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California State University High Impact Practices
Leadership Retreat Overview March 26 & 27, 2015
Westin Gaslamp, San Diego
Thank you for a great event!
Agenda: Thursday, March 26th
Time Event 7:30am - 9:00am Registration and Breakfast
9:00am - 9:10am Welcome: Audrey Hovannesian
9:10am - 9:25am Introduction of Event: Ken O’Donnell
9:30am - 10:00am CO and Campus High Impact Practices Dashboard Presentation: Jeff Gold (CO) & Angel Sanchez (Fresno State)
10:00am - 10:30am Tracking High Impact Practices Model- Joe Luzzi, Amir Dabirian, Shari McMahan (CSU Fullerton)
10:30am - 10:45am Break
10:45am - 11:45am Q-Sort Activity- Matt Militello & Chris Janson (EduTrope)
11:50am - 12:45am Lunch- Participants move to HIP specific table to enjoy lunch and HIP discussions
12:45pm - 1:00pm Break
1:00pm - 1:50pm Worksession #1
2:00pm - 2:50pm Worksession #2
3:00pm - 3:50pm Worksession #3
4:00pm - 4:15pm Day 1 Overview Comments- Audrey Hovannesian
4:15pm - 4:30pm Break and Walk to The Grant for Dinner
4:30pm - 5:30pm Hors d’oeuvres and Social Hour
5:30pm - 6:30pm Dinner
6:30pm - 7:00pm Day 1 Closing Remarks- Ken O’Donnell
CSU Chancellor Office (CO) and Campus High Impact Practices Dashboard Presentation:
Jeff Gold (CO) & Angel Sanchez (Fresno State)
An in-depth presentation of HIP data reporting dashboards.
CSU HIP Dashboard Presentations
Jeff Gold Senior Director, Academic Technology [email protected] CSU Dashboard: https://ds.calstate.edu/?svc=ats&env=prod
Angel Sanchez Associate Vice President, Office of Institutional Effectiveness (OIE) [email protected] Fresno State Dashboards: http://www.fresnostate.edu/academics/oie/data/index.html
Fresno State HIPs Dashboard
CSU HIPs Dashboard
CSU HIPs Dashboard
Tracking High Impact Practices Model
Shari McMahan, Amir Dabirian, Joe Luzzi (CSU Fullerton)
CSU Fullerton’s next step to institutionalize High Impact Practices.
CSUF’S STRATEGIC PLAN Goal #2: Improve student persistence, increase graduation rates university-wide and narrow the achievement gap for underrepresented students Objective: Increase participation in HIPs and ensure that 75% of CSUF students participate in at least two HIPs by graduation
Shari McMahan, Deputy Provost [email protected] Amir Dabirian, Vice President for Information Technology [email protected] Joe Luzzi, Director, Enterprise Resource Planning (ERP) [email protected]
TITANS REACH HIGHER R E A C H
Transforms students through multiple High Impact Practices by 1. Engaging in Research and creative activity 2. Participating in Experiential learning 3. Investing time and energy in Active learning 4. Contributing to the local, regional, or global Community 5. Experiencing diversity through Human exploration
Defining HIPs
High Impact Practices are transformational learning opportunities inside and outside of the classroom that provide: • performance expectations at appropriately high levels • significant student engagement by investment of time and effort • meaningful and substantive learning interactions with faculty, staff, students, or external entities • experiences with diversity*, complexity, and change • frequent and meaningful feedback • reflective and integrated learning • experiential learning *wherein students are exposed to and must contend with people and circumstance that differ from those with which students are familiar (AAC&U Publication Taking HIPs to the Next Level - George D. Kuh)
HIPs Matrix 1. HIP Characteristics
• Instructions and Guidelines 2. HIP Description 3. HIP Student Outcome Assessment 4. HIP Evaluation • Validation and Reporting • Student self-reported log and validated by Faculty (Data Collected by IT Data Collection Process) • University-wide HIP student experience survey (Data Collect by University) P1 Nature of experience offered P2 Anticipated student outcomes - performance expectations at appropriately high levels P3 Meaningful and substantive learning interactions with faculty, staff, students or external entities P4 Opportunities for interactions with diversity P5 Opportunities for frequent and meaningful feedback P6 Considerable time and effort invested by students P7 Opportunities for reflective and integrated learning P8 Opportunities for experiential learning
FALL 2013 AND SPRING 2014 PRE-HIP INVENTORY Academic Affairs Impacts : 80,712 students
Student Affairs Impacts: 5,883 students
Pre-HIPs Data - Students with 2 or more HIPs Courses
Grant Total 20,895 63.22% Under Graduate Students – Fall 2013 33,049
Freshmen 4,542 21.74% Sophomore 3,512 16.81% Junior 5,025 24.05% Senior 7,816 37.41%
Pre-HIPs Data - Students with 1 or more HIPs Co-Curricular
Grant Total 4,992 15.11% Under Graduate Students - Fall 2013 33,049
Q-Sort Activity
Matt Militello & Chris Janson (EduTrope)
Hands-on activity to identify participant perspectives on institutionalizing High Impact Practices.
HIPs Q-Sort
Pre-Retreat Questions 1. List and briefly describe the ways you would most like your university’s HIP(s) to impact your university and its students. (Please list up to 8) 2. List up to four items that have served as barriers (or that you anticipate being a barrier) to the implementation and facilitation of the HIP(s) at your university. 3. List up to four items that have fostered (or that you anticipate fostering) the implementation and facilitation of the HIP(s) at your university. 4. Beyond requests for more funding, what are some specific ways that the Chancellor’s Office can best support the implementation and facilitation of the HIP(s) at your university? (Please list up to 4)
HIPs Q-Sort
1. What is Q Methodology | InQuiry Process 2. Sorting Process, Day 1 3. Understanding Findings, Day 2 4. Extending this Work with InQuiry 5. Statements for Sorting 6. Annotated Bibliography & On-line Resources
Q Methodology 1. Concourse Theory and Q Sample Development Activity 2. Protocol Development (Distribution Matrix and Post Sort Questionnaire) 3. Sorting Process (Recall Your Own Sort Earlier—On-line v. hand sorts) 4. Data Analysis (demonstrate use of computer-based analytic tools) 5. Data Interpretation Participatory, Collective Analyses of Participant Card Sort Grouped By Statistically Distinct Factors Each Affinity Group will
Describe Family (Factor) Members Develop Family Name as a means for interpretation Present a Visual Representation of their Family
HIPs Q-Sort
Q Video https://vimeo.com/qintro
Inquiry Process InQuiry provides opportunities for organizations and communities to: a) generate a common vocabulary around topics that can be contentious or abstract, b) make individual and collective meaning that topic, and c) interpret and share those perspectives to build organizational or community awareness of similarities and differences. How this process can be used in your own institution.
HIPs Q-Sort
HIPs Q-Sort
High Impact Practices Worksessions
Thirty CSU and National HIP Expert Facilitated HIP Discussions
Participants had the opportunity to select three 50-minute worksessions on HIP related topics.
HIPs Worksessions
HIPs Worksessions Worksheet
HIPs Worksessions Worksheet
Agenda: Friday, March 27th
Time Event 7:30am – 8:10am Breakfast. Participants locate Q-Sort Table Group
8:10am – 8:15am Welcome: Audrey Hovannesian
8:15am – 8:30am Q-Sort Results: Matt Militello & Chris Janson (EduTrope)
8:30am – 9:10am Q-Sort Group Work
9:10am – 9:20am Q-Sort Group Share-Out
9:20am – 9:30am Final Remarks: Ken O’Donnell
Q-Sort Activity: Day 2
Matt Militello & Chris Janson (EduTrope)
Results of previous day’s Q-Sort followed by a group activity.
Table 1 (B) PARSH BraggK AS250624 Mai Kon Randy T. MerrittM Pinter-L twinmama snoopy
Table 2 (A) Kim-HanJ ChavezM OesterhH AlisonM SNOOPY26 Rhino winnydon MJaasma CSUSTAN
Table 3 (B) MuiVuong Jma829 BurgesJe WilliamV NCAABskt BeattyBr CastroSe LGB WeaverCa
Table 4 (A) SETHMADU 7791 Formo, D White Sh RIM ddavid48 Oxendine ARL15 SpoonThi
Table 5 (B) DiazDeLe Digrius conchita toshag Mustang DeborahB AlvinN TPullins Veronica
Table 6 (A) sunshine EdSulliv kenod@co KochRobe Slippery Katya MBLove CSUSB JT Franciss Marie F
Table 7 (B) ShereeM CSG Jennifer AwesomeQ MarkHart Fpyeung MRSMPC Fortin LGScott
Table 8 (A) KCostino DPoleyn KerstyF Krisrone Ximenahe RebeEddy MaraB NCGerber 16011729
Table 9 (B) Pikieatr AA Franh552 DocStu07 PattiH DarrylD Sheil RebeccaM JimeCase
Table 10 (A) Podolske TalulaRo HeatherH AlanBria AdamPSM MDT JoannePe Jenn345 MMillar AndreaM
Table 11 (B) JennyHic Melz Titan1 MAVillar GabyNuno LaPerleH Vinidime DConnors
Table 12 (Non) ASanchez YarnalCa KJohnso JML summerda Riz26
Table 13 (Chico) AllenB CMALONE Thiawolf JeanIrv DeannaPi KduFour MadDog Tattoos WLaker
Table 14 (A) BillC GoJacks Valerie Gerard SusanMAr AndrewLa LRotunni Jen G. jimazeki
Table 15 (Non) CGE Muriel 89989931 Clemente GoAztecs dfshapir JunXing
InQuiry: High Impact Practices Find your Table via your Unique ID
Statement Factor A
Factor B
1. Close and then eliminate gaps in retention and graduation rates, as well as student achievement on campus among students from underrepresented groups.
1 4
2. Help students develop skills that will allow them to adapt and innovate in shifting workplace contexts.
3 0
3. Raising overall student GPA. -4 -1 4. Encourage faculty and staff to reorient their thinking so as to make the institution ready for students (rather than emphasizing the need to make students ready for college).
1 2
5. Increase graduation (both 4 and 6 year) and retention rates. -1 3 6. Increase students' self-efficacy and persistence. 4 3 7. Provide more (and more effective) interventions and supports for students experiencing academic obstacles or difficulty.
1 2
8. Improving recruitment and enrollment services by focusing on greater and more equitable student access.
-3 -2
9. Impact economic development in the community. -3 -4 10. Help align university faculty and resources with the university’s vision and values.
-2 -1
11. Increase and enhance student-to-student mentoring and learning opportunities.
0 0
12. Increase meaningful interactions among faculty and students. 2 1 13. Increase the frequency and quality of multicultural experiences for students. -1 -1 14. Better prepare students for transitions toward meaningful careers or other post-graduate plans.
3 1
15. Increased student understanding of how community involvement will help them to grow as individuals.
0 -3
16. Encourage faculty to reflect on their teaching and how it might become more innovative, effective, and engaging.
2 1
17. Increase university staff and faculty recognition that we are best when we take a "whole person" approach.
-2 -3
18. To provide us with a framework and a language for talking about and organizing activities, programs, and processes that promote student success.
-1 0
19. Deepen academic content understanding for students. 0 -2 20. Better support our students' transition to college. -1 2 21. Increase sense of belonging to and engagement with our college. 0 3 22. Deepen student involvement in the community, by promoting a spirit of giving back.
-1 -3
23. Increase student motivation and commitment to be life-long learners. 3 -2 24. Increase opportunities for undergraduate research and research collaboration with faculty.
1 -1
25. Foster students' sense of justice and social responsibility by helping them to understand their place in their communities and their world and how they may contribute to and affect change in both.
2 -2
26. Help students develop as leaders in their families, workplaces, and communities.
1 -1
27. Increase student opportunities for authentic learning experiences that connect them more deeply to their academic area and career field.
4 1
28. Improve students' satisfaction with the institution - both their academic and non-academic experiences.
-2 0
Q-Sort Results: Group A & B
California State University Chico—TABLE 13
Q-Sort Results: Chico Case Study
Q-Sort Results
Q Sort Activity, Day 2
Perspective Group Members Task 1: What are some things group members have in common that might have led to sharing a common perspective regarding desired outcomes/impacts for your HIPs?
Task 2: Interpreting your shared perspective of the most important HIP outcomes/impacts. What are outcomes/impacts are most important to this perspective? +4
+3 +3
+4
+3 +2
Task 3: Name your perspective Based on the most important desired outcomes/impacts above, what theme emerges? • If you were to create a marketing slogan from this perspective that would be used to generate stakeholder
support for your HIPs, what would it be?
Task 4: How might you use a similar InQuiry process at your home university/organization? • What would the topic be? • Who would sort the items?
Q-Sort Results: Day 2 Activity
Possible Next Steps to Further Our HIPs Work
How do we continue our HIPs conversation and work?
Next Steps: Campus Specific Q-Sorts and HIP Planning??
2-3 full day seminar/retreats duplicating our system CSU HIP Leadership Retreat with a focus on localized HIP planning and development?
Next Steps: HIPs Bus Tour??
Envision a HIPs-themed bus arriving at your campus to collect individuals interested in a specific HIP (Supplemental Instruction, Undergraduate Research, Peer Mentoring, etc.)
En route to collect other HIP-riders at other campuses, riders learn from HIP expert “bus-guides” while engaging in HIP discussions, activities, and watching HIP documentaries.
HIP-riders arrive at a designated campus or location for lunch and further HIP activities before returning to their home campuses.
Next Steps: HIP Student Inventory Survey??
What if students were given a HIPs Inventory (HIPI) at the beginning and throughout their program to identify:
• Specific levels of student attributes (self-efficacy, persistency, motivation, etc.) best developed or nurtured by certain HIPs?
• Growth in specific levels of student attributes (self-efficacy, persistency, motivation, etc.) due to participation in certain HIPs?
• Indication of deep learning? • And more…
