ABSTRACT
This chapter describes one approach to increasing student participation in high-impact practices (HIPs) by engaging faculty in specialized professional development designed both to broaden faculty understanding of HIPs and embed HIPs throughout the curriculum. Successful completion of the professional development program results in improved pedagogy, HIP course designation for the faculty member, and improved communication of HIPs to students. The HIP designation is recorded in the faculty member’s section(s) of the course in our student information system. One of the long-term goals of the development of the new process is to collect data over time relating to the impact of HIP-designated courses. One of the most common program outcomes that is measured is the correlation between participation in the program and progression to degree or student GPA. The FLC HIP-designation program at Slippery Rock University is less focused on promoting high-level university assessment targets than on promoting student learning.
