![Growing
evidence
that
“high-‐impact
practices”
provide
substantial
educational
benefits
to
students
[High-‐Impact
Educational
Practices:
What
They
Are,
Who
Has
Access
To
Them,
and
Why
They
Matter
(2008)
AAC&U]](https://image.slidesharecdn.com/aacupresentationinternships-150123105029-conversion-gate01/85/Developing-Greater-Impact-with-High-Impact-Practices-Internships-and-Civic-Engagement-4-320.jpg)
![Relevance
of
a
Liberal
Education
We
need
to
think
about
deeper
restructuring
of
scholarship
and
teaching
so
that
it
provides
more
of
what
ci]zens
need:
values,
facts,
and
strategies
that
they
can
use
to
make
the
world
bemer.
Some
of
that
teaching
and
research
should
be
experien]al
and
community-‐based,
but
I
think
almost
as
important
is
to
reorient
our
reading
and
wri]ng
and
classroom
discussions
so
that
they
are
more
integrated
and
relevant
to
cinzens’
problems.
~
Peter
Levine
“A
Defense
of
Higher
Educanon
and
its
Civic
Mission”
(2013,
p.
5)
hmp://peterlevine.ws/?p=10850](https://image.slidesharecdn.com/aacupresentationinternships-150123105029-conversion-gate01/85/Developing-Greater-Impact-with-High-Impact-Practices-Internships-and-Civic-Engagement-17-320.jpg)
![What
Education
Can
Be
...We
want
an
educa]onal
future
that
draws
on,
and
draws
out,
the
implica]ons
of
the
new,
high-‐
impact
pracnces
like
[community
engagement].
It
would
provide
students
with
an
arc
of
learning
experiences—ac]ve,
collabora]ve,
boundary-‐
crossing,
and
integra]ve—that
interweave
intellectual,
professional,
civic,
and
personal
growth.
~
David
Scobey,
“A
Copernican
Moment”
(2012,
p.
13)
hmp://www.aacu.org/sites/default/files/files/CLDE/
CivicProvocanons.pdf
or
imaginingamerica.org](https://image.slidesharecdn.com/aacupresentationinternships-150123105029-conversion-gate01/85/Developing-Greater-Impact-with-High-Impact-Practices-Internships-and-Civic-Engagement-18-320.jpg)
![Similar Examples Happening at
★Rutgers University - Policy Research Internships
★Siena College - School of Business multi-year
undergraduate program [NEXT ] where students
consult on teams
★University of Richmond - engaged students to
“apply” to non-profits for their school year internship
★Davidson College - catalog of community-based
internships for students, drawing on non-profits
capacity-building opportunities
visit: bonnernetwork.pbworks.com/internships](https://image.slidesharecdn.com/aacupresentationinternships-150123105029-conversion-gate01/85/Developing-Greater-Impact-with-High-Impact-Practices-Internships-and-Civic-Engagement-41-320.jpg)
Developing Greater Impact with High-Impact Practices: Internships and Civic Engagement
- 1. Developing Greater Impact with High-‐Impact Practices: Internships and Civic Engagement Jillian Kinzie, University of Indiana Gregory M. Weight, Washington Internship Institute Ariane Hoy, Bonner Foundation
- 2. Introduction • What are High-‐Impact Practices? • What is liberal education? • How can we better integrate the two? ★ especially internships and civic engagement
- 3. Why the Interest in HIPs? HIPs are… • Positively associated with learning & student success • Respected pedagogies • Beneficial to all students • Valued by employers • Important to faculty • Enjoyable for students!
- 4. Growing evidence that “high-‐impact practices” provide substantial educational benefits to students [High-‐Impact Educational Practices: What They Are, Who Has Access To Them, and Why They Matter (2008) AAC&U]
- 5. High Impact Activities ★ First-‐Year Seminars and Experiences ★ Common Intellectual Experiences ★ Learning Communities ★ Writing-‐Intensive Courses ★ Collaborative Assignments and Projects ★ Undergraduate Research ★ Diversity/Global Learning ★ Service Learning, Community-‐Based Learning ★ Internships ★ Capstone Courses/ Projects
- 6. Reflect to yourself ★Think about what’s happening right now on your campus. ★What are your strongest HIPs on your campus right now?
- 7. HIPs Put Student Learning at the Center ➢High Engagement (Peers, Mentors, Unscripted Questions) ➢High Effort (by Students) ➢High Reward (for Learning)
- 8. What Makes HIP Effective? “HIP Hallmarks” 6 elements that—when employed —make the practices high impact: ✓They are effortful ✓They help students build substantive relationships ✓They help students engage across differences ✓They provide students with rich feedback ✓They help students apply and test what they are learning in new situations ✓They provide opportunities for students to reflect on the people they are becoming (Kuh, 2008; excerpts from O’Neill, Peer Review, 2010)
- 9. Lessons: High Impact Practices 1. Associated with desirable learning and personal development outcomes.
- 10. 2. Features Make a Difference Internships • Value of real world, applied experience • Best when linked to curriculum, and involves critical reflection • Attend to Inequities…Difficult for first-‐ generation, low income students if experience is unpaid
- 11. HIPs: Differences by Race-‐Ethnicity 3. Not all students take part in HIPs… Across ALL institutions… • 48% Seniors “have done” Internships Source: “Assessment of High-Impact Practices: Using Findings to Drive Change in the Compass Project,” by Ashley Finley, Spring 2011,, Peer Review.
- 12. High Impact Practices by Race/Ethnicity 12 (NSSE 2014 results)
- 13. What do First Year Students Expect? (NSSE 2014 results) • 76% expect to do an Internship • 43% expect to study abroad • 56% plan to do a capstone • 35% expect to do research with faculty What informs student expectations?
- 14. Participation in HIPs Varies by Major Overall
- 15. Faculty Perception of HIPs • How important is it to faculty that undergraduates do HIPs (“very important + important”) : – Culminating Exp/Capstone 86% – Internships 82% – Community Service 58% – Research with faculty 57% – Learning comm.(FY) 46% – Study Abroad 41% »FSSE 2014 Upper Division Faculty results
- 16. High Impact Practices ★ First-‐Year Experiences ★ Common Intellectual Experiences ★ Learning Communities ★ Writing-‐Intensive Courses ★ Collaborative Projects ★ Undergraduate Research ★ Diversity/Global Learning ★ Service Learning, CBL ★ Internships ★ Capstone Courses/Projects Couldn’t they all be tied to community engagement?
- 17. Relevance of a Liberal Education We need to think about deeper restructuring of scholarship and teaching so that it provides more of what ci]zens need: values, facts, and strategies that they can use to make the world bemer. Some of that teaching and research should be experien]al and community-‐based, but I think almost as important is to reorient our reading and wri]ng and classroom discussions so that they are more integrated and relevant to cinzens’ problems. ~ Peter Levine “A Defense of Higher Educanon and its Civic Mission” (2013, p. 5) hmp://peterlevine.ws/?p=10850
- 18. What Education Can Be ...We want an educa]onal future that draws on, and draws out, the implica]ons of the new, high-‐ impact pracnces like [community engagement]. It would provide students with an arc of learning experiences—ac]ve, collabora]ve, boundary-‐ crossing, and integra]ve—that interweave intellectual, professional, civic, and personal growth. ~ David Scobey, “A Copernican Moment” (2012, p. 13) hmp://www.aacu.org/sites/default/files/files/CLDE/ CivicProvocanons.pdf or imaginingamerica.org
- 19. Reality Check: Student’s Perspective Students’ perspectives from large-‐scale study by Ashley Finley and Tia McNair (2013) Report: Finley & McNair, Assessing Underserved Students’ Engagement in High-‐Impact Practices, http://www.aacu.org/ assessinghips
- 20. A Deeper Look at What Students Are Doing “...I have teachers that take us out of the building. I don't know what it's called. It's called-‐-‐it's called something here. They take you out of the building, and you go learn about like the vegetable gardens that they have growing here, among the Hmong society...So there's a lot of professors here that teach differently.” ~ Student, Wisconsin
- 21. Reality Check: Student’s Perspective “I think projects with real world implications. I was really lucky enough to have more than a couple of classes where we did group work, where the outcomes of our projects at the end of the term made a real world difference where we were working at the nonprofit, at the library, and all the research that we did actually went to publication. All of the systems that we had researched and designed actually went someplace and that was incredible.”
- 22. “I recently..took an anthropology class and it was uh, water systems… good class. And the research project I chose was a little creek around here, and this little creek used to be horribly polluted… like bad... It’s not that way today. But I got to go out and find out that there are actually people who care, people trying to make a real difference for the whole world- city workers...I got to interview these people and talk with them and it changed my perspective on the world... I was amazed at the willingness of these people to talk to me for a silly little research paper, but they had passion and wanted to talk about this stuff…
- 23. A Developmental Approach Series of scaffolded opportunities in community engagement that build skills, knowledge, competencies = “SIGNATURE” ★Freshmen Year ★Senior Year ★Sophomore Year ★Junior Year
- 24. A sequence of real-‐world internships ★First Year Experience/Learning Community ★Summer Internship ★Second Year (School Year Internship) Project-‐Based Learning ★Summer Internship ★Third Year: Research Project Service-‐Learning ★Fourth Year: Capstone Project & Presentation ★Summer Internship
- 25. And, It’s What Employers Want Skills and Abilities Wanted by EmployersSkills and Abilities Wanted by Employers Skill/Quality Weighted average rating* Ability to verbally communicate with persons inside and outside the organization 4.63 Ability to work in a team structure 4.60 Ability to make decisions and solve problems 4.51 Ability to plan, organize, and prioritize work 4.46 Ability to obtain and process information 4.43 These skills were rated above analyzing quantitative data, technical job knowledge, and proficiency with computer software, the next on the list. 2012 Survey “What Employers Want” by the National Association of Career Educators (NACE)
- 26. So, why add civic? ★Public mission ★Real-‐world learning ★Lifelong knowledge, habits, skills, & flourishing! ★Our communities want our engagement -‐ inqualities demand it ★Contribute & make an impact ~ now!
- 27. High-‐Impact Community Engagement CE Internships can use proven practices: • Cohorts/Teams • Mentors (Collaboration between “educator” -‐ including the partner -‐ and “student”) • Place • Inquiry • Depth • Sequence • Reflection • Impact (Hoy & Johnson, 2013; Battistoni, Mitchell, & Keene, 2013)
- 28. Connecting the dots... ★Where is (deep) community engagement happening? ★Are the HIPs on your campus connected with community engagement?
- 29. So How Can Internships & CE Connect? Building Capacity for Non-‐Profits, Schools, Government, and Communities • Volunteer/Staff Management • Training, Curriculum and Program Development • Communications • Research and Evaluation • Resource Development • Public Policy
- 31. It starts with a simple ask...
- 35. Example: The College of New Jersey Had core community partners (multi-‐year) complete capacity building survey. Distilled their wants into internships that could be connected with students. Developed 50 community-‐based academic internships with 30 partners!
- 36. 36
- 37. 37
- 41. Similar Examples Happening at ★Rutgers University - Policy Research Internships ★Siena College - School of Business multi-year undergraduate program [NEXT ] where students consult on teams ★University of Richmond - engaged students to “apply” to non-profits for their school year internship ★Davidson College - catalog of community-based internships for students, drawing on non-profits capacity-building opportunities visit: bonnernetwork.pbworks.com/internships
- 42. Internship Quality and Integration ★ Connecting to a student’s academic work ★ Providing opportunities for reflection and critical inquiry
- 43. The Best Internships ★ Develop skills and habits of mind that are crucial to developing lifelong learners and professionals ★ Produce real-‐world results for students during rather than after their education ★ Develop qualities vital to citizenship and professionalism ★ Connect students to others—off and on campus—who can become peer connections and who can become mentors
- 44. Challenges ★ Lack of communication ★ Faculty reward structures ★ Technology: can high-‐quality experiential learning be virtual?
- 45. Questions ★ How can your strongest HIPs be leveraged to strengthen civic engagement and/or internships? ★ How can we address the challenges to building high-‐ quality HIPs?
- 46. Contact Us Jillian Kinzie, University of Indiana http://nsse.iub.edu [email protected] Gregory M. Weight, Washington Internship Institute www.wiidc.org [email protected] Ariane Hoy, Bonner Foundation www.bonner.org bonnernetwork.pbworks.com [email protected]