Session 3: Sharing Ideas and Identifying Potential Collaborations

In this 60-minute session, we will divide into breakout rooms in Zoom to share our elevator pitches and ideas. This will be a collaborative session with the goal of identifying collaborators and developing ideas into proposals. We will also spend some time discussing the proposal submission process for the HIPs in the States track.

As homework after this session, you will complete a draft of a proposal that you can submit for the HIPs in the States Track at the 2021 Assessment Institute in October. We will spend our four and final session (on Friday, February 26 from 1-2pm eastern; 10-11am pacific) conducting some peer-review and providing feedback of your draft proposals. The priority deadline for final proposal submissions is March 1.

Materials Needed to Submit a Proposal

The Assessment Institute website has a great webpage that lists all of the information you will need to submit a proposal before the March 1 deadline. Please use this information to develop your draft proposal for our last and final session this Friday (February 26).

Rubric for Proposal Review:

A team of colleagues will review proposal submissions for this year's HIPs in the States Track at the Assessment Institute. Each proposal submission is reviewed by multiple members of this proposal review team. Each reviewer will use the following rubric this year when reviewing and scoring proposal submissions. We are making this available to you now to help in your proposal development efforts.

The following two items will be used to scored/review proposals for the HIPs in the States track.

Item # 1: Overall Quality of Proposal Submission (scored from 1-4).

• 4 = proposal submission is excellent and complete. Proposal includes learning outcomes for the presentation and describes how participants will be involved in achieving these outcomes during the session; proposal is highly relevant to the field of high-impact practices and engaged/applied/experiential learning; proposal clearly and effectively addresses the importance of gathering evidence of impact in these experiences; data/results are presented/shared; and proposal discusses how results are used for continuous improvement

• 3 = proposal is good and complete. Proposal includes learning outcomes for the session and how participants will be engaged during the session. Proposal is relevant to the field of high-impact practices. Data/results are presented/discussed.

• 2 = proposal is adequate. Proposal includes learning outcomes for the session. Proposal addresses at least one high-impact practice.

• 1 = proposal is insufficient and lacks basic information – including learning outcomes and information on how participants will be engaged in the session. Data, results, assessment work are not included.

• Refer = proposal is appropriate for Assessment Institute – but does not fit within the HIPs in the States track

• Reject = proposal does not fit the Assessment Institute

Item # 2: Impact to the Field and Competitive Preference Priority (scored 0-2)

• 2 = proposal moves the field of high-impact practices forward in important and meaningful ways – AND - addresses one of the 4 competitive preference priorities (online/hybrid HIPs, scaling HIPs, racial/social justice in HIPs, and HIPs professional development)

• 1 = proposal moves the field of high-impact practices forward in important and meaningful ways – OR – addresses one of the 4 competitive preference priorities

• 0 = proposal does not move field of high-impact practices forward in important and meaningful ways – AND – does not address one of the 4 competitive preference priorities

Examples:

We have gathered several high-quality proposal submissions from the 2020 Assessment Institute's HIPs in the States Track. We hope these examples can be useful to you as you develop your own proposal submission for the 2021 HIPs in the States track.

Please remember - we have four special interest areas this year that have been the focus of this professional development series. While some of the examples below touch on one of these interest areas, others do not. We are making these proposals available as examples of high-quality submissions, not necessarily because they touch on one of the four interest areas. Special thanks to our colleagues for agreeing to let us make these proposal submissions available to you as a resource/example.

Example 1: Integrating Experiential Learning into Online Education

Example 2: Approaches to Integrating ePortfolios through High Impact Faculty Development

Example 3: What's really going on? Observing a high-impact practice "in action"

Example 4: Equity and Inclusivity in the Assessment of High Impact Practices

Example 5: Embedding Course-Based Undergraduate Research into Curricula to Promote Equity

As a reminder, proposals centered around the four themes are encouraged: