High Impact Learning

Ball State University seeks to provide each undergraduate student a premier educational experience. As such, a strategic imperative, as defined by our strategic plan, is that every student will complete at least one course that includes one of the following high-impact practices. 

Key Features

To be effective, faculty teaching HIP courses should adopt these teaching strategies (aka “quality conditions”):

  1. Appropriately high expectations
  2. Significant investment of time by students over time
  3. Faculty and peer interactions on substantive issues
  4. Experience with diversity; equity-minded teaching
  5. Frequent, timely, and constructive feedback
  6. Frequent reflection, opportunity to integrate learning
  7. Real world application
  8. Public demonstration of competence

Faculty can learn more about how to teach a high impact course by enrolling in the HIPs mini-course. Contact Jackie Grutsch McKinney for more information.

Undergraduate ResearchBanner Attribute: HIUR
(High Impact Undergraduate Research)

Definition: Students are engaged in all stages of the pursuit of important questions including the initial stage of design to data collection, analysis, and dissemination of results. Mentors provide systems of accountability and structure that create a framework beyond the boundaries of a traditional classroom with the goal of enabling students to develop expertise in communication, in the use of cutting-edge technologies, and in critical thought. Engagement by students in relevant, authentic research has the potential to exert profound influence on their careers.

Criteria:

  • Students are asked to design an “authentic” research project,
  • Conduct the study, analyze findings, and
  • Share the results of the research project, typically in a forum beyond the classroom.

Student Learning Outcomes:

  1. Students will explain relevant issues within the context of the course or project.
  2. Students will apply high-impact skill sets to their field of study.

Explore Undergraduate Research

Immersive LearningBanner Attribute: HIIM
(High Impact Immersive Learning)

Definition: Immersive learning projects are high-impact learning experiences that involve collaborative student-driven teams, guided by faculty mentors. Students earn credit for working with community partners such as businesses, nonprofits, and government agencies to address community challenges through the creation of a product that has a lasting impact.

Criteria:

  • Community-Engaged: The class works with a community partner (local or national non-profit, business, government agency, school, etc.) with the faculty member acting as mentor, liaison, and guide.
  • Collaborative: Students work collaboratively on teams.
  • Project-Based: Student teams create an outcome or deliverable that addresses a community-identified issue.

Student Learning Outcomes:

  1. Students will create a constructive collaborative climate.
  2. Students will apply previous knowledge or skills to demonstrate comprehension and performance in novel situations.

Explore Immersive Learning

Study AbroadBanner Attribute: HISA
(High Impact Study Abroad), HISW (High Impact Study Away)

Definition: Provide an opportunity to engage in some portion of study (either partial or full semester) in an off-campus setting (i.e., another city, state or country). Study abroad incorporates credit-bearing academic programs outside of the United States including classroom study, research, intern- or externships, and service learning. Study away refers to academic activities within the United States. For example, field studies that take students off campus for a week or more would qualify. The location of study must be central to the course objectives. One-day field trips do not constitute study abroad/away experiences.

Criteria:

  • The class includes a trip for at least a week (study abroad courses travel outside of the US; study away courses travel within the US)
  • to a site central to course learning objectives.

Student Learning Outcomes:

  1. Students will explain (a) new or different perspective(s) as a result of learning from or with diverse communities or cultures.
  2. Students will apply previous knowledge or skills to demonstrate comprehension and performance in novel situations.

Explore Study Abroad

Banner Attribute: HIDP
(High Impact Diverse Perspectives)

Definition: Help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both—often explore differences such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power.

Criteria:

  • Course content (at least 50%) and at least one significant assignment focuses on issues of US diversity, world cultures, or both.
  • Diverse perspectives are centered.
  • Course instruction uses reflection, deep discussion, equity-minded teaching practices, and active learning strategies.
  • Courses may also engage in project-based learning, COIL/virtual exchange, service learning, sustainability projects, field trips, philanthropy, etc. to allow students to extend their learning beyond the classroom.

Student Learning Outcomes:

  1. Students will explain (a) new or different perspective(s) as a result of learning from or with diverse communities or cultures.
  2. Students will create conclusions by combining examples, facts, or theories from more than one field of study or perspective.

For questions or to request a presentation, contact Dr. Jackie Grutsch McKinney, Director of Immersive Learning and High Impact Practices.