect on accomplishments, comment on both positives and negatives of work completed, provide suggestions for a path forward, incorporate past feedback into current feedback, and be actionable. Over the period of time students work on a task, there should be at least four instances of substantive constructive feedback.

Over the course of a semester, students receive bi-weekly faculty feedback on their progress, in written or oral form; quick comments and suggestions (from peers and/or faculty) occur on a regular and frequent basis as tasks progress, with formal documented feedback (or oral feedback where multiple people are present) occurring at least three times. One of these might be an oral progress report midway through, where faculty, peers, and/or outside individuals provide feedback.


Course activities, discussions, and research should address subjects that are relevant to experiences the student would have outside of the university. Students must demonstrate the ability to integrate information from their educational experiences within their discipline.

The subject of students’ signature project receives significant input and feedback from experts/employers from the profession, and the final project demonstrates comprehensive understanding of how academic activities and learning directly apply to a real-world setting; an internship/practicum experience; applying knowledge to solve problems/issues within the discipline, community, and/or local-global community.

Public demonstration of competence Students demonstrate competence publically in a format relevant to their field of study. This demonstration should provide students the opportunity to showcase integrated learning throughout their course of study.


Developed by Ryan Zerr, Donovan Widmer, Duane Helleloid, Kouhyar Tavakolian, Mark Dusenbury, Roxanne Hurley and Anne Walker.

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Documents

Report on high-impact practices taxonomies development ...Report on high-impact practices taxonomies development (May 2018) Submitted by Anne Kelsch to the Goal 1 Team High Impact