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High-Impact Practices (HIPs)

Writing-Intensive Courses

 

 

"These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry." --George D. Kuh

 

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 Rubric update!

The High Impact Practices (HIPs) Rubric was uploaded to all Fall 2019 D2L course shells on Tuesday, October 22. Faculty opt in to using the HIPs rubric by attaching it to an assignment folder. 

Step-by-step instructions for attaching the rubric to an assignment can be found at: https://ppcconline.blog/dwkb/adding-hips-rubric-to-assignment-folders/

Access the  Rubric Guide and FAQ below:

What is Rubric for?

Faculty and instructors assess student learning in the High Impact Practice project or reflection assignment using this rubric. 

TIP: The rubric is not designed for grading purposes, just assessment of HIPs student learning. Attached is a robust FAQs and guide for the rubric.

About the Rubric and HIPs

The rubric addresses the Eight Key Elements of High Impact Practices: Challenge and Time (category 1), Interactive and Diversity (category 2), Feedback and Reflection (category 3), Real World and Public (category 4). Read more on these principles at https://libguides.ppcc.edu/hips . Instructors could mirror the wording in the rubric when designing the reflective assignment or when discussing the connections between course material and the HIPs assignment/project with students. 

Use of the rubric in HIPs courses is expected.

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

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