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Scaling Student Success: High Impact Practices for Equity and Improvement

NASH and member systems co-create an initiative to implement evidence-based student success strategies, closing equity gaps and improving outcomes. Learn about the next phase focusing on high impact practices and equity-minded learning pathways.

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Scaling Student Success: High Impact Practices for Equity and Improvement

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  1. Taking Student Success to Scale: High Impact Practice

  2. To that end, NASH and select member systems have co-created an initiative to implement select student success strategies • Interventions were chosen based on: • Having an evidence-base • Improving student outcomes • Closing equity gaps • TS3 is designed to: • Allow for flexibility in implementation • Create common definitions of success and minimum thresholds for adoption and diffusion Redesigning the Math Pathway Guided Pathways Using Predictive Analytics High Impact Practices For All Students

  3. How NASH can help drive collective impact Collective impact is the commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem1 NASH serves as the backbone to drive collective impact on college completion by: Working with systems to develop a shared vision for success within their communities Establishing standard definitions and metrics to build evidence and compare results Centrally managing and tracking data Facilitating the sharing of best practices across systems Engaging systems in collaborative problem solving on how to address challenges 1 Kania, John and Mark Kramer. “Collective Impact,” Stanford Social Innovation Review, Winter 2011.

  4. TS3’s next phase will further focus on two strands of this work: High Impact Practices & Equity-Minded Learning Pathways

  5. High Impact Practices: Definition Activities that require reflection & metacognition Evidence of sustained effort over an extended period of time culminating in a major accomplishment such as a research project or applied learning experience Vetted demonstration of 1+ outcome such as persistence, increased engagement, interpersonal competence & writing proficiency

  6. Why Do HIPs Matter? 1. Participation is associated with range of positive outcomes, especially for URM 2. Can even have a compensatory effect for URM 3. Participating in multiple HIPs has a cumulative, additive effect. On average, the more HIPs completed, the more likely a student is to earn a BA within 6 years (including first gen students and URM) (Kuh, O’Donnell & Schneider, 2017)

  7. Guided Pathways Can… 1. Improve time-to-degree, GPA, and course performance, including for underrepresented minority students 2. Increase graduation, retention, and persistence rates 3. Increase revenue as more students stay enrolled or return 4. Decrease students’ loan burden

  8. Project Objective

  9. NASH Project Objective Demonstrate the impact on student learning—with a particular focus on underrepresented minority and first-generation students—of a coordinated scaled approach to high impact practices, equity minded pathways and higher quality learning infrastructure in four partner systems: Tennessee Board of Regents, University System of Georgia, University System of Wisconsin, University System of Wisconsin.

  10. NASH Project Goals NASH will lead the TS3 HIPs Network to: • Identify and advance promising High Impact Practices at both campus and system level by embedding HIPs into required curricula and/or guided pathways with intentional mechanisms for scaling to majority of campus’ students over time. • Ensure chosen HIPs and guided pathways have intentional mechanisms for access to low income, first-generation and under-represented minority students • Develop approaches to data collection for HIPs and pathways with particular attention to student learning and focus on inclusion of outcomes for URM students • Develop approaches to assessment for HIPs and pathways with particular attention to student learning and focus on inclusion of outcomes for URM students • Develop HIP implementation tools for use by NASH Systems

  11. High Impact Practices Building Community, Belonging, and Inclusion for TBR Students

  12. What is a H.I.P.? High Impact Practices “[have] unusually positive effects on student engagement in educationally purposeful behavior” (Kuh, 2010). “Participation in these high impact practices… is especially striking for students who start further behind… [or are] from communities that historically have been underserved by higher education” (Kuh, 2008).

  13. Where students attend college is not as important as what they dowhile they are there.

  14. Why HIPs?

  15. Qualities of a HIP • Performance expectations set at appropriately high levels • Significant investment of time and effort by students over an extended period of time • Interactions with faculty and peers about substantive matters • Experiences with diversity, wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar • Frequent, timely and constructive feedback • Periodic, structured opportunities to reflect and integrate learning • Opportunities to discover relevance of learning through real-world applications • Public demonstrations of competence

  16. HIP Metrics

  17. Types of High Impact Practices  • First Year Seminars and Experiences • Common Intellectual Experiences • Learning Communities • Writing-Intensive Courses • Collaborative Assignments and Projects • Undergraduate Research • Diversity / Global Learning (study abroad) • Service Learning, Community-Based Learning • Internships/Work-Based Learning • Capstone Courses and Projects • ePortfolios added this fall    

  18. HIP Enrollment Analysis – Fall 2016 * Community colleges analysis excludes Chattanooga, Jackson, and Southwest.

  19. +1.8 +2.1

  20. + .23 - .16

  21. Effect of Engagement in Multiple HIPs +.75 +.75 +3.3 +4.4 +.32 +.09

  22. WBL: Outcomes by Preparation Level +.38 +.16 +.82

  23. Impact: Universities Retention Rate Average Term GPA Average Earned Hours Service Learning - ALL +3.2% +.09 +1.6 Pell +2.2% +.14 +1.2 Adult +6.3% +.25 +2.1 Certifications - ALL +.9% +.67 +1.1 Pell +.9% +.71 +0.5 Adult +6.3% +.59 +1.8 Learning Communities – ALL +11.4% +.24 +1.9 Pell +9.1% +.24 +1.3 Adult +9.8% +.38 +0.03 All HIP engagement correlates to higher GPA and average earned hours.

  24. Impact: Community Colleges Retention Rate Average Term GPA Average Earned Hours Service Learning - ALL +8.5% - .09 +2.7 Pell +3.1% +.12 +1.3 Adult +13.1% - .01 +2.6 Certifications - ALL +2.7% +.02 +1.9 Pell +0.2% +.13 +0.6 Adult +7.5% +.05 +2.4 Undergraduate Research- ALL +6.7% +.04 +1.7 Pell +0.1% +.10 +1.2 Adult +5.4% +.01 +2.7 Learning Communities - ALL +3.3% -.33 +1.9 Pell +0.4% -.26 +0.1 Adult +10.4% -.05 +2.8 All significantly correlate with higher retention and average earned hours.

  25. Next Steps in 2018 • TS3 Grant: High Impact Practices in Equity Minded Pathways • 5 institutional pilots • Faculty release time in 6 pathways and 2 transfer pathways to embed HIPS • Development of quality assurance tools to be used at all institutions Faculty Learning Communities continue Comprehensive Student Record Project launches Data collection and analysis continues

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