Skip to main content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

High Impact Practices (HIPs)

Writing-Intensive Courses

HIP Writing Assignments:

  • GOTV Get Out the Vote
  • Proposal to local organization
  • Op Ed or essay Writing related to work/career
  • Educational/informational writing (PSA-type, or for a local school, or community group)
  • Researched Memoirs (academic research on elderly (or other group) and interviews, write that story.)

 

Where to send writing:

  • To a local person or group that has the power to effect change
  • To The Paper or Parley Publishing (identify audience: peers or particular group in the community)  http://www.ppccpaper.org , http://ppccparley.com 
  • The Math Colloquium (for engineering/Math teacher career interests)
  • To The EXPO (research and write on Quality of Life: Health, Happiness, and Well-Being, lots of topical bandwidth here; share out on EXPO PPT slide). Submit to HIPs@ppcc.edu.

 

Additionally, in the Spring semester

CSURF—Colorado Springs Undergraduate Research Forum https://uccs.edu/csurf/

MAC—PPCC’s Multicultural Awareness Conference https://www.ppcc.edu/multi-cultural-awareness-conference

What is it?

• Students produce and revise writing as a process (repeated practice)

• Students practice writing in various genre based on academic and actual situations varied purposes, audiences (with emphasis outside class) within different disciplines (career paths)

How to make it HIP:

Challenge/Time—multiple steps, meaningful to student

Substantive Interactions/Diversity—critical consideration of other viewpoints, experiences

Feedback/Reflection—constructive, frequent feedback with opportunity to reflect and revise

Real World/Public—writing with a purpose and audience outside of class

       
         

 

 

 

 

 

 

 

 

 

Supporting Research

 

           Huskin, Patricia R. "Engagement Strategies for Increasing Student Writing Success." Education, vol. 136, no. 3, Spring2016, pp. 283-290.                                       

         Colabroy, Keri L.. "A Writing-intensive, Methods-based Laboratory Course for Undergraduates." Biochemistry and Molecular Biology Education, vol.                                39, no. 3, 2011, pp. 196–203.                 

 

Below is an example of a AAA109 student's project and her experience.

Writing Intensive

  • Writing Intensive courses help you learn how to:
    • Approach writing as a process.
    • Revise your written work based on feedback.
    • Provide useful feedback to your classmates about their written work.
    • Refine your critical and analytical writing skills.

Essential Learning Outcomes:

  • Gather, critically analyze and evaluate quantitative information within relevant disciplinary contexts.
  • Gather, critically analyze and evaluate qualitative information within relevant disciplinary contexts.
  • Apply and integrate knowledge from a range of disciplines, including interdisciplinary or cross-disciplinary research.
  • Communicate through reading and/or writing to receive, comprehend, and convey information.
  • Demonstrate the core ethical principles and responsible methods of your discipline.

Writing Intensive Course Development -- Essentials


Additional Writing Intensive Development Tools

HIPs Faculty Specialists are peer experts who are ready to assist fellow faculty to implement or improve high impact practices.

Have general HIPs questions? Contact: HIPs@ppcc.edu 

Pikes Peak Community College Libraries
Information ∞ Inquiry ∞ Learning