High Impact Practice 

High Impact Practice NSSE asks students about their participation in the six HIPs shown below. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, seniors' responses include participation from prior years.  NSSE founding director George Kuh recommends that institutions should aspire for all students to participate in at least two HIPs over the course of their undergraduate experience—one during the first year and one in the context of their major (NSSE, 2007).

High Impact Practices

• Learning community or some other formal program where groups of students take two or more classes together
• Courses that included a community-based project (service-learning)
• Work with a faculty member on a research project
• Internship, co-op, field experience, student teaching, or clinical placement
• Study abroad
• Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)
  
  

Outcomes (HIP): 
Increase in student participation rate in High-impact Practices (HIP)

Percent increase in students who responded "Done or in progress" for all HIPs, will exceed participation rates at PASSCHE institutions

Criteria:
10% percent increase in students who responded "Done or in progress" for all HIPs except service-learning, 

10% Increase for which students reported at least "Some" of their courses included a community-based project.

Other Outcomes (HIP):
75% of students report that they participate in at least two HIPs by graduation 

Access and participation rates across HIPs will be comparable across different racial and ethnic groups (NSSE)

* The High-Impact Practices outcome can be assessed to look at HIP participation varied by selected student characteristics.

1. THEME: ACADEMIC CHALLENGE

Outcome:
First-year students and seniors will meet or exceed PASSHE and Carnegie peer institution mean scores for overall NSSE Academic Challenge Theme and for each related Engagement Indicator: Higher Order Learning, Reflective & Integrative Learning, Learning Strategies Quantitative Reasoning  

Engagement Indicators for Academic Challenge:

A. Higher-Order Learning

Description: Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by calling on students to engage in complex cognitive tasks requiring more than mere memorization of facts. This Engagement Indicator captures how much students' coursework emphasizes challenging cognitive tasks such as application, analysis, judgment, and synthesis. Items include:

During the current school year, how much has your coursework emphasized the following:

Applying facts, theories, or methods to practical problems or new situations

• Analyzing an idea, experience, or line of reasoning in depth by examining its parts
• Evaluating a point of view, decision, or information source
• Forming a new idea or understanding from various pieces of information

Outcomes:

• 5% increase in average score on NSSE Engagement Indicator: “Higher Order Learning.”

• Students will demonstrate higher rates of engagement than PASSHE institutions on overall NSSE Engagement Indicator: “higher Order Learning” and for related items (1-4, below)

1. Applying facts, theories, or methods to practical problems or new situations
2. Analyzing an idea, experience, or line of reasoning in depth by examining its parts
3. Evaluating a point of view, decision, or information source
4. Forming a new idea or understanding from various pieces of information

Criteria:
Significantly higher percentage of students respond "Very much" or "Quite a bit" to items 1-4, in comparison to PASSHE institutions. Overall mean score for Higher Order Learning will exceed other institutions by at least 1 Standard deviation.

B. Reflective & Integrative Learning

Personally connecting with course material requires students to relate their understandings and experiences to the content at hand. Instructors emphasizing reflective and integrative learning motivate students to make connections between their learning and the world around them, reexamining their own beliefs and considering issues and ideas from others' perspectives. Items include: 

During the current school year, how often have you:

• Combined ideas from different courses when completing assignments
• Connected your learning to societal problems or issues
• Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
• Examined the strengths and weaknesses of your own views on a topic or issue
• Tried to better understand someone else's views by imagining how an issue looks from his or her perspective
• Learned something that changed the way you understand an issue or concept
• Connected ideas from your courses to your prior experiences and knowledge

Outcomes

• 5% increase in average score on NSSE Engagement Indicator: “Reflective & Integrative Learning.”

• Students will demonstrate higher rates of engagement than PASSHE institutions on overall NSSE Engagement Indicator: “Reflective & Integrative Learning” and for related items

1. Combined ideas from different courses when completing assignments
2. Connected your learning to societal problems or issues
3. Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
4. Examined the strengths and weaknesses of your own views on a topic or issue
5. Tried to better understand someone else's views by imagining how an issue looks from his or her perspective
6. Learned something that changed the way you understand an issue or concept
7. Connected ideas from your courses to your prior experiences and knowledge

Criteria:
Significantly higher percentage of students respond "Very often" or "Often" to items 1-7, in comparison to PASSHE institutions. Overall mean score for Reflective & Integrative Learning will exceed other institutions by at least 1 Standard deviation.

C. Learning Strategies

College students enhance their learning and retention by actively engaging with and analyzing course material rather than approaching learning as absorption. Examples of effective learning strategies include identifying key information in readings, reviewing notes after class, and summarizing course material. Knowledge about the prevalence of effective learning strategies helps colleges and universities target interventions to promote student learning and success. Items include: 

During the current school year, how often have you:

• Identified key information from reading assignments
• Reviewed your notes after class
• Summarized what you learned in class or from course materials

Outcome:
Both our first-year students and our seniors will score at or above the mean on Engagement Indicator: Learning Strategies in comparison to students in similar institutions. 

D. Quantitative Reasoning 

All students, regardless of major, should have ample opportunities to develop their ability to reason quantitatively—to evaluate, support, and critique arguments using numerical and statistical information. Items include:

During the current school year, how often have you:

• Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
• Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
• Evaluated what others have concluded from numerical information

Outcome

• Increase in percentage of students who responded that they "Very often" or "Often" were provided opportunities to develop their ability to reason quantitatively 

• Students will demonstrate higher rates of engagement than PASSHE institutions on overall mean score for Engagement Indicator: “Quantitative Reasoning” and for related items (1-3, below)

1. Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
2. Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
3. Evaluated what others have concluded from numerical information

Criteria: 
Significantly higher percentage of students who responded that they "Very often" or "Often"" to items 1-3, in comparison to PASSHE institutions. Overall mean score for Reflective & Integrative Learning will exceed other institutions by at least 1 Standard deviation.

THEME: LEARNING WITH PEERS

Engagement Indicators for Learning with Peers

A. Collaborative Learning

Collaborating with peers in solving problems or mastering difficult material deepens understanding and prepares students to deal with the messy, unscripted problems they encounter during and after college. Working on group projects, asking others for help with difficult material or explaining it to others, and working through course material in preparation for exams all represent collaborative learning activities. Items include:

During the current school year, how often have you:

• Asked another student to help you understand course material
• Explained course material to one or more students
• Prepared for exams by discussing or working through course material with other students
• Worked with other students on course projects or assignments

Outcome
Students will demonstrate higher rates of engagement than PASSHE and peer Carnegie institutions on overall mean score for Engagement Indicator: “Collaborative Learning” and for related items (1-3, below)

Criteria:
Significantly higher percentage of students who responded that they "Very often" or "Often"" to items 1-4, in comparison to PASSHE institutions. Overall mean score for Collaborative Learning will exceed other institutions by at least 1 Standard deviation.

1. Asked another student to help you understand course material
2. Explained course material to one or more students
3. Prepared for exams by discussing or working through course material with other students
4. Worked with other students on course projects or assignments

B. Discussions with Diverse Others 

Colleges and universities afford students new opportunities to interact with and learn from others with different backgrounds and life experiences. Interactions across difference, both inside and outside the classroom, confer educational benefits and prepare students for personal and civic participation in a diverse and interdependent world. Items include: 

During the current school year, how often have you had discussions with people from the following groups:

• People from a race or ethnicity other than your own
• People from an economic background other than your own
• People with religious beliefs other than your own
• People with political views other than your own

Outcome:
Students will demonstrate higher rates of engagement than PASSHE and Carnegie peer institutions on overall NSSE Engagement Indicator: “Discussions with Diverse Others” and for related items (1-4, below)

1. People from a race or ethnicity other than your own

1. People from an economic background other than your own
2. People with religious beliefs other than your own
3. People with political views other than your own

Criteria:
Significantly higher percentage of students respond "Very much" or "Quite a bit" to items 1-4, in comparison to other institutions. Overall mean score for students will exceed other instutions by at least 1 Standard deviation.

THEME: EXPERIENCES WITH FACULTY

A. Student-Faculty Interaction

Interactions with faculty can positively influence the cognitive growth, development, and persistence of college students. Through their formal and informal roles as teachers, advisors, and mentors, faculty members’ model intellectual work, promote mastery of knowledge and skills, and help students make connections between their studies and their future plans. Items include:

During the current school year, how often have you:

• Talked about career plans with a faculty member
• Worked with a faculty member on activities other than coursework (committees, student groups, etc.)
• Discussed course topics, ideas, or concepts with a faculty member outside of class
• Discussed your academic performance with a faculty member

Outcome:
Increase percentage of students who responded that they "Very often" or "Often" interacted with faculty…

Criteria:
Students will demonstrate higher rates of engagement than PASSHE and Carnegie peer institutions on overall NSSE Engagement Indicator: “Student-Faculty Interaction” and for related items (1-4, below)

1. Talked about career plans with a faculty member
2. Worked with a faculty member on activities other than coursework (committees, student groups, etc.)
3. Discussed course topics, ideas, or concepts with a faculty member outside of class
4. Discussed your academic performance with a faculty member

Criteria:
Significantly higher percentage of students responded that they "Very often" or "Often" interacted with faculty (items 1-4) in comparison to other institutions. Overall mean score for students will exceed other instutions by at least 1 Standard deviation.

B. Effective Teaching Practices

Student learning is heavily dependent on effective teaching. Organized instruction, clear explanations, illustrative examples, and effective feedback on student work all represent aspects of teaching effectiveness that promote student comprehension and learning. Items include:

During the current school year, to what extent have your instructors done the following:

• Clearly explained course goals and requirements
• Taught course sessions in an organized way
• Used examples or illustrations to explain difficult points
• Provided feedback on a draft or work in progress
• Provided prompt and detailed feedback on tests or completed assignments

Outcome:
Increase percentage of students responding  "Very much" or "Quite a bit" about how much instructors have used Effective Teaching Strategies identified below. 

Criteria:
Students will demonstrate higher rates of engagement than PASSHE and Carnegie peer institutions on overall NSSE Engagement Indicator: “Effective Teaching practice” and for related items (1-5, below). Overall mean score for students will exceed other instutions by at least 1 Standard deviation. 

1. Clearly explained course goals and requirements
2. Taught course sessions in an organized way
3. Used examples or illustrations to explain difficult points
4. Provided feedback on a draft or work in progress
5. Provided prompt and detailed feedback on tests or completed assignments

THEME: CAMPUS ENVIRONMENT

A. Quality of Interactions

College environments characterized by positive interpersonal relations promote student learning and success. Students who enjoy supportive relationships with peers, advisors, faculty, and staff are better able to find assistance when needed, and to learn from and with those around them. Items include:

Indicate the quality of your interactions with the following people at your institution:

• Students
• Academic advisors
• Faculty
• Student services staff (career services, student activities, housing, etc.)
• Other administrative staff and offices (registrar, financial aid, etc.)
• Meet or exceed NSSE benchmarks for: 

Criteria:
Meet or exceed NSSE benchmark for: Percentage rating a 6 or 7 on a scale from 1="Poor" to 7="Excellent" their interactions with each of the following constituents:

1. Students
2. Academic advisors
3. Faculty
4. Student services staff (career services, student activities, housing, etc.)
5. Other administrative staff and offices (registrar, financial aid, etc.)

B. Supportive Environment

Institutions that are committed to student success provide support and involvement across a variety of domains, including the cognitive, social, and physical. These commitments foster higher levels of student performance and satisfaction. This Engagement Indicator summarizes students' perceptions of how much an institution emphasizes services and activities that support their learning and development. Items include:

How much does your institution emphasize the following?

• Providing support to help students succeed academically
• Using learning support services (tutoring services, writing center, etc.)
• Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)
• Providing opportunities to be involved socially
• Providing support for your overall well-being (recreation, health care, counseling, etc.)
• Helping you manage your non-academic responsibilities (work, family, etc.)
• Attending campus activities and events (performing arts, athletic events, etc.)
• Attending events that address important social, e

Outcome
Students will demonstrate higher rates of engagement than benchmark institutions in NSSE Engagement Indicator “Supportive Environment” and for related items (1-8, below)

1. Providing support to help students succeed academically
2. Using learning support services (tutoring services, writing center, etc.)
3. Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.)
4. Providing opportunities to be involved socially
5. Providing support for your overall well-being (recreation, health care, counseling, etc.)
6. Helping you manage your non-academic responsibilities (work, family, etc.)
7. Attending campus activities and events (performing arts, athletic events, etc.)
8. Attending events that address important social, economic, or political issues

Criteria:
Significantly higher percentage of students respond "Very much" or "Quite a bit" to items 1-8, in comparison to other institutions. Overall mean score for students will exceed other institutions by at least 1 Standard deviation.