That’s So HIP! Part One

Come join us in just over a week at our annual faculty development conference. We are excited for the opportunity to learn, grow, and share as we explore High Impact Practices (HIP) with our keynote speaker, Peter Felton. Anyone working with students is encouraged to attend and if you haven’t registered its not too late!

In preparation for the conference, we will be sharing a two part blog series highlighting the upcoming presenters and their breakout sessions. Part one will cover general HIP presentations followed by part two which will highlight study abroad HIP and course specific HIP presentations.

We hope to see you there!

High-Impact Practices that Retain At-Risk Students and Benefit Faculty

Tara DaPra – UW Green Bay

Dr. Jennifer Flatt – UW Marinette

Most students encounter high-impact teaching practices in upper division courses with smaller class sizes and more instructor interaction. But what about the most at-risk students, those who often spend their first semester enrolled in so-called remedial course work? For these students, many of whom may not persist beyond their first semester year, high-impact practices can help them develop needed college-level reading, writing, and critical thinking skills. The UW-Colleges, Wisconsin’s network of thirteen two-year campuses, serves a large population of first-generation college students. In response, the English department has developed support courses, which each campus modifies to best help its local student population. This presentation will discuss the impact of two support courses offered at UW-Marinette, ENG 099: Composition Tutorial, a non-degree, small group tutoring course, and LEC 100: First Year Seminar: Reading, a one-credit that help students engage with college level reading.

Student-Professor Collaboration in Devising Capstone Course in the Political Science major

Dr. Katia Levintova, Dr. Alison Staudinger, Dr. David Helpap, Dr. Aaron Weinschenk  & Students – UW Green Bay

Our presentation will be student-centered, in keeping with the theme of this year’s conference. After a brief faculty introduction of the project and an impetus behind involving students in it, participating students will provide their take on the following questions:

1. What have we learned about student-professor collaborative projects? What are the benefits and potential drawbacks of such approach?

2. Now, speaking specifically about our collaboration on capstone course, what have we learned about syllabus development, course planning and learning outcomes? Did it change our perspective on education? Why or why not?

3. What, if anything, did our project reveal to us about Political Science as a discipline?

4. What advice would participating team give to students and professors who intend to collaborate?

We will conclude by discussing why we believe learning might be best facilitated by student-professor collaboration, from both student and faculty perspectives.

Creating High Impact Activities to Improve Writing, Communication, Research and Collaboration Skills in A Digital Workspace.

Jennifer Drewry – UW Platteville

The use of technology is prevalent both in the classroom and in the workplace. Proficient writing, effective communication, digital collaboration and evaluating research sources are portable skills students will use both in the academic and work environment. Teachers of any subject can utilize the techniques offered in the presentation to complement their lessons and promote student development.

Many students are quite proficient in using social media and the internet; however this may not translate into skills useable in a structured learning or work environment.  For example, students often communicate with brevity in texts and on sites such as Twitter and Facebook. Instructors can leverage this familiarity with electronic communication to create teachable moments and improve the student’s competencies.

Topics covered:

  •  Collaboration with others students in the virtual environment
  • Rich discussion areas that hone writing and communication skills
  • Activities to help students learn to scrutinize online content
  • Moderation and presentation skills with team members or class Guest speakers

Making a Mountain Out of a Molehill: Helping Students Participate Regardless of Class Size

Dr. Christy Talbott – UW Sheboygan

Students place limitations on their own participation due to personal afflictions, tendencies, or simply bad habits.  In so doing, they miss out on some of the great social interaction that we have in a classroom setting and the opportunity for learning (though not a guaranty).  As instructors, we can elicit more active engagement by selecting positive frameworks from which to augment both the level of participation for students who hide in a large class and the level of participation of the quiet student in a very small class.

Two forms of augmentation are considered here: 1) raising the level of participation for students who hide in a large class (such as at the back of the room), and 2) increasing the participation of the quiet student in a very small class.

Class High Engagement Success Strategies (C. H. E. S. S.)

Eric Vanden Busch – Eric Van Den Busch Consulting

Wouldn’t it be nice to have class after class with very engaged students?  You know, students that not only do what’s required of them on the syllabus, but they want to learn, they respect their Professor, and actively share their experiences in class?

Come learn more about C. H. E. S. S. – Class High Engagement Success Strategies.  A former graduate of UW – Green Bay and now an award-winning college instructor and productivity trainer in the community will explain how he uses C. H. E. S. S. to truly help his learners, and at the same time, how C. H. E. S. S. keeps his work from becoming just a job!

Undergraduate Archival Research: A High-Impact Practice?

Dr. Rebecca Nesvet – UW Green Bay

Archival research skills are essential to the advancement of literary studies, but few undergraduate students of English ever visit an archive. Fewer still perform research on archival materials. Aiming to change this situation, I brought my English Novel I (English 315) students to the UWGB University Archive to conduct research on screenplays and treatments of the 1970s television show The Swiss Family Robinson, a contribution to the ‘Robinsonade’ tradition that we studied. In my presentation, I share the assignment sequence for this unit, a sample of student archival research on The Swiss Family Robinson, and some of the unit’s planned and unplanned learning outcomes. This project, I will argue, demonstrates that undergraduates are capable of performing original archival research and, moreover, can adapt that research to support their professionalization and educate the public.

Stay tuned for part two, highlighting  presentations focus on study abroad and course specific High Impact Practices!


Joanne DolanJennifer Lanter, Ph. D
Human Development & Psychology,
CATL Director

Leave a Reply

Your email address will not be published. Required fields are marked *