Group Reflection

Initially, our project aimed at making Old Dominion University’s Center for High Impact Practices (CHIP) a regional hub for HIPs. While this remains a long-term goal, our team quickly recognized that we first need to solidify CHIP as a central entity for fostering HIPs at ODU, working towards consistency of quality in HIP implementation, equity of access for students, and transparency and collaboration with HIP partners. We also recognized we must work to make the value of HIPs visible to multiple audiences.

On the first day of teamwork, we encountered a variety of views on how such aims and audiences could be addressed, given that this project requires the Center to look inwardly and outwardly at the same time. After some initial discussion, the team lead suggested we make use of our team of six, temporarily dividing into two mini-teams. Each team was tasked with attending workshops related to their particular angle (either internal or external concerns), developing actions items, and establishing a timeline. During cluster sessions and team times, the mini-teams met up to share their work and provide each other with feedback. In this way, we were able to take on our sizable and comprehensive goal in a strategic, focused, and detailed manner, playing to each team member’s strengths while also allowing each individual to inform the project overall.

Below, we share our individual takeaways from the Institute that we will continue to think upon as we embark on our project.

Lisa Mayes, Executive Director, Center for High Impact Practices; Team Lead (Scaling Up and Partnerships)

• All HIPs are not created equal
• Always consider your audience. It’s important to tap into the things they care about.
• Identify what already has momentum on your campus and hitch your wagon to it.  You will get a lot further.
• Be careful in messaging to students.  Many perceive engaging and interactive learning as “more work.”  They will run from it.
• It’s NOT about you…it’s what you care about.  This is beginning to breaking down silos.
• HIP and student equity are the responses to almost every question in the academy
• Identify your team’s strengths and trust them.  They are the true architect of high impact practices and student success.  You can never build alone.

 

Marissa Jimenez, Director of Academic Resources and Coordinator of Center Operations, Center for High Impact Practices (Equity and Faculty Engagement)

• Equality is not the same thing as equity.  Metaphorically, even the fence is not equal.
• It’s important to see with a non-deficit lens.  All students need help, not just the vulnerable or broken.
• In order to do HIPs well, faculty must be engaged.  Faculty importance (value) aligns with student participation:  attitudes, which are part of the experience at the institute.

 

Jenn Grimm, Director of Academic Initiatives, Center for High Impact Practices (Assessment & Strategic Coordination)

• THE WHY: Through all of our plans and efforts, we need to remember WHY we are doing this work – to positively impact our students’ lives
• COLLABORATION: To be successful, we need to collaboratively engage others in our work
• INTENTIONALITY:
  • Thorough, consistent, and integrated assessment is necessary to understanding how HIPs are impacting our students and ways we can improve our implementation of HIPs
  • An activity is not a HIP just because of what it is called; several high-impact activities must be present within the HIP
  • HIPs need proper alignment of people, data, and strategies in order to be impactful

 

Bev Forbes, Director of Career Development Services (Internships)

• Skills most desired by employers reflect the HIP learning objectives
  Purposeful Pathways – Tia McNairy
• Having activities considered to be HIPs are not necessarily high impact if not designed with appropriate criteria
  https://www.aacu.org/sites/default/files/files/hips/McNairHandouts.pdf
• Multiple HIPs do not necessarily enhance a student’s experience, but depth in the HIPs and scaffolding the opportunities provides the greatest impact on the student
• Civic and community-based HIPS may include reciprocal service – those receiving the service have contributions to share as well.

 

Megan K. Mize, Associate Director of ePortfolios and Digital Initiatives and Adjunct Instructor of English (Faculty Development/ Engagement, Assessment)

• Criteria for Signature Assignments per SLCC: Useful for CHIP staff as we further develop our training for faculty, which offers consistency as well as helps inform program assessment and prepares students for ePortfolios.
• Assignment Design Feedback Rubric: Useful for on-going support for advanced HIP users, encouraging them to revisit assignment design and receive feedback from colleagues.
• Signature Assignment Design Activity (Course Project Design Aligned to Outcomes): Useful for introducing the concept of Signature Assignments in a playful and collaborative way.
• Introducing Reflection Activity (Juggling): Useful for introducing the concept and value of reflective pedagogy in a playful and collaborative way.
• Three Types of Reflection: In Action, On Action, Communal: Useful for offering more detailed strategies on reflective pedagogy, which is a key component of ePortfolios.

 

Deri Amason, Provost Fellow and Director of Integrated Learning (Scale-up, Assessment, Purposeful Pathways)

It takes a village! Scaling Up and Partnerships

• Bundling quality developed HIPs will magnify meaningful student learning.
• Build on our strengths, identify opportunities for improvement.
• Just labeling a HIP doesn’t make it a HIP.
• Be intentional in the way you design HIPs.
• Create the WIIFM for students AND faculty?
• Value diverse perspectives and talents and maximize them!
• Transparency and Equity in activity design!  TILT to the hilt!