A consensus is emerging that high-impact practices must, at a minimum, require that students:
- reflect, at a metacognitive level, on the assignment or activity;
- make a sustained effort over a period of time that culminates in a major piece of work; and
- demonstrate, in a measurable way, outcomes such as stronger persistence, engagement, communication skills, and other key competencies.
Assignments and activities that meet these criteria require careful planning and implementation. They ask educators to cultivate and evaluate student learning in new ways. And they must be deployed at a certain scale if they are to dramatically improve student retention, program completion, and learning, begging the question: How ‘high-impact’ are our strategies for implementing high-impact practices?
ACUE is delighted to facilitate a discussion of this important question at the “High-Impact Practices in the States” conference hosted by California State University, Dominguez Hills and the National Association of System Heads (NASH) in February. How are high-impact practices being deployed on campuses? Are they scalable, with measurable impact? And to what degree are evidence-based teaching approaches necessary for the faithful implementation of high-impact practices?
We look forward to an engaging discussion on the critical link between evidence-based teaching and high-impact practices.
To see the full conference agenda, click here.