High-Impact Practice (HIPs) Taxonomies
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Item Service Learning Courses IU Indianapolis High-Impact Practice Taxonomy(Indiana University, 2024-08-09) Bishop, Charity; Brown, Lorrie; Daday, Jerry; Garrity, Karen; Hahn, Thomas; Hyatt, Susan; Lienemann, Charli; Price Mahoney, Jennifer; Shukla, Anubhuti; Zoeller, AimeeService learning is identified as a high-impact practice: that is, a teaching and learning practice that shows “evidence of significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education” (AAC&U, 2023). The purpose of the IU Indianapolis Taxonomy for Service Learning Courses is to: 1. Support instructors by providing clear criteria for teaching high impact service learning courses. 2. Identify service learning course attributes, explore the relationship between the attributes and student outcomes, and provide assessment guidelines for the attributes. 3. Inform and advance a research agenda for service learning by identifying course attributes that may affect student outcomes, (e.g., civic learning, academic learning, personal growth), as well as outcomes for other stakeholders (e.g., faculty development, community impact, community partner collaboration and satisfaction). 4. Provide a tool to document evidence to support instructors’ promotion, tenure, and professional advancement. 5. Support institutional and multi-campus research on service learning courses with a common taxonomy. 6. Provide a framework and approach for other institutions to either adopt or adapt the taxonomy, depending upon how service learning is conceptualized within each institution’s mission and context.Item Project-Based Learning: IUPUI High-Impact Taxonomy(2023-04-27) Oesch-Minor, Deborah; Pierce, David; Hayes, Kelly; Mihci, Gurkan; Robertson, Nancy Marie; Stucky, Tom; Van Busum, Kelly; Westerhaus-Renfro, CharlotteProject-Based Learning [PBL] infuses content-rich readings, lectures, and instruction to support students as they learn by actively engaging in real-world and personally meaningful projects. PBL is a high-impact practice (HIP) that can be applied simultaneously when using other HIPS or pedagogical approaches (e.g., case study, capstone, research, study abroad, work-integrated learning, community-based learning, writing intensive course, ePortfolio). In PBL courses students identify real-world/authentic problems to explore and participate in sustained inquiry throughout the project. Students do not re-ceive information to memorize it; they learn because they have a real need to know something so they can use it to solve a problem or answer a question that matters to them. Students go through iterative cycles of posing real questions, finding resources, collecting data, interpreting information, and reporting findings. Student progress is supported through scaffolded activities, feedback loops with peers and faculty, and meeting benchmarks for progress. At key moments, students reflect on the process, what they have achieved, and make connections between the work they are completing and relevant course concepts.Item Service Learning Courses IUPUI High-Impact Taxonomy(2018-02-06) Hahn, Thomas W.; Hatcher, Julie A.; Price, Mary F.; Studer, Morgan L.The IUPUI Taxonomy for Service Learning Courses has the potential to contribute to the campus and to research on service learning because the taxonomy: 1) Creates a common approach in working with instructors to support the fidelity and quality of high impact teaching practices, including service learning courses. 2. Supports institutional assessment and research on high impact practices by asking instructors to report on selected course attributes (dimensions of the course design that may vary from low intensity to high intensity), and then explore the relationship between these course variables and student outcomes. 3. Informs and advances a research agenda for service learning by identifying those course attributes (i.e., variables) that may relate to student outcomes, (e.g., civic learning, academic learning, personal growth), as well as other outcomes (e.g., faculty development, community impact, community partner collaboration and satisfaction). 4.Supports institutional and multi-campus research on service learning courses through the use of a common taxonomy that describes variations in course attributes. 5. Provides a framework and approach for other institutions to either adapt or adopt the taxonomy, depending upon how service learning is conceptualized within institutional mission and context.Item Study Abroad High Impact Taxonomy(2019-07-30) Leslie, Stephanie; Monkhouse, KevanneThe leading professional organization for study abroad, the Forum on Education Abroad, defines study abroad as “education that occurs outside the participant’s home country.” In addition to engagement in academic courses, this can include such credit-bearing international experiences as work, volunteering, and directed travel, as long as these programs are driven to a significant degree by learning goals. The purpose of the Study Abroad Taxonomy is to: 1. Provide a resource for program leaders to develop and maintain high-quality program design and implementation by: - Identifying the key attributes essential for maximizing the overseas experience to enhance students’ intercultural learning - Encouraging program leaders to augment the depth and intensity of their program design for each attribute 2. Provide highest-quality learning experiences for students who study abroadItem Capstones IUPUI High-Impact Practice Taxonomy(2019) Pierce, David; Zoeller, Aimee; Wood, Zebulun; Wendeln, Ken; Bishop, Charity; Engels, Erin; Powell, Amy; Poulsen, Joan; Brehl, Nick; Nickolson, DarrellThe capstone is a signature, culminating experience that requires students to integrate knowledge, skills, and dispositions acquired during college and apply them in a situation that approximates some aspect of disciplinary practice. Students are prepared to achieve excellence in the capstone when the unit has intentionally designed a pathway that strategically places the capstone at the end of the students’ journey. In this way, the capstone is integrated and connected to the undergraduate experience, and is not a stand-alone course or experience. The Capstones Taxonomy differentiates the five attributes of capstones along three dimensions of impact. The common thread that works across all five attributes is as follows: High Impact: The capstone impacts students in the short-term for the duration of the course. The positive impact of the capstone accrues to each individual student. Higher Impact: The capstone impacts the entire class as students share experiences with each other. The impact of the capstone should be felt after the class concludes. Highest Impact: The capstone supports or advances the engagement of students with their next steps and impacts their trajectory in a lasting way. Students see the interdependent connections between their work and the world.Item Peer Mentoring IUPUI HIgh-Impact Taxonomy(2018-02-19) Engler, Andrea; Minglin, MarkThis taxonomy outlines the knowledge, skills, and techniques used during the stages of a successful mentoring relationship from beginning to end. This taxonomy lays out the process for an effective learning and mentoring relationship specifically in higher education. This taxonomy draws upon appreciative and strength-based learning theory as well as mentoring and coaching literature. The taxonomy describes five stages in detail necessary to support and challenge the student to develop self-efficacy and success. Specifically, the taxonomy is a guide to support student development, growth, to gain new perspectives, enhance skills, self-responsibility and self-regulation.Item Themed Learning Communities IUPUI HIgh-Impact Practice Taxonomy(2018-02-27) Baker, Sara; Powell, Amy; Sabol, David; Johnson, Charlie; Orme, William; Angermeier, Lisa; Bowman, HeatherA themed learning community (TLC) at IUPUI is a first-year seminar and two discipline-based courses linked by a theme that a group of 25 freshmen enroll in as a cohort. Themed learning communities enhance student learning by cultivating interdisciplinary understanding and integrative learning. The theme of each learning community provides a foundation for curricular connections between disciplines, and out-of-classroom experiences enhance the academic experience. The faculty team collaborates to create an integrative, supportive, and challenging learning environment designed to support first-year students, furthering IUPUI's mission of undergraduate student learning and success and community engagement through collaboration across disciplines. Purpose This Themed Learning Communities High-Impact Practice Taxonomy seeks to clearly define what makes a themed learning community at IUPUI a different student and faculty experience than the same courses taken and taught individually. Additionally, the taxonomy aims to: 1. Provide guidance for themed learning community teams in planning, developing, implementing, and reflecting on their work; 2. Provide direction to the Themed Learning Communities program for faculty development; and 3. Provide a tool for encouraging program fidelity.Item Summer Bridge IUPUI High-Impact Practice Taxonomy(2018-02-19) Bowman, Heather; Sabol, David; Baker, SaraDescription The IUPUI Summer Bridge Program is an intensive two-week pre-semester program for incoming freshmen delivered through an instructional team approach. The Summer Bridge student cohorts continue into the fall semester as first-year seminar classes. The program’s mission is to support entering students to make a successful transition into the life and community of IUPUI and enhance rates of retention and persistence by providing early academic and social support. The program mission aligns with the missions of IUPUI and University College to support teaching, academic excellence, and student persistence. Purpose: 1) Provide opportunities for intensive community building and institutional connection 2) Facilitate an understanding of college-level expectations 3) Deliver first-year seminar (FYS) content early and intensively (see FYS Template and Taxonomy) 4) Strengthen students’ college-level academic skills (e.g., math, writing, reading, public speaking)Item Undergraduate Research IUPUI High-Impact Practice Taxonomy(2018-02-19) Galli, DominiqueUndergraduate research is defined by the Council on Undergraduate Research (CUR) as an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline. Undergraduate research is recognized as a high-impact educational practice (Kuh, 2008), and its many benefits include gains in student learning (e.g., making use of primary literature, formulating research questions, logical and creative thinking) and personal gains (e.g., increased ability to work independently and greater tolerance for obstacles). Purpose: 1. Provide a resource for program leaders to develop and maintain a research-based curriculum by a. Identifying the key attributes essential for maximizing the UG research experience at various stages of student learning b. Encouraging program leaders to augment the depth and intensity of their program design for each attribute by providing appropriate learning tools 2. Provide highest-quality learning experiences for students who want to engage in researchItem Internships High-Impact Practice Taxonomy(2018-03-09) Benedict, Brian; Rust, Matthew M.The IUPUI Internships Taxonomy was developed to improve practice and assessment: Improving practice 1.Identifying best practices and resources for enhancing experiential learning to support and improve internship course design. 2.Coaching internship instructors and internship employers on incorporating principles of learning into internship experiences. 3.Providing higher quality learning experiences for students completing internships for credit. 4.Providing consistency in quality of experience for students across schools/majors that complete internships for credit. 5.Providing multiple avenues for students to assess and reflect upon their internship experience. 6.Building working relationships with internship sites that allow for collaboration on student learning outcomes. Improving assessment 1.Moving beyond the number of hours at the internship site being the major criterion of internship learning. 2.Collecting and assessing feedback from students and internship sites in multiple areas to improve internship courses. 3.Reflecting becomes a larger factor in assessing student learning from internship.