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High Impact Practices

Particular educational activities are unusually effective at deepening college student investment in learning and persistence. These educational activities are commonly referred to as High Impact Practices (in Higher Education), or HIPs.

The  lists 10 HIPs that are linked to deep learning, self-reported learning gains, and persistence in school across a range of student groups/demographics. Click on each link below to see a description of each HIP, as provided by the AAC&U:

1. First-Year Seminars and Experiences
   1. Many schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members’ own research.
   2. At �°������ϲ�����, our First Year Experience (FYE) Program facilitates the successful transition of first-year undergraduate students to the university through a series of programs and services designed to introduce students to critical programs, services and resources as well as connect them to the university and fellow students. Find more information on .
2. Common Intellectual Experiences
   1. The older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes—e.g., technology and society, global interdependence—with a variety of curricular and co-curricular options for students.
3. Learning Communities
   1. The key goals for learning communities are to encourage integration of learning across courses and to involve students with “big questions” that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. 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..
4. Writing-Intensive Courses
   1. These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.
   2. �°������ϲ����� has been dedicated for the past many years of making Writing Intensive an essential part of every student's curriculum, with a new Writing Intensive General Education requirement to be implemented soon. You can find more about �°������ϲ�����'s efforts to increase the focus on Writing Intensive courses by checking our Writing Across the Curriculum page.
5. Collaborative Assignments and Projects
   1. 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.
6. Undergraduate Research
   1. Many colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their 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.
7. Diversity/Global Learning
   1. Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both—often explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.
8. Service & Community-Based
   1. In these programs, 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 programs 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 programs 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.
9. Internships
   1. Internships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting—usually related to their career interests—and to give them the benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.
10. Capstone Courses & Projects
    1. Whether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well.

You can also find more resources and information on  from the AAC&U.

Writing to Learn (PDF) is a great resource for assignments that help students improve their writing skills.

More �°������ϲ����� Resources for High Impact Practices

�°������ϲ����� also has several units who provide additional support for HIPs. They include:

• Beach Learning Community

HIPs in hybrid or online courses

• Introduction (PDF)
• Additional Resources

Technology Tools

 provides support for software, Canvas, instructional technology, classroom equipment, and technical support. The instructional design team provides course design support to enhance teaching and learning at �°������ϲ�����. Software Depot has a complete list of available software for faculty along with instructions on downloads and licensing. 

Respondus

Respondus is an application that lets instructors create and manage exams and surveys that can be printed to paper or published directly to BeachBoard. Instructors create exams and assessments offline using an interface and then publish the exams or surveys directly to a BeachBoard course. In addition, over  are available to instructors who use Respondus. Note: It is not compatible with Apple operating systems.

iPads & Tablets

The iPad combines robust computational functionality with a screen large enough to serve as a legitimate replacement for printed textbooks and other course materials, with the added benefits of interactivity (Educause, 2011). Here are some additional apps you might want to take advantage of if you are using an iPad or tablet:

Download the apps from the App Store located on your iPad.

• Apple's 
•  (Interactive whiteboard)
•  (reads PDFs and Word files. Syncs with Dropbox.com)
•  (Annotate/grade and send PDF files)
•  (wireless whiteboard)
•  (draw, design, and manipulate images)
•  (create and edit movies)
•  (classroom icebreaker)
•  (use Word and PPT on your ipad)
•  (aggregate, categorize, and share news sites)
•  ()
•  (online file storage)
•  (sketching online)
•  (show PPT)
• (aggregates selected news and social media feeds)
• (record simple videos)

�°������ϲ����� Syllabus Policy

All faculty are required to provide students with . The link above provides the detailed requirements for your syllabus. The ATS Document Accessibility guide will help you ensure that your course documents are compliant with accessibility standards.

Creating an Engaging and Effective Syllabus

A good syllabus should provide required information AND be engaging to students. Below are a few links to help you create an engaging and effective syllabus.

The toolbar to your left will take you to an entire page on assessment.

�°������ϲ����� Office Hour Policy

All faculty members are required to hold office hours and those hours must be posted on your syllabi. Please review  to determine how many hours to include on your syllabi.

Scholarly Teaching

The CSU provides Teaching Commons which houses a wide variety of resources to support your teaching. .

Efficient and Effective Teaching

This PowerPoint and accompanying "Tips" link provide information on research-based efficient and effective teaching strategies. Efficient and Effective Teaching (PPT)

Additional �°������ϲ����� Teaching Policies

�°������ϲ����� has several teaching and course policies that must be addressed in the syllabus. Below you'll find the policies you'll need to know before you begin teaching your course.

• Course Withdrawal Policy (PDF)
• Class Attendance Policy (PDF)
• Final Course Grades & Procedures (PDF)
• Grade Appeals (PDF)
• Cheating and Plagiarism Policy (PDF)

Documenting Instructional Effectiveness

Documenting Instructional Effectiveness is intended to assist faculty engaged in documenting their own teaching processes, practices, and outcomes. Documenting Instructional Effectiveness is intended provide a foundation of what is typical in organizing and documenting effective teaching in higher education contexts. As such, the resources are not intended as a checklist or criteria, but general resources to support faculty who are unfamiliar or less familiar with the process of documenting teaching effectiveness for the purpose of formative or summative peer review. 

All faculty should consult relevant university, college, and department policies and practices for specific expectations, criteria, and requirements. Documenting Instructional Effectiveness is intended to be a general guide and provides information that may not apply in specific circumstances. Likewise, the resources may not contain information specific to some college and/or department requirements. This resource does not substitute or take the place of any university policy. Consult with your department chair about department/program expectations, criteria, and requirements and how to utilize this resource for your own needs.

Links to �°������ϲ����� Evaluation Documents and Forms

Documenting Instructional Effectiveness provides an overview of typical ways that faculty provide evidence and are evaluated for instructional effectiveness across five broad categories: 

• Category 1: Course content and instructional/pedagogical knowledge and competence.
• Category 2: Adherence to university/college/department policies, practices, and requirements.
• Category 3: Development, design, and presentation of instructional material for a course.
• Category 4: Classroom/Instructional environment behaviors which instructors must carry out for students to learn.
• Category 5: Assessment of student outcomes, including, synthesis of student response to instruction, course grade distributions, and course GPAs, exemplary student work.

The information here describes what is typical in the evaluation of each of the five categories listed above and includes sample items that are used to evaluate various components of the category. There are numerous indexes, rubrics, and forms used in the evaluation of instructional effectiveness. Items on the �°������ϲ����� Student Perceptions of Teaching (SPOT) form come from the ACE Item Pool linked below. The CSU system developed Quality Online Teaching and Learning (QOLT) to assess instructional effectiveness in partial and fully online modalities. This resource provides example items from ACE and QOLT to demonstrate typical assessments of instructional effectiveness. Below are links to the two nationally recognized, standardized item pools used at �°������ϲ�����:

1. Establishing course content and instructional/pedagogical knowledge and competence.

Faculty are required, typically, to address training and competence in course content and pedagogical competence. The most common way that faculty address course competence is by listing/explaining advanced education and training specific to the course content. The explanation may include any awards or honors received in the content area of the course. �°������ϲ����� requires all faculty undergoing reappointment, tenure, and promotion review to provide this information in a standardized format called the 

Pedagogical competence is demonstrated by listing/explaining advanced education, training, certificates, etc. specific to teaching, instruction, and/or pedagogy. Faculty are often asked to provide a teaching statement or teaching philosophy. Vanderbilt University's Center for Teaching provides good resources for those writing a  for the first time or revising one written previously. 

2. Adhering to university/college/department policies, practices, and requirements.

Departments are required to have a Standard Course Outline (SCO) for every course in the curriculum. The SCO contains the official course description, intended student learning outcomes, recommended or required course modalities, recommended or required textbooks, and other “non-negotiable” information specific to the course. All faculty teaching the course are expected to follow the SCO. Make sure you inquire about the course SCO prior to developing your syllabus and other course material. 

Faculty assigned to courses in modalities other than face-to-face (e.g., online, hybrid, flipped) should determine if there are additional university policies and practices specific for their course modality. Consult with your department chair about any policies, requirements, or additional training that might be required for a specific instructional modality (laboratories, active learning classrooms, flipped, hybrid, online).

CAUTION: Faculty teaching a course for the first time may be provided with a syllabus and/or course materials from department colleagues. These examples are helpful in understanding the scope and content of the course, appropriate assignments, appropriate assessments, and other elements. However, in some instances, the example syllabus may not have been updated in several years. Do not assume that an example syllabus adheres to all current campus policies – check relevant policies to ensure your syllabus is current and in compliance. �°������ϲ����� 

The evaluative items used in all examples are drawn from two resources: (1) The University of Iowa Assessing the Classroom Environment (ACE) Item Pool; (2) The CSU’s instrument used to assess Quality Online Teaching and Learning (QOLT). Please Note: All items from QOLT are distinguished by an *

Example evaluative items used, typically, to assess adherence to university adherence to university/college/department policies, practices, and requirements.

• The syllabus adheres to the university syllabus policy.
• Campus accessible technology policies are followed.
• The syllabus and other course elements adhere to the Standard Course Outline.
• The faculty member demonstrates adherence to policies governing the modality of instruction.
• *Academic integrity or “code of ethics” is defined and related institutional policies are clearly stated or those links is provided
• *Grading policy is provided in a manner that clearly defines expectations for the course and representative assignments.
• *Syllabus (or similar) links to the campus accessibility policy.

3. Development, design, and presentation of instructional material for a course.

There are numerous ways to discuss (in your narrative) and provide evidence (in your supplemental file) of how you developed, designed, and presented instructional material for a course. Chronological order is typical (e.g., beginning with your overall approach, background research/investigation of texts, assessments of student prior learning, typically approaches to the course, culturally relevant pedagogies, etc.). Address how you arrived at a design that is aligned with your course modality (face-to-face, flipped, hybrid, online) and intended student learning outcomes. Address how you have incorporated culturally responsive approaches in your design and considered any needs specific to �°������ϲ����� students. Finally, you should discuss the channels/methods you use to present instructional material in the course. Seek guidance from your department chair about your department and college expectations and practices. 

Example items used, typically, to assess development, design, and presentation of instructional material for a course.

Course Development and Design:

• This course is well planned and organized.
• Course objectives are adequately detailed.
• Intended student learning outcomes are clear.
• The sequence of course content facilitates learning.
• Course difficulty is appropriate for students’ background/pre-requisites.
• A good mix of instructional strategies (e.g., lecture, active learning, and practice) occurs in this course.
• The pace of the course is appropriate to facilitate student learning/development.
• *The instructor provides clear information regarding access to the technology and/or related resources required in the course
• *The instructor provides students with adequate notice and time to acquire course materials.

Presentation of Instructional Material:

• The textbook/readings/instructional material are aligned with intended learning outcome.
• Course materials are a helpful guide to content covered in the class.
• Required course activities are consistent with course objectives/intended learning outcomes.
• Assigned readings are pertinent to the topics presented in the class.
• Assignments contribute to student learning.
• The instructor takes into consideration ethnic and cultural differences when teaching this course.
• The instructor appears to be fair and unbiased in the treatment of all students in this course.
• The instructor encourages mutual respect among students of diverse backgrounds.
• *The instructor provides clear and detailed instructions for students to begin accessing all course components, such as syllabus, course calendar, assignments, and support files.
• *The instructor articulates the purpose of instructional material and how it is related to the course, activities, learning objectives, and success of the student.
• *There are a variety of instructional material types and perspectives presented, while not overly relying on one content type such as text.
• *The technical competencies necessary for course completion are provided and identified.

4. Classroom/Instructional environment behaviors that instructors must carry out in order for students to learn.

Typically, classroom/instructional environment behaviors are observed directly by peers. A peer may visit your classroom as a department requirement or you may invite a peer to visit your classroom/instructional environment (check with your department chair about specific requirements). If you are teaching in an online modality (partial or fully) a peer may engage in a virtual visit or simply review your online/hybrid/flipped course (check with your department chair about specific requirements). Some departments have specific rubrics for peer evaluation of teaching. Most classroom visits are intended to assess two broad categories of teacher/student behaviors: (1) Teacher communication behaviors and classroom management behaviors; (2) Teacher facilitation of student engagement, peer interaction, and teacher/student interaction. 

Importantly, classroom observations allow for opportunities to observe faculty engaging students to promote affective, cognitive and/or psychomotor learning. Teacher communication and facilitation behaviors in the instructional environment provide the most direct evidence of building student affect (i.e., linking the course content, motivation to learn) for the course and engagement with the faculty member and class peers. Teacher communication behaviors also provide direct evidence of how faculty explain content, manage the instructional environment, and facilitate peer-to-peer interaction aimed at increasing student learning. As such, peer observation of faculty in the instructional environment is critical to understanding how faculty are putting their development and design of course material into actions that result in student learning. 

Typical items used to assess teacher communication are as follows:

• The instructor is effective in presenting materials in lecture/discussion.
• The instructor presents materials clearly.
• The instructor seems interested/enthusiastic about teaching this course.
• The instructor communicates at a level appropriate to students’ level of understanding.
• The instructor seems concerned with whether or not students learn course content.
• Important points are clarified with good examples.
• Practical applications of the course are discussed.

Typical items to assess classroom management are as follows:

• The instructor helps students understand importance of course topics and related outcomes.
• The instructor sends communication about important course goals, topics, and assignments as opportunities arise.
• The instructor actively strives to keep course participants engaged and participating in productive dialogues.
• The instructor helps focus discussion on relevant issues.
• The instructor provides feedback in a timely manner.
• The instructor engages in behaviors that keep students on task (e.g., provides clear due dates/reminders of course readings, homework, assignments, projects and exams).

Typical items used to assess facilitation of student engagement, peer interaction, and teacher/student interaction area as follows:

• The instructor provides information about how to be a successful learner in this course.
• Student’s questions are encouraged.
• Student’s comments are responded to in an appropriate way.
• The instructor is good at facilitating group discussion.
• The modes and intended outcomes of student interaction are communicated clearly.
• The learning activities facilitate active learning that encourages frequent and ongoing peer-to-peer engagement.
• The instructor explains clearly her/his role regarding participation in the online environment.
• The instructor encourages students to communicate with the instructor outside of class if they are having difficulty.
• The instructor communicates concern for student learning.

5. Assessment of student outcomes

Includes, but is not limited to, student response to instruction, course GPA, course grade distributions, and exemplary student work (e.g., culminating assignments or projects, benchmark assignments, other evidence of student learning specific to course learning outcomes, etc.).

The CSU-system requires an end-of-course student response to instruction. �°������ϲ����� has a policy and instrument to meet this requirement: Student Perceptions of Teaching (SPOT). Please read the policy and instrument. Consult with your department chair about selecting courses to be evaluated via SPOT. Generally, end-of-semester student responses to instruction reflect perceptions of specific, observable teaching behaviors (e.g., the teacher was available during office hours, assignments were returned in a timely fashion). Student perceptions may also serve as indirect indicators of student affective learning, cognitive, and/or psychomotor learning. 

Student perceptions of teaching that fall below department and college norms, consistently, can indicate a problem with instructional effectiveness and a formative review of teaching is recommended. A formative review following SPOT items that fall below department/college norms, consistently, should assist the faculty member in identifying specific areas to be improved. 

Course grades may be reported by the number of A’s, B’s and so on – students earn in a course, course completion rates or the percent of students who earn D’s, F’s, W, or I. Course grades may also be reported by student ethnicity. Student grades by student ethnicity is important because it demonstrates the possibility of “opportunity gaps” in instruction in a course or across multiple sections of a course. The term “opportunity gap” refers to a disproportionate number of student non-completions within or across ethnic groups. 

Exams, signature assignments, final course projects, and other exemplary work by students is typically used as evidence of student learning and instructional effectiveness. Make sure that you connect the student work to specific course learning outcomes and explain how the work demonstrates learning for a particular outcome. Some programs require students to maintain a portfolio of work accomplished in the program of study. Student portfolio submissions from your courses may also serve as evidence of instructional effectiveness. Faculty often work with students on independent study or other types of undergraduate/graduate research projects. Be sure to include any outcomes achieved by students engaged in independent study or research with you (e.g., poster and paper presentations at conferences, publications, etc.). 

Seeking Formative Peer Review

Formative peer review is an excellent way to get feedback on your teaching. Formative assessments should provide the faculty member with recommendations on how to achieve adherence with current policies and practices. Additionally, you can demonstrate improvements in instructional effectiveness by utilizing feedback, making changes, and linking changes in your instruction to student outcomes. The Faculty Center provides formative peer reviews for all �°������ϲ����� faculty. The Faculty Center provides review of course material and direct observation in the learning environment (classroom and online). The results of your formative review are completely confidential and it is entirely up to the faculty member as to whether or not they choose to share the information pertaining to the formative assessment. Simply make a request for a formative review at fc@csulb.edu. Department peers, including your department chair, may also provide formative reviews. Consult with your chair to determine if there are any department practices for formative peer reviews of teaching and suggestions on how to do so.