Using High Impact Practices for Student Success

1. Using High Impact Practicesfor Student Success Supplemental Instruction/online tutoring Undergraduate Research Freshman Seminar/Peer Mentoring

2. Student Success • Institutional Measures • Access, retention, satisfactory performance • Co-curricular Learning • Self-knowledge, collaboration, leadership • appreciation of diversity, life-long learning • personal and civic responsibility • Curricular Learning • Knowledge of human cultures, physical and natural world • Intellectual and Practical Skills • Personal and Social Responsibility • Integrative and Applied Learning (Essential Learning Outcomes, American Association of Colleges and Universities)

3. High Impact Educational Practices(AAC&U) • First-Year Seminars and Experiences • Common Intellectual Experiences • Learning communities • Writing-Intensive Courses • Collaborative Assignments and Projects • Undergraduate Research • Diversity/Global Learning Experiences • Service Learning, Community-Based Learning • Internships • Capstone Courses and Projects

23. Additional High-Impact Educational Practices • Internships: Students Earning Credits 2009-10 • 754 undergraduate • 208 graduate students • Service Learning/Community-Based Learning 2009-10 • 19 courses/54 sections—9 GER courses with 32 sections • 22,677 credits hours earned • Capstone Courses • 33 Capstone or Senior Project Courses for 2009-10 • 746 undergraduate students enrolled

24. ELO’s and HIP’s Intellectual and Practical Skills • Inquiry and analysis • Critical and creative thinking • Written and oral communication • Quantitative literacy • Information literacy • Teamwork and problem solving

25. High Impact Practices (NSSE) (selected) • Asked questions in class or participated in class discussion • Prepared two or more drafts of a paper or assignment before turning it in • Worked with classmates outside of class to prepare class assignments • Used an electronic medium to discuss or complete an assignment • Talked about career plans with a faculty member or advisor • Discussed ideas from readings or classes with faculty members or other students outside of class • Received prompt feedback from faculty on your academic performance • Worked with faculty members and other students on activities other than coursework • Had serious conversations with students of a different race or ethnicity than your own

26. Using High Impact Practices for Student success Supplemental instruction/ Online tutoring

27. PASS Elluminate Exam ReviewArt 106 Professor Josie OsborneAmelia Hernandez, SI Leader http://www.screencast.com/users/Miles2623/folders/Jing/media/3679338e-0298-40b0-a1af-43f03cdfc82c Some key features: • Importing images into the web-conferencing • platform. • Utilizing virtual whiteboard writing tools. • Student interaction via writing tools.

28. PASS Elluminate Exam ReviewArt 106 Professor Josie OsborneAmelia Hernandez, SI Leader http://www.screencast.com/users/Miles2623/folders/Jing/media/138c8e1e-65e9-4b0e-b3e7-f46f5cc7280e • Some key features: • Importing images into the web-conferencing • platform. • Displaying question polling results to the group. • Creating text-based group dialogue. • Large group exam review.

29. PASS Elluminate Exam ReviewArt 106 Professor Josie OsborneAmelia Hernandez, SI Leader http://www.screencast.com/users/Miles2623/folders/Jing/media/f25463fe-6f8d-44d6-b54f-83bacb7febf5 • Some key features: • Importing images into the web-conferencing • platform. • Incorporating multiple choice review questions into the • group discussion. • Utilizing virtual whiteboard highlighting tools.

30. Using High Impact Practicesfor Student Success UndergraduateResearch

31. Background • Involved in research starting Freshman year of Undergraduate Studies • Accepted to various summer research programs • Graduate studies in Mechanical Engineering at UW-Madison • Currently manage Orthopedics Biomechanics Laboratory at UWM

32. Orthopedic BiomechanicsLaboratory • Students • 2 Divine Savior Holy Angles High School • 1 Freshman • 1 Sophomore • 2 Seniors • 1 Graduate Student • Weekly Individual Meetings • Weekly Group Meetings • Research topics • Research practices • Student Presentations

33. Activities and Mentoring • Inquiry and analysis • - Discuss and analyze results at weekly meetings • Critical and creative thinking • - Design solutions for experiments • Written and oral communication • - Attend and present at local and national conferences • Quantitative literacy • - Use math and science for analysis of research • Information literacy • - Perform literature surveys/reviews • Teamwork and problem solving • - Group and individual projects

34. Students Perspective Undergraduate Research Opportunity Program (UROP) Freshman, Pre-Med Major Research: “…provides a hands-on experience.” “…opens eyes to technology and theories that you would not necessarily learn about in class.” “…provides an opportunity to learn about research going on to benefit society.” “Lots of people don’t know you can get involved in research as a Freshman.” “It is all about what you do to make the experience.”

35. Students Perspective CEAS Research Fair Sophomore, Civil Engineering Major Research: “… teaches a sense of responsibility and time management.” “…makes classes more worthwhile when you use what your learned for your project.” “...makes me stand out.” “…gives me an opportunity to get involved on campus.” “…experience is valuable for all type of career paths.” “…provides me a different perspective than I get in my Civil Engineering classes.”

36. Outlook • Continue to… • promote the UROP at freshman orientation. • provide financial support for salary for undergraduate research fellows (SURF). • promote research through research symposiums. • have CEAS Fall research fair. • Increase… • faculty profiles on Office of Undergraduate Research (OUR) website www.our.uwm.edu • Research fairs campus-wide.

37. Using High Impact Practicesfor Student Success Freshman Seminar/Peer Mentoring

38. New freshmen in FYS

39. Student survey (n = 169)How would you rate your FYS experience in termsof

40. Instructor survey (n = 12-16)How well did your strategies for addressing critical thinking work?

41. Freshman seminar goals and mentoring activities • Inquiry and analysis • Helped design a pre-course activity • Tested the class text for readability and difficulty • Critical and creative thinking • Demonstrated how to take notes in class • Written and Oral communication • Read and discussed student writing with me (reflections on learning) • Helped students with presentations • Information literacy • Provided information and assistance on finding and using electronic sources

42. Effective peer mentoring • Bridge the gap between student and instructor • Provide general (FYC) and individually tailored support • Provide a consistent message (expectations) • Help students understand what it takes to be a successful learner • Be aware of outside issues student may be having • Encourage students to apply their skills to all classes

43. Peer mentoring: recommendations • Meetings before classes • Clear expectations • Real, necessary work that leads to usable information • Trust • Communication • Mutual learning and development