In 2014, 28% of students took a distance course, with the majority of those (67%) attending public institutions and 35% at public two-year institutions. While online learning promises to improve access, it often seems incompatible with high-impact practices (HIPs) that benefit low income and underserved students. Panelists, drawing on personal experience teaching online and the Council of Independent Colleges (CIC) Online Humanities Consortia, Open Learning: A Connectivist MOOC for Faculty Collaboratives in the state of Virginia, and Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, will discuss opportunities and strategies for HIPs, including writing-intensive courses, collaborative assignments, undergraduate research, diversity/global learning, service learning, and capstone courses, in an online setting. Small groups will explore models, discuss challenges of implementation, and consider institutional strategies to address those challenges. Rebecca Davis, Director of Instructional and Emerging Technology, St. Edward’s University; Steve Greenlaw, Professor of Economics, University of Mary Washington; Gretchen McKay, Chair of the Department of Art and Art History, McDaniel College

1. HIGH-IMPACT EDUCATIONAL
PRACTICES IN THE ONLINE
CLASSROOM?
REBECCA FROST DAVIS, ST. EDWARD’S UNIVERSITY
STEVE GREENLAW, UNIVERSITY OF MARY
WASHINGTON
GRETCHEN MCKAY, MCDANIEL COLLEGE

2. OVERVIEW
•Introduction
•High Impact Practices Online
•Gretchen McKay, McDaniel College
•Steve Greenlaw, University of Mary Washington
•Rebecca Frost Davis, St. Edward’s University
•Breakout Discussions Compete
•Wrap-Up

3. SLIDES, ABSTRACT, TWITTER
•Slides and Abstract:
https://rebeccafrostdavis.wordpress.com
•Twitter: #aacu18
• Rebecca Frost Davis: @frostdavis
• Steve Greenlaw: @sgreenla
• Gretchen McKay: @GretchenMcKay1

4. DISTANCE EDUCATION
•“Education that uses one or more technologies to deliver
instruction to students who are separated from the
instructor and to support regular and substantive
interaction between the students and the instructor
synchronously or asynchronously.”
•Seamen, Julia, I. Elaine Allen, and Jeff Seamen. Grade
Increase: Tracking Distance Education in the United States.
Babson Survey Research Group, 2018, p. 5.

5. Seamen, Julia, I. Elaine Allen, and Jeff Seamen. Grade Increase: Tracking Distance Education in the
United States. Babson Survey Research Group, 2018, p. 11.

6. Seamen, Julia, I. Elaine Allen, and Jeff Seamen. Grade Increase: Tracking Distance Education in the
United States. Babson Survey Research Group, 2018, p. 12.

7. Seamen, Julia, I.
Elaine Allen, and
Jeff Seamen.
Grade Increase:
Tracking Distance
Education in the
United States.
Babson Survey
Research Group,
2018.

8. •First-Year Seminars and
Experiences
•Common Intellectual
Experience
•Learning Communities
•Writing-Intensive Courses
•Collaborative Assignments
and Projects
•Undergraduate Research
•ePortfolios
•Diversity/Global Learning
•Service Learning, Community-
Based Learning
•Internships
•Capstone Courses and
Projects
HIGH IMPACT PRACTICES
WWW.AACU.ORG/LEAP/HIPS

9. •First-Year Seminars and
Experiences
•Common Intellectual
Experience
•Learning Communities
•Writing-Intensive Courses
•Collaborative Assignments
and Projects
•Undergraduate Research
•ePortfolios
•Diversity/Global Learning
•Service Learning,
Community-Based
Learning
• Internships
•Capstone Courses and
Projects
HIGH IMPACT PRACTICES
WWW.AACU.ORG/LEAP/HIPS

10. HIGH IMPACT PRACTICES ONLINE
•Gretchen McKay, McDaniel College
•Steve Greenlaw, University of Mary Washington
•Rebecca Frost Davis, St. Edward’s University

11. WAYS OF SEEING BYZANTIUM
•Online course part of Council of Independent
College’s Online Humanities Consortium
•Fully online
•Asynchronous
•Several High Impact practices embedded

12. WAYS OF SEEING BYZANTIUM: INTENSIVE WRITING

13. WAYS OF SEEING BYZANTIUM
COLLABORATION
LEARNING OBJECTIVES:
• Find the classical (visual) references The
Paris Psalter (ca. 960, Middle Byzantine)
• Collaborate with a partner or group
ASSIGNMENT
• Partners or groups choose a page,
research classical visual references, post
findings online and whole class comments

14. WAYS OF SEEING BYZANTIUM
STUDENT CONTENT CREATION
AND STUDENT-FACULTY RESEARCH
LEARNING OBJECTIVES:
• Write catalog entry for Italo-Byzantine
panel painting
• Create new content for Digital Humanities
project
ASSIGNMENT
• Research provenance, exhibition history,
bibliography, and write visual analysis of
panel painting

15. WAYS OF SEEING BYZANTIUM
STUDENT CONTENT CREATION
AND STUDENT-FACULTY RESEARCH
Entries can become
part of this online
Digital Humanities
project on Italo-
Byzantine painting

16. HYBRID COURSE: INTRODUCTION TO ART HISTORY
•What are we “introducing”
them to?
•The DISCIPLINE or the
CONTENT?
•“Doing” art history on a
elementary level or just
memorizing our “greatest
hits”?

17. HYBRID COURSE: INTRODUCTION TO ART HISTORY
• EGYPTIAN EXHIBITION
CREATION
• Content accessed online
through Khan Academy and
Smarthistory
• Spent time with a REAL work
of art in library collection –
creation of exhibition with
that work of art

18. UMW ONLINE LEARNING INITIATIVE
1.When people talk about a quality liberal arts &
sciences education, to what are they referring?
2.How can we offer that experience in an online (or
hybrid) environment?

19. FIVE CHARACTERISTICS (OR VALUES)
•Academic Community
•A High Degree of Interactivity
•Active Learning
•Self-Directed Learning
•Reflection

20. ECON 201/202 ONLINE
•Writing-Intensive
•Collaborative Assignments
•Class Discussion
•Reflection Assignments

21. COPLAC’S DISTANCE-MENTORED
UNDERGRADUATE RESEARCH
PROJECT

22. VIRGINIA FACULTY COLLABORATIVES
•OpenLearning’17
•Course Hub: http://openlearninghub.net
•https://www.aacu.org/peerreview/2017/Summer/
Virginia
•How to participate?
•OpenLearning’18? Starts Feb 4!

23. CAPS 4360.20 FALL 2017
CAPSTONE ONLINE
INSTRUCTOR: REBECCA FROST DAVIS

24. CAPSTONE
•Culmination of St. Edward’s University Education
•Think critically and apply moral reasoning to
complex problems to make reasoned decisions
about issues in accord with values.
•Research, field research, writing and revision, oral
presentations, and project management.

27. CAPSTONE FIELDWORK: SERVICE LEARNING,
COMMUNITY-BASED LEARNING
•Fieldwork requirements
•Expert interviews: one stakeholder on each side of
the controversy
•Civic Engagement: “take an action supporting the
position and policy-based solution you have chosen.”

28. FIELDWORK CHALLENGES: TAKING INITIATIVE
•List 4 potential interviews in research proposal (submission
1)
•Interview and community engagement proposals with one
month to secure instructor approval
•Draft interview questions in online discussions
•Individual mentoring during required individual
conferences

29. FINAL ORAL PRESENTATION - INTERVIEWS & ANALYSIS
• Describe the experts, their expertise, their experience,
and their credentials.
• Describe the interviewee’s demeanor, attitudes, degree of
open-mindedness, etc.
• Discuss the questions that elicited the most interesting
responses.
• Did the interview change your mind about the
controversy? Elaborate.

30. FINAL ORAL PRESENTATION - CIVIC ENGAGEMENT
• Describe your experience
• What impact did it have on your
understanding of the controversy? Elaborate.

31. IT’S YOUR TURN: WWW.AACU.ORG/LEAP/HIPS
•In your group, design an online course/seminar on the a
topic of your choosing including HIPs as appropriate.
•Which HIPs?
•What adaptations, if any, do you make?
•What challenges do you expect and how will you
overcome them?

32. •First-Year Seminars and
Experiences
•Common Intellectual
Experience
•Learning Communities
•Writing-Intensive Courses
•Collaborative Assignments
and Projects
•Undergraduate Research
•ePortfolios
•Diversity/Global Learning
•Service Learning, Community-
Based Learning
•Internships
•Capstone Courses and
Projects
HIGH IMPACT PRACTICES
WWW.AACU.ORG/LEAP/HIPS

33. QUESTIONS?