High-Impact Practices (HIPs) have been shown to increase rates of retention and student engagement and have the potential to shape campus culture and compensate for deficiencies in academic preparation. This episode will explore how to incorporate high-quality HIP’s into programs inside and outside of the classroom and answer the following questions:
- What are common characteristics and examples of HIPs?
- What does it mean to be an engaged learner?
- What are some of the cognitive and personal development benefits of implementing HIP’s?
- What is the impact of HIPs on historically underserved students and how do we ensure equitable access for all students?
- How can we use technology such as portfolios, electronic communication, and online learning modules to construct and complement high-impact pedagogy?
- How can HIP conditions be applied to transactional experiences such as financial aid, parking and course registration?
- How can we scale and sustain high-impact practices at an institutional level?
On this episode of Student Affairs Live, host Tony Doody spoke with Dr. Jennifer Keup, Director of the National Resource Center for the First-Year Experience and Students in Transition, Dr. Tia Brown McNair, the Vice President in the Office of Diversity, Equity, and Student Success at Association of American Colleges and Universities (AAC&U) in Washington, DC, Dr. Matthew J. Mayhew, the William Ray and Marie Adamson Flesher Professor of Educational Administration with a focus on Higher Education and Student Affairs at The Ohio State University, and Dr. Jillian Kinzie, the Associate Director, Center for Postsecondary Research coordinator with the National Survey of Student Engagement. to answer these questions and more.
Reports and Rubrics
Books and Publications
Tony DoodyTony Doody has over 25 years of practical experience and oversight in senior leadership positions within the Higher Education industry in the areas of Facilities Management, New Student Orientation, Parent and Family Programs, Leadership and Training, Marketing and Communications, Adult Learning, and Major Events and Programs. He currently serves as the Senior Director of Student Engagement at Rutgers University. Over the last six years, Tony has presented at over thirty universities and national conferences on topics of innovation, digital leadership, technology, and unconventional leadership. He received the Diamond Honoree Award from the ACPA Foundation, the highest honor of the American College Personnel Association, recognizing transformative contributions to the field (2017) and earned NASPA's 2017 Technology Emerging Practice Award. In addition, Tony has worked over 20 years as a consultant in the areas of executive coaching, leadership development, presentation skills, risk-taking, innovation, social media, conflict resolution, and team cohesiveness. Past clients include J&J, Bristol Myers Squibb, Vistakon, Navigant, Janssen, United Way, Merrill Lynch, Tumi, and Aventis Pharmaceuticals.
Dr. Jennifer Keup is the Director of The National Resource Center for The First-Year Experience and Students in Transition where she provides leadership for all operational, strategic, and scholarly activities of the Center in pursuit of its mission “to support and advance efforts to improve student learning and transitions into and through higher education.” In this capacity, she leads a team of professionals who coordinate the Center’s conferences and continuing education, publications, research and assessment activities, public relations, and resource development. Jennifer also serves as an affiliated faculty member in the Department of Educational Leadership and Policies in the College of Education at the University of South Carolina. Before joining the staff of the National Resource Center, Jennifer served as the Director of the Student Affairs Information and Research Office (SAIRO) at UCLA and was the Director of Follow-Up Surveys at the Higher Education Research Institute (HERI). She also was an instructor in the Graduate School of Education and Information Studies at UCLA where she taught courses on student development, education research, scholarly writing, and assessment.
Jennifer’s research interests focus on two complementary areas of scholarship: 1) the first-year experience and students in transition and 2) high-impact practices and institutional interventions. Under the umbrella of this agenda, she has engaged in scholarly work, teaching, and service on many topics such as college student characteristics; the impact of college on students; student access, development, learning, and success; curriculum and student services; peer leadership; community college and transfer issues; leadership and institutional effectiveness; student performance, adjustment, and attainment; and higher education assessment. Her professional experience has yielded several presentations, keynote addresses, scholarly publications, and terms on the editorial boards of The Journal of Higher Education, The Journal of Peer Learning, Learning Communities Research and Practice, Journal of College Student Development, and Journal of The First-Year Experience & Students in Transition.
Tia Brown McNair
Dr. Tia Brown McNair is the Vice President in the Office of Diversity, Equity, and Student Success at Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact educational practices, and student success, including AAC&U’s Network for Academic Renewal series of yearly working conferences. McNair also directs AAC&U’s Summer Institute on High-Impact Educational Practices and Student Success. McNair serves as the project director for several AAC&U initiatives: “Truth, Racial Healing and Transformation,” “Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success,” and Purposeful Pathways: Faculty Planning and Curricular Coherence.” She directed AAC&U’s projects on “Advancing Underserved Student Success through Faculty Intentionality in Problem-Centered Learning,” “Advancing Roadmaps for Community College Leadership to Improve Student Learning and Success,” and “Developing a Community College Roadmap. McNair chaired AAC&U’s Equity Working Group that was part of the General Education Maps and Markers (GEMs) project that represented a large-scale, systematic effort to provide “design principles” for 21st-century learning and long-term student success. She is the lead author of the book Becoming a Student-Ready College: A New Culture of Leadership for Student Success (July 2016). McNair is a co-author on the publication Assessing Underserved Students’ Engagement in High-Impact Practices. Prior to joining AAC&U, McNair served as the Assistant Director of the National College Access Network (NCAN) in Washington, DC. McNair’s previous experience also includes serving as a Social Scientist/Assistant Program Director in the Directorate for Education and Human Resources at the National Science Foundation (NSF), Director of University Relations at the University of Charleston in Charleston, West Virginia; the Statewide Coordinator for the Educational Talent Search Project at the West Virginia Higher Education Policy Commission; and the Interim Associate Director of Admissions and Recruitment Services at West Virginia State University. She has served as an adjunct faculty member at several institutions where she taught first-year English courses. McNair earned her bachelor’s degree in political science and English at James Madison University and holds an M.A. in English from Radford University and a doctorate in higher education administration from George Washington University.
Dr. Jillian Kinzie works as the Associate Director, Center for Postsecondary Research coordinator with the National Survey of Student Engagement. She coordinates NSSE Institute project activities, documents effective educational practice, and facilitates the use of student engagement data. In addition, she manages a variety of research projects and coordinates services and outreach to institutions to support assessment and improvement activities. Her PhD is from Indiana University in higher education with a minor in women’s studies. Jillian Kinzie comes to the NSSE staff from the faculty at IU where she coordinated the master’s program in higher education and student affairs from 2000-2002. She has more than a decade of additional experience as a research associate and administrative work in academic and student affairs.
Jillian is interested in understanding how institutions use student engagement data and other assessment results to inform improvement efforts in undergraduate education; differences in student engagement by gender, race-ethnicity, and first-generation status; and assessing the impact of programs and practices designed to support student success (learning communities, undergraduate research, service-learning, etc.). She also hopes to continue learning more about emerging issues in teaching and learning; the educational mission of student affairs; MSIs; historically underrepresented students in higher education; women students especially, women in science, math, and engineering, and women’s colleges; first-year student development and experiences; and college choice.
Mathew J. Mayhew
Dr. Matthew J. Mayhew is the William Ray and Marie Adamson Flesher Professor of Educational Administration with a focus on Higher Education and Student Affairs at The Ohio State University. He received his B.A. from Wheaton College, Illinois; his Master’s degree from Brandeis University; and his Ph.D. from the University of Michigan. Before coming to Ohio State, he served as an associate professor and Faculty-Fellow-in-Residence at New York University, an assessment director at the University of North Carolina at Wilmington, and a residence hall director at Fisher College in Boston.
He has focused his research on examining the relationship between college and its influence on student learning and democratic outcomes. He is lead author of the most recent volume of How College Affects Students: 21st Century Evidence that Higher Education Works and has published over 60 peer-reviewed articles. To support the study of college and its impact on student development and learning, he has been awarded over $16 million dollars in funding from sources including the United States Department of Education; the Andrew W. Mellon Foundation; the Fetzer Institute; the Ewing Marion Kauffman Foundation; and the Merrifield Family Foundation. He has been on the editorial boards of the Journal of Higher Education, Research in Higher Education, and the Journal of College Student Development. He received the American Educational Research Association Religion and Education Emerging Scholar Award and is a five time recipient of the Faculty Star Award at New York University.