A Case Study of High Impact Practices, Degree Completion, and Academic Quality
Quality Management for Responsible Higher Education
Kathi Ketcheson - Portland State University, USA
Single presentation - 30 Minutes
The Association of American Colleges and Universities identified eleven teaching and learning practices shown to have a positive effect on student retention and engagement. These “High Impact Practices” (HIPs) represent broad categories of active learning practices. The AAC&U states that HIPs are not applied systematically on most campuses. In research on the National Survey of Student Engagement, Kuh (2008) suggests that participation in at least two HIPs is associated with higher graduation outcomes. This case study of collaboration between faculty and institutional research focuses on one institution that requires enrollment in HIPs through general education, but continues to struggle with low degree completion rates. It compares outcomes for students who enrolled in courses identified as HIPs with self-reported results from the NSSE. The results will provide a framework for campus conversations, and for other institutions seeking to understand more about the role of HIPs in successful degree completion.