Teaching Commons > Events > Teaching & Learning Conference > High-Impact Practices for Transformative Learning (2016)
Over 230 DePaul faculty and staff members participated in the 21st Annual DePaul Faculty Teaching and Learning Conference on Friday, May 20th in the Lincoln Park Student Center. The theme of the year's conference, “High-Impact Teaching for Transformative Learning,” invited participants to examine High-Impact Practices (HIPs) that have significant positive effects on student retention and learning.
National Survey of Student Engagement notes that HIPs share the following traits: they demand considerable time and effort from students, facilitate learning outside of the classroom, require meaningful interactions between faculty and students, encourage collaboration across disciplines and cultures, and involve frequent and substantive feedback. Researchers including Kuh (2008) have found that these practices are beneficial to students, especially those who come from less privileged backgrounds.
The conference was jointly sponsored by
Faculty Instructional Technology Services (FITS) and the
Office for Teaching, Learning and Assessment (TLA).
Student Affairs, the University-Center for Writing-based Learning (UCWbL), and Faculty Council's
Committee on Learning and Teaching (COLT) contribute to the planning of the conference. The
Quality of Instruction Council (QIC) provides financial assistance.
You can find materials from presenters who have made them available online below by using the schedule.
View Schedule on Sched.org
High-impact practices (HIPs) are proven learning experiences that foster more engaged learning, student retention, advanced skill development and degree completion. Promising “high-impact” activities, including first-year seminars, common intellectual experiences, learning communities, service learning, writing-intensive courses, collaborative assignments and projects, undergraduate research, study abroad & other experiences with diversity, internships, and capstone courses and projects, have great potential to enrich undergraduate education. In this session we'll introduce HIPs and why these practices matter, review what we’ve learned about HIPs and what makes them effective, and discuss strategies for incorporating HIPs into courses, scaffolding across the curriculum, and integrating them throughout the student experience.
Jillian Kinzie is the associate director for the
Center for Postsecondary Research and the
National Survey of Student Engagement (NSSE) Institute at Indiana University Bloomington. She conducts research and leads project activities on effective use of student engagement data to improve educational quality, and studies evidence-based improvement in higher education. She is senior scholar on the
National Institute for Learning Outcomes Assessment (NILOA) project.
Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty and coordinated the master’s program in higher education and student affairs. She also worked as a researcher and administrator in academic and student affairs at Miami University and Case Western Reserve University. Her co-authored publications include
Using Evidence of Student Learning to Improve Higher Education (Jossey-Bass, 2015);
Student Success in College (Jossey-Bass, 2005/2010); and the second edition of One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (Routledge, 2008/2014). She is co-editor of
New Directions in Higher Education, on the editorial board of the
Journal of College Student Development and the
Journal of Learning Community Research, and on the boards of the Council for the Accreditation of Educator Preparation (CAEP), the Washington Internship Institute, and the Gardner Institute for Excellence in Undergraduate Education. In 2001, she was awarded a Student Choice Award for Outstanding Faculty at Indiana University and in 2005 and 2011 received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network, the Shaffer Distinguished Alumni Award in 2012, and in 2015, was awarded the honor of Senior Scholar by the American College Personnel Association (ACPA).
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
Read participants' takeaways and connect with colleagues on Twitter using the hashtag #TLCON16.
View a photo gallery from this year's event on Facebook.