Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale

by Jillian Kinzie (Editor), Jerry Daday (Editor), Ken O'Donnell (Editor), Carleen Vande Zande (Editor), John Zilvinskis (Editor)

Overview

Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations.

While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven.

Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.

The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact.

For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.

Product Details

ISBN-13:	9781642673630
Publisher:	Stylus Publishing
Publication date:	07/30/2022
Sold by:	Barnes & Noble
Format:	eBook
Pages:	312
File size:	3 MB

About the Author

Jillian Kinzie is Associate Director of the Indiana University Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute. She is also a senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project.

Jerry Daday is a professor of sociology and the executive associate dean in the Institute for Engaged Learning at Indiana University-Purdue University Indianapolis. He works with a team of faculty and staff striving to ensure the equitable progression of IUPUI’s 20,000 undergraduate students through pathways of scaffolded engaged learning experiences beginning in the first-year experience through their capstone experience.

Ken O’Donnell is vice provost and professor of communication at California State University Dominguez Hills. He has been an energetic proponent of high-impact practices since working at the CSU Office of the Chancellor, where he successfully won several million dollars in public and philanthropic funding to support HIPs implementation and assessment across California.

Carleen Vande Zande is the associate vice president for academic programs and faculty advancement at the University of Wisconsin System Administration. She is also a tenured professor of educational leadership at the University of
Wisconsin-Oshkosh. She has facilitated HIPs development activities at the campus and system levels for several years and is interested in ways to integrate HIPs into student success strategies as well as incorporating HIPs into university level assessment.

John Zilvinskis is an assistant professor at Binghamton University, State University of New York. By training, he is a survey researcher who studies the engagement of college students and his research has been published in Research in Higher Education, The Review of Higher Education, the Journal of College Student Development and the Journal of Diversity in Higher Education.

George D. Kuh is Chancellor's Professor of Higher Education Emeritus at Indiana University and adjunct research professor of education policy at the University of Illinois.

Shaun
R. Harper, PhD, is a professor in the Marshall School of Business at the
University of Southern California, and is the USC Race and Equity Center
Executive Director. He is an expert on racial, gender, and LGBT issues in corporations, law firms, Hollywood production companies, and universities. He also is an expert on college sports. He offers organizations live, and high-quality virtual experiences on a range of topics pertaining to equity,
diversity, and inclusion in business and on campus.



Dr. Harper has consulted with more than 200 businesses and institutions on strategies related to equity, diversity, and inclusion. He has published over
100 peer-reviewed journal articles and other academic publications, and procured $13 million in research grants. He is presently working on Equity,
Diversity, and Inclusion in Business, his 13th book. His research has been cited in over 12,000 published studies. The Wall Street Journal, New York
Times, Fortune, Washington Post, Black Enterprise, and several thousand other news outlets have quoted Professor Harper and featured his research. He has been interviewed on CNN, ESPN, and NPR.



Prior to becoming a faculty member, he was Assistant Director of MBA Admissions for the Indiana University Kelley School of Business. Dr. Harper spent a decade at the University of Pennsylvania, where he was a tenured full professor.

Table of Contents

Acknowledgements

Introduction—John Zilvinskis, Jillian Kinzie, Jerry Daday, Ken O'Donnell, and Carleen Vande Zande

Part 1: Advancing Equity

Chapter 1: Designing Equity-Centered High-Impact Practices — Ashley Finley, Tia McNair, and Alma Clayton-Pedersen

Chapter 2: Mapping the Connections of Validation and High-Impact Practices — Adrianna Kezar, Ronald E. Hallett, Joseph A. Kitchen, and Rosemary J. Perez

Chapter 3: Methodological Challenges of Studying High-Impact Practices for Minoritized Populations — Cindy Ann Kilgo

Chapter 4: Promoting Equity by Design: Stacking HIPs for Faculty and Students in a First-Year Experience Program — Denise Bartell and Caroline Boswell

Chapter 5: Intentionally Designing Learning Communities to Advance Authentic Access and Equity: Key Communities — Heather Novak, Taé Nosaka, and Ryan P. Barone

Part 2: Assuring Fidelity

Chapter 6: A Design Approach to Undergraduate Research for First-Year Students — William Loker and Thia Wolf

Chapter 7: Themed Learning Communities and Service-Learning-Leveraged for Student Success — Michele J. Hansen and Thomas W. Hahn

Chapter 8: Data Collection in Course-Based Undergraduate Research Experiences (CUREs): Best Practices and Lessons Learned — Sara Z. Evans and Jocelyn Evans

Chapter 9: Internships for All? How Inequitable Access to Internships Hinders the Promise and Potential of HIPs and Work-Based Learning — Matthew T. Hora

Chapter 10: Living Up to the Capstone Promise: Improving Quality, Equity, and Outcomes in Culminating Experiences —Caroline J. Ketcham, Anthony G. Weaver, Jessie L. Moore, and Peter Felten

Chapter 11: Identity and Community amongst First-Generation Students: High-Impact Practices and Communicating Belonging Throughout Development Design — Adrienne Viramontes and Theresa Castor

Part 3: Achieving Scale

Chapter 12: High-Impact Practices and Equity: Pathways to Student Success in General Education Courses at a Large Urban Community College —Dallas M. Dolan, Jennifer Kilbourne, Monica Walker, and Glenda Breaux

Chapter 13: Documenting High-Impact Practices in Institutional Data — Pam Bowers and Lara Ducate

Chapter 14: Required Experiential Learning: Cultural Change and Commitment to Student Success — Jon C. Neidy, Kelly McConnaughay, Jennifer Gruening Burge

Chapter 15: Increasing Student Access and Learning in Employment and Internship Experiences — Joe O’Shea, Myrna Hoover, and James Hunt

Chapter 16: HIPs in the curriculum: Implementing and Assessing a HIP Course-Designation Program — Bradley Wilson, Brian Danielson, Jason Hilton, and Kevin McCarthy

Chapter 17: Using Assessment Data to Expand Access to HIPs for Every Student —Kimberly Yousey-Elsener and Kirsten Pagan

Chapter 18: Tracking HIP Participation and Student Success with Fidelity Across a Community College System —Heidi Leming

Part 4: Assessing Outcomes

Chapter 19: High-Impact Practice Connections as Catalysts for Equitable Retention —Meena C. Naik, Adam N. Wear, Scott Peecksen, Regina Branton, and Mike Simmons

Chapter 20: Measurement and Evaluation of HIPs within a Centralized Model — Rasha Qudisat and Frederick H. White

Chapter 21: Using Propensity Score Matching to Assess High Impact Practices Outcomes —Angela Byrd, Heather Haeger, Wendy Lin, A. Sonia Ninon, and Steven S. Graunke

Afterword: The HIPs Just Keep Coming! —George D. Kuh

Epilogue —Shaun Harper

Editor and Contributors Biographies

Volume Index Table

Index

Editorial Reviews

Our ability to give students a valuable college experience requires us to provide the instruction, programs, services, and connections that will prepare them for their myriad future goals. High impact practices, when delivered equitably and effectively across an institution, can ensure students are ready for the complex challenges that await them. This collection of discussions from national experts is a perfect guide for institutions that seek a robust strategy for providing the high impact practices that students need and deserve.

Amelia Parnell

"Whether one is an enthusiastic advocate of High Impact Practices or in the “I’d like more evidence, please” camp, Delivering on the Promise of High-Impact Practices is the book to read now. Taking an equity-focused approach to interpreting research on HIPs, this book answers – and asks – questions about how these practices might be done with fidelity and at scale to improve educational outcomes for all students. It sets an agenda for the third decade of HIP implementation and assessment."

Kristen A. Renn

Universities are waking up to their kuleana. Institutional leaders, including those of us in educational development, need to read, reflect on, and discuss the chapters of this book with the aim of centering equity in HIPs – of (re)assessing and (re)imagining HIPs, and creating new entry points for historically marginalized and excluded students. It’s time to be equity-minded educators and, as Shaun Harper writes, this means strategically moving some students to the front of the line.

Fay Yokomizo Akindes

Privileging students who would benefit most from HIPs is the final shift I am calling for here. A middle-class student who routinely traveled internationally with family members for several years prior to enrolling in college would probably benefit less from an overseas study abroad experience than would a lower-income classmate who has never been on an airplane. Ideally, every student would have full access to HIPs, but few campuses have the capacity and resources to offer these experiences to everyone. Hence, I insist on placing students who are not typically engaged in HIPs at the front of the line and making every strategic effort to connect them with these experiences. That would be equity.

This new book is another incredibly useful contribution to the student engagement and assessment literature. Inequity is our past and present. We must embrace the shifts I have presented here to deliver on the promise of a more equitable future."

From the epilogue by Shaun R. Harper

Thoughtful. Timely. Courageous. This book addresses many of the critical issues that higher ed leaders must address, including the need to scale up HIPs and the equity imperative. Moreover, this book provides much needed clarity on the evolution of high impact practices while highlighting measurement and evaluation as critical steps for implementation.

Michael T. Stephenson

Privileging students who would benefit most from HIPs is the final shift I am calling for here. A middle-class student who routinely traveled internationally with family members for several years prior to enrolling in college would probably benefit less from an overseas study abroad experience than would a lower-income classmate who has never been on an airplane. Ideally, every student would have full access to HIPs, but few campuses have the capacity and resources to offer these experiences to everyone. Hence, I insist on placing students who are not typically engaged in HIPs at the front of the line and making every strategic effort to connect them with these experiences. That would be equity.

This new book is another incredibly useful contribution to the student engagement and assessment literature. Inequity is our past and present. We must embrace the shifts I have presented here to deliver on the promise of a more equitable future."

University of Southern California From the foreword by Shaun R. Harper