Faculty strives for expedient Faculty offers timely Faculty Faculty does not delivery of detailed and personal offers timely offer timely, feedback relevant for future feedback, but not in feedback, individual assignments, future frequent intervals but not feedback coursework, and life throughout the personal throughout the graduation. semester feedback semester HIP Key E This question measures the role of reflection in the curriculum. Reflection is a key part of high-impact pedagogy and cannot be separated from the practice. Reflection must be meaningful and should demonstrate personal growth. Exemplary Proficient Emerging Not Evident Classroom artifacts Students may Surface-level Reflection is demonstrate highly have significant reflection is not evident in meaningful, periodic reflection reflection, but not briefly the curriculum and provide opportunity for in stages acknowledged immense personal growth. throughout the course HIP Key F This question measures another key aspect of high impact pedagogy: high expectations. Course expectation should challenge students to achieve beyond what they believe possible and beyond what they were capable of before taking the course. Classroom artifacts should demonstrate students attaining new hard and/or soft skills. Exemplary Proficient Emerging Not Evident Faculty challenges Rigorous standards Standards Standards set at an students with rigorous but student provide inappropriately high or standards and classroom achievement does students low level and artifacts demonstrate not demonstrate with little classroom artifacts do student attainment attainment of challenge not demonstrate beyond standards standards student growth HIP Key G This question measures the original thought required by the students in the course.
Faculty strives for expedient delivery of detailed feedback relevant for future assignments, future coursework, and life Faculty offers timely and personal feedback, but not in frequent intervals throughout the semester Faculty offers timely feedback, but not personal feedback Faculty does not offer timely, individual feedback throughout the semester HIP Key E This question measures the role of reflection in the curriculum. Reflection is a key part of high-impact pedagogy and cannot be separated from the practice. Reflection must be meaningful and should demonstrate personal growth. Exemplary Proficient Emerging Not Evident Classroom artifacts demonstrate highly meaningful, periodic reflection and provide opportunity for immense personal growth. Students may have significant reflection, but not in stages throughout the course Surface-level reflection is briefly acknowledged Reflection is not evident in the curriculum HIP Key F This question measures another key aspect of high impact pedagogy: high expectations. Course expectation should challenge students to achieve beyond what they believe possible and beyond what they were capable of before taking the course. Classroom artifacts should demonstrate students attaining new hard and/or soft skills. Exemplary Proficient Emerging Not Evident Faculty challenges students with rigorous standards and classroom artifacts demonstrate student attainment beyond standards Rigorous standards but student achievement does not demonstrate attainment of standards Standards provide students with little challenge Standards set at an inappropriately high or low level and classroom artifacts do not demonstrate student growth HIP Key G This question measures the original thought required by the students in the course. graduation.
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