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2011 Institute on High-Impact Practices and Student Success

June 14-18, 2011 | University of Vermont | Burlington, Vermont

This page contains resources from the 2011 Institute on High-Impact Practices and Student Success to help prospective applicants to the current institute to gain a better idea of what the HIPs Institute is about and what AAC&U seeks in an application.

Examples of Campus-Team Goals

Large Research University: Oregon State University (Corvallis, OR)

  • Carnegie Classification: RU/VH: Research Universities (very high research activity)     
  • Affiliation: Public
  • Enrollment: Undergraduate: 19,559;  Master’s: 1729; Doctoral: 1230
  • GOALS: Our overarching goal is to develop a plan to present to our Provost for implementation of high-impact practices that will improve student success. This plan will build upon work in progress in the University Council on Student Engagement and Experience and in colleges.  It will include assessment activities and measures of success. It will also respond to concerns raised during our recent accreditation self‐study process about consistently low six‐year graduation rates in comparison to peer institutions and OSU strategic plan metrics including persistent gaps between minority and overall student graduation rates. Our goals over the next two to three years are:
    • to broaden the practices developed at the workshop,
    • to increase inclusion in student access to and participation in high‐impact educational activities, and
    • to develop a model to bridge curricular and co‐curricular learning with our Learning Goals for Graduates

Regional University: San Francisco State University (San Francisco, CA)

  • Carnegie Classification: Master's L: Master's Colleges and Universities (larger programs)
  • Affiliation: Public
  • Enrollment: Undergraduate: 24,956; Master's: 4338; Doctoral: 107
  • GOALS: Keeping in mind the fiscal climate of California, the CSU, and SF State, our goal is to develop viable avenues for all students to have a meaningful culminating experience that addresses the following criteria:
    • A writing component appropriate to the discipline
    • An element that requires the application of various pools of knowledge acquired in the major (e.g. internship, study abroad, community service learning, research within the field, etc.)
    • The completion of either individual or collaborative courses or projects

We also want to develop pilots for FYE that include the single course model and the distributed model and assess their effectiveness, particularly for traditionally at-risk students.

Liberal Arts College: Drew University (Madison, NJ)

  • Carnegie Classification: Bac/A&S: Baccalaureate Colleges, Arts and Sciences
  • Affiliation: Independent
  • Enrollment: Undergraduate: 1841; Master's: 139; Doctoral: 83
  • GOALS:
    • Articulate the principles and values underlying the educational purposes of living/learning communities at Drew to serve as the guiding framework for program development
    • Establish outcomes and parameters for the collaboration of academic and student affairs staff for the successful implementation of these programs
    • Develop the evaluation framework and procedures for measuring the success of these programs that takes into account existing data and defines clear outcomes across participating units

Community College: Salt Lake Community College (Salt Lake City, UT)

  • Carnegie Classification: Assoc/Pub-U-MC: Associate's, Public, Urban, Multicampus
  • Affiliation: Public
  • Enrollment: Undergraduate: 23,000
  • GOALS: SLCC’s goals at the institute are to develop an action plan centered on:
    • Innovations in Developmental Education
    • General Education ePortfolio
    •  Campus Integration Plan
    • “Scaling up” to reach more students
    •  Integration of advising and the creation of a roadmap or educational plan with the support of faculty in courses that impact larger numbers of first‐year students

For a completed Campus Action Plan from Salt Lake Community College, click here.

2011 Campus Participants

Adelphi University (Garden City, NY)
Baldwin-Wallace College (Berea, OH)
California State University System Office (Long Beach, CA)
California State University, Dominguez Hills (Carson, CA)
California State University, East Bay (Hayward, CA)
California State University, Los Angeles (Los Angeles, CA)
California State University, Monterey Bay (Seaside, CA)
California State University, Sacramento (Sacramento, CA)
California State University, San Bernardino (San Bernardino, CA)
Central Connecticut State University (New Britain, CT)
College of Southern Maryland (La Plata, MD)
Community College of Philadelphia (Philadelphia, PA)
CUNY-Hostos Community College (Bronx, NY)
CUNY-Queensborough Community College (Queens, NY)
Drew University (Madison, NJ)
Florida State College at Jacksonville (Jacksonville, FL)
Gainesville State College (Gainesville, GA)
Georgia Perimeter College (Dunwoody, GA)
Iowa State University (Ames, IA)
Keene State College (Keene, NH)
Lane Community College (Eugene, OR)
Miami-Dade College (Miami, FL)
Middlesex Community College (Bedford, MA)
Mt. San Antonio College (Walnut, CA)
Nazareth College of Rochester (Rochester, NY)
Norfolk State University (Norfolk, VA)
Northern Virginia Community College (Annandale, VA)
Oregon State University (Corvallis, OR)
Prince George's Community College (Largo, MD)
Saint Mary's College of California (Moraga, CA)
Saint Michael's College (Colchester, VT)
Salt Lake Community College (Salt Lake City, UT)
San Francisco State University (San Francisco, CA)
Skidmore College (Saratoga Springs, NY)
Sonoma State University (Rohnert Park, CA)
Stanford University (Palo Alto, CA)
Tidewater Community College (Norfolk, VA)
United States Air Force Academy (Colorado Springs, CO)
University of Alaska, Anchorage (Anchorage, AK)
University of Houston, Downtown (Houston, TX)
University of Vermont (Burlington, VT)
University of Wisconsin, Eau Claire (Eau Claire, WI)
Zayed University (Abu Dhabi, United Arab Emirates)