High-Impact Quality Features GER Course Resources

CETL has designed support materials designed to make it easier for you to incorporate the Eight High Impact Quality Features into your course for approval. We’re here to help you succeed!

CETL offers three ways to access HIPs GER Course materials to support your successful embedding of the High-Impact Quality Features into your GER course.

A. CETL Website Materials (listed below)
B. CETL Narrated PowerPoint Linked to a Canvas site
C. CETL F2F or Zoom Synchronous Sessions Twice a Semester
D. Supporting Literature

A. CETL Website Materials – High-Impact Quality Features

Definitions and Examples

Eight High-Impact Quality Features	Description	Examples of ways to embed HIPs
1. Performance expectations set at appropriately high levels.	Students are challenged beyond their current ability levels at higher, more complex levels than identify, define, and explain.	Examples: Course outcome levels of learning; assignment outcomes higher-levels of learning; criteria and rubrics set at higher-levels of learning, content, tasks, instructions aim for higher, complex levels of learning, writing, Inquiry-intensive projects, problem solving, analyzing and formulating.
2. Significant investment and effort over an extended period of time.	Students work over the course of the academic term on multiple-part assignments.	Examples: Assignments, Group Tasks; Scaffolded Projects, Papers, projects at higher levels of investment of time, community engagement, service learning, problem solving.
3. Interactions with faculty and peers about substantive matters.	Students come together in groups, teams, learning communities, and discussions.	Examples: Discuss common readings, attend an event, meet outside of class, required meeting with the instructor, peer mentoring. peer review, discussion group postings and replies; video-sharing.
4. Diverse Encounters Exposed to and must contend with people and circumstances unfamiliar.	Students must interact in settings with people of backgrounds and demographics unfamiliar to them.	Examples: Assignments, media, simulations, guest speakers, virtual reality, data, artifacts, cases, performances, demonstrations, activities, imagery, activities, low stakes assessments, exams, readings, Service-learning, Field experiences/ assignments; settings populated with people of differing backgrounds and demographics, journaling about connections between experiences and class or readings, observations, attending events, interviewing, archives.
5. Frequent, timely, and constructive feedback.	Students must meet with and receive suggestions at various points to discuss problems, challenges, progress, and next steps through to completion.	Examples: Weekly readings, posting, or low stakes assessment and activities, or scaffolded assignments. Quizzing, polling, auto-scored quizzes, peer critiques and feedback, peer review; scaffolded assignments with rubrics for each step; weekly lab reports, reading summaries/analysis, homework problems, designs, performances.
6. Periodic, structured opportunities to reflect and integrate learning.	Students must draw on or explain concepts and how they connect at various points in the course, draw on materials, explain proficiencies.	Examples: Concept mapping; reflective postings and essays; logs, journals, diagrams; Interpretations; Implications; changing perspectives through pre- post-assessments, portfolios.
7. Opportunities to discover relevance of learning through real-world applications.	Students are required to apply the knowledge and skills acquired during the course and see their connections to the work setting and life.	Examples: Cases; scenarios; simulations; problems; media/news; data; solving; formulating; designing; creating.
8. Public demonstration of competence.	To peers, faculty, work-setting, supervising staff, supervisor, or faculty member, panelists, boards, reviewers, committees, etc.	Examples: A required oral presentation, a narrative, demonstration, performance, etc. evaluated by peer, instructor, or other staff members, presentations, debates, performances.

GER HIPs Course Summary Form

HIPs Course Design Examples

HIPs Syllabus Example

High Impact Quality Features Course Design Tools, Metrics, And Rubrics

B. HIPs GER Course Narrated PowerPoint

A brief, CETL narrated PowerPoint in Canvas is available here that reviews the above definitions and examples.

C. CETL HIPs GER Course Zoom or F2F Course Sessions

CETL will be offering sessions twice a semester that review the examples and materials above. Please register for these f2f or Zoom synchronous sessions at: https://ltcworkshops.org/

D. Supporting Literature:

[links to come soon]