Seeking High-Quality, High-Impact Learning: The Imperative of Faculty Development and Curricular Intentionality

Abstract

In 2008, the Association of American Colleges and Universities (AAC&U) published High-Impact Educational Practices: What They Are, Who Has Access Them, and Why TheyMatterby George D. Kuh. This publication prompted dialogue across the country on the use of certain educational that research demonstrates have an impact on student learning outcomes and progress toward graduation. These - now commonly known as practices or HIPs (see chart on page 5) - include such things as first-year seminars, service-learning, writing-intensive courses, learning communities, undergraduate research, and capstone experiences. Increased attention these also has sparked new interest in faculty and staff professional development prepare faculty implement the practices. An array of evidence points the value and utility of HIPs in providing an improved learning experience for all students. In fact, HIPs can provide students exactly the kinds of active and engaged learning experiences that help them develop the skills and knowledge essential for success in work, life, and citizenship.To truly take advantage of the promise of HIPs, however, we must invest in developing all faculty members' capacity implement HIPs in effective ways and for more students. Through its Liberal Education and Americas Promise (LEAP) initiative, AAC&U has sought work with faculty in a variety of institutions and disciplines bring HIPs more broadly and intentionally into the undergraduate experience.As Kuh observes, the use of HIPs, is not new. Learning communities, for example, were first developed in the late 1970s. For decades, many colleges and universities have been engaging undergraduates in research. What changed after 2008 was the collective effort document the impact of these and the effort see them as part of a larger sea change in undergraduate education. Institutions and systems involved in AAC&U's LEAP initiative have, indeed, made much collective progress in advancing HIPs, but there is still much work be done - and developing more faculty capacity is key future success. Our campus colleagues tell us that we no longer have convince them of the value of HIPs. They are asking us focus instead on practical means and methods engage faculty with implementing HIPs in appropriate ways. The stories in this issue all illustrate a variety of ways through which faculty are implementing the HIPs and/or pedagogical foundations that lie behind why these actually produce the outcomes they do. There is nothing magical about the HIPs, but, as Kuh's research suggests, they all share certain common characteristics that seem be key producing better results (see chart on page 3). Quality in implementation of HIPs is paramount and these common elements all contribute increasing the quality of HIPs results.FREQUENCY, EQUITY, AND HIGH QUALITYWhile Kuh has documented widespread positive impact of HIPs, he reminds practitioners that, to engage students at high levels, these must be done well (2008). Further, for greatest impact, students must also experience these more than once. Many institutions are working enable students experience HIPs and HIP-like frequently throughout the curriculum. While calling for high-impact learning experiences for all students, Kuh also emphasizes the heightened benefits received from these by students from underserved populations. AAC&U continues recommend multiple high-impact learning experiences for all students and stress the importance of equitable access. Our society can no longer afford reserve islands of innovation for a select group of students while others, often students traditionally underserved, receive an education more suited the industrial age.INTENTIONALITYInstitutions need be intentional in the design, implementation, and scaling of HIPs. …