Assessment Update HIPs in the States Special Issue

On behalf of the HIPs in the States Community of Practice, we would like to announce the call for abstracts for a special issue of Assessment Update focusing on Emerging High-Impact Practices. Please consider submitting a 400 word abstract on or before the priority deadline of Friday, March 15, 2024, to Jerry Daday at jdaday@iu.edu.

Emerging High-Impact Practices, beyond the list of 11
The American Association of Colleges and Universities (AAC&U) has designated 11 teaching and learning practices as “high-impact” based on, “evidence of significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts.” The list of 11 opportunities on the AAC&U website includes Capstone Courses and Projects, Collaborative Assignments and Projects, Common Intellectual Experiences, Diversity/Global Learning, ePortfolios, First-Year Seminars and Experiences, Internships, Learning Communities, Service Learning and Community-Based Learning, Undergraduate Research, and Writing Intensive Courses (https://www.aacu.org/trending-topics/high-impact). 

While this list provides a useful starting point for tracking and assessing student learning within applied and experiential learning, it is not exhaustive. This special issue of Assessment Update will be dedicated to elevating assessment efforts around learning opportunities that are not part of AAC&U’s list of 11. Examples might include, but are not limited to, student employment, peer mentoring, supplemental instruction, leadership, and student affairs programming. Readers of this volume should gain practical strategies for implementation, data collection, and assessment of these under-celebrated experiences. Further, authors are invited to take this opportunity to share the ways these emerging HIPs contribute to equity for underserved student populations. such as Students of Color, first-generation college students, students from low-income backgrounds, and students with disabilities. 

For consideration in this issue, we invite interested authors to submit a 400-word abstract, which should include: 

1. Title
2. Description of the applied/experiential learning opportunity and the institutional context (e.g., 2-year or 4-year institution, public or private, etc.)
3. Description of the opportunity itself (e.g., curricular or co-curricular; how students are recruited or selected to participate, etc.)
4. Description of assessment efforts and any preliminary results (if applicable)
5. Discussion about how this work is relevant or applicable to a broader context.

Please submit your 400 word abstract on or before the priority deadline of Friday, March 15, 2024, to Jerry Daday at jdaday@iu.edu. Abstract submissions will be reviewed promptly. Select authors will receive a formal invitation to submit a full 1,200-1,500-word article to be included in the special Assessment Update HIPs in the States issue. Abstracts selected for an article in the special HIPs in the States issue will be due in mid-May. More details will be communicated at a later date.