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Structuring at least 3 HIPs into each baccalaureate program (Columbus State University-2023)

Strategy/Project Name: 
Structuring at least 3 HIPs into each baccalaureate program
Momentum Area: 
Strategy/Project Description: 

CSU plans to promote High Impact Practices by making them a structural part of every four-year program. The goal is for each student to have at least three HIPs before graduating with a four-year degree.

Summary of Activities: 

CSU has involved a number of groups across campus in the effort to make HIPs a familiar part of our pedagogy. On the particular effort to build three HIPs into each program, we are at the initiating stage. So far, the following activities are complete or in process:

  • Survey of faculty on how they use 4 key HIPs now (survey complete with 95 responding)
  • Informational Google site created on the topic of HIPs (needs to be rebuilt due to loss of data when a faculty member moved on)
  • Group of STEM faculty attended AAC&U Workshop and created an action plan (workshop complete, action plan in process)
  • Group of faculty attended CUR Summer Institute and implemented new ideas in Tower Day (complete)
  • CeTL conducted survey of faculty to identify key elements of HIPs for faculty development and series topics in AY 21-22 (ongoing)
  • Group of faculty developed recommendations to encourage HIP based pedagogy, including faculty development through Momentum U, identifying HIPs in use, and identify HIPs milestones in program maps (ongoing)
  • Meeting called to bring together three groups of faculty and others working on HIPs and create a central action plan to achieve the goal of including three HIPs in every baccalaureate program and perhaps branding the HIPs program (pending)
Activity Status: 
Evaluation/Assessment plan: 

Evaluation Plan and measures: CSU identified four HIPS for an initial survey of faculty practices and the extent to which faculty incorporate  key elements into any of these four HIPs. 

  • Writing-Intensive Courses
  • Collaborative Assignments and Projects
  • Undergraduate Research
  • Diversity/Global Learning, including internships, study abroad, study away, and experiential learning

At least initially, these four HIPs will be the focus of incorporating HIPs into programs.


KPIs: None indicated at this time

Baseline measure: in 2021-2022, no program required a set of HIPs (branded as HIPs per se), though many programs have HIPs built in. For the purpose of a baseline measure, the number is zero.

To accelerate faculty buy-in, we are also encouraging faculty to complete The Elements of HIPs for Faculty in Momentum U.

Current/most recent data (for each KPI): None indicated at this time

Goal or targets:

  1. Develop a HIPs central action plan (from the various action plans that exist now).
  2. Develop a self-assessment survey each department can complete to gauge the extent to which 3 or more course HIP experiences are part of their program design for all students.
  3. Have at least 10 programs, as a pilot, publish or otherwise put into effect a three-HIP sequence.
  4. Scale up the HIPs program to include all baccalaureate programs.

Time period/duration:

  1. Polish HIPs central action plan,
  2. Pilot 10 programs during the 2023-2024 academic year.
  3. Begin discussion during the 2023-2024 academic year with departments on how their programs can benefit from adding 3 HIPs.
  4. Scale up to 10 more programs starting in the 2023-24 academic year.
Progress and Adjustments: 

See Project Activity above. A great deal of work has been accomplished by faculty and staff in a variety of fields across campus; this includes collecting survey results, educating faculty about HIPs, generating action plans in specific areas, and piloting 10 programs. HIPs might also be items to include on Program Maps.

Plan for the Year Ahead: 

In 2023, building on work already accomplished, we will focus on these steps in 2023-2024:

  1. Bring the various groups involved in HIPs together to polish the central action plan.
  2. Develop a self-assessment survey each department can complete to gauge the extent to which 3 or more course HIP experiences are part of their program design for all students.
  3. Piloting 10 programs.
  4. Begin discussions on how additional departments can add 3 or more HIPs to their programs.
Challenges and Support: 

A conspicuous energy and enthusiasm exist among several groups of faculty for including HIPs in programs. Finding 10 programs to run pilots will be fairly easy. Scaling up to 100% is a different proposition and may involve discussions related to workload, course caps, training, etc. The training offered through Momentum U is very helpful.

Primary Contact: 
Susan Hrach, Director, Faculty Center for Teaching and Learning