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Like Bonner, High-Impact is
about three types of change

Students

Institutions

Communities
three types of change
Level of
Work

Goals for Individual
Development

Goals for Campus
Development

Goals for
Community
Development

Macro

Community Leaders

Campus as Citizen

System Change

Centers of
Engagement

Capacity-Building
for Organizations
& Collaboratives

Staff & Faculty
Leaders

Engaged Teaching

Evidence-based
Programs &
projects

Student Leaders

Engaged Learning

Direct Service

Campus-Wide
Leaders
Meso

Micro

Students

Institutions

Communities
This morning, focus on a key
part of why we are here

Student Learning and Success
Institutional Mission Statements

What do we have in common?
Mission: Berea College
This environment frees persons to be active learners, workers, and servers
as members of the academic community and as citizens of the world. The
Berea experience nurtures intellectual, physical, aesthetic, emotional, and
spiritual potentials and with those the power to make meaningful
commitments and translate them into action. To achieve this purpose,
Berea College commits itself:
•To provide an educational opportunity primarily for students from
Appalachia, black and white, who have great promise and limited
economic resources.
•To provide an education of high quality with a liberal arts foundation and
outlook.
•To stimulate understanding of the Christian faith and its many expressions
and to emphasize the Christian ethic and the motive of service to others.
•To provide for all students through the labor program experiences for
learning and serving in community, and to demonstrate that labor, mental
and manual, has dignity as well as utility.
Mission: Siena College

Siena College is a learning community advancing the ideals of
a liberal arts education, rooted in its identity as a Franciscan
and Catholic institution.
!

As a learning community, Siena is committed to a studentcentered education emphasizing dynamic faculty-student
interaction. Through a blending of liberal arts and professional
education, Siena College provides experiences and courses of
study instilling the values and knowledge to lead a
compassionate, reflective and productive life of service and
leadership.
Mission: TCNJ

The College of New Jersey, founded in 1855 as the New Jersey State
Normal School, is primarily an undergraduate and residential college with
targeted graduate programs. TCNJ’s exceptional students, teacherscholars, staff, alumni, and board members constitute a diverse
community of learners,  dedicated to free inquiry and open exchange, to
excellence in teaching, creativity, scholarship, and citizenship, and to the
transformative power of education in a highly competitive institution. The
College prepares students to excel in their chosen fields and to create,
preserve and transmit knowledge, arts, and wisdom. Proud of its public
service mandate to educate leaders of New Jersey and the nation, the
College will be a national exemplar in the education of those who seek to
sustain and advance the communities in which they live.
Mission: Washburn

Washburn University enriches the lives of students
by providing opportunities for them to develop
and to realize their intellectual, academic, and
professional potential, leading to becoming
productive and responsible citizens. We are
committed to excellence in teaching, scholarly
work, quality academic and professional programs,
and high levels of faculty-student interaction. We
develop and engage in relationships to enhance
educational experiences and our community.
!
!

In what ways can
your institution’s
mission help propel
community
engagement and
civic learning?
Liberal Education and
America’s Promise
Report, 2007
In its report, the council argued that we
must fulfill the promises of education for all
students who aspire to college, especially
those for whom higher education is a route,
perhaps the only possible route, to a better
future. Based on extensive input from both
educators and employers, the
recommendations in the report respond to
the new global challenges students will face
in their roles as citizens and as workers.

- Ashley Finley, 

Making Progress (2013)
Surveys and
reports of
employers
also suggest
they want
to hire
individuals
with these
skills
A Seven Year Longitudinal
Assessment conducted of
the Bonner Scholar Program
called the Student Impact
Survey suggested that:
!

•
•
•
•
•

100% of graduates stay
civically engaged
Four years matter
Diversity contributes to
program success
Dialogue across
difference is major factor
for program’s impact
Role of mentors is
another major factor for
program’s impact
The 2010 Bonner Alumni
Survey suggested that:
!

•

•
•

•

Graduates are showing
characteristics of civicminded graduates and
professionals
Program impacted their
career and work choices
Structured and
unstructured reflection
magnified gains and
impacts
Program impacted their
sense of well-being
(equanimity)
!
!
High-Impact is also about
taking proven practices to scale

leverage our learning and
experience
For Discussion:
• What are the external
sources of guidance and
validation (AAC&U,
CUR, NASPA) about
student learning and
outcomes?
• Who is at the table?
• How might you leverage
external validators?
!
High-Impact Practices
•Generated from the Liberal Education and
America’s Promise (LEAP) Initiative, a
project of the American Association of
Colleges and Universities (AAC&U)

•Proven to be effective with higher than

expected student learning and success

•This is especially so for students for
students who start further behind

•All of them can connect with community
engagement
High-Impact Practices
• first year seminars
• common intellectual experiences 
• place-based education
• learning communities 
• writing-intensive courses
• collaborative assignments & projects 
• undergraduate research
• diversity/global learning 
• internships & project-based learning
• service-learning & community-based learning
• capstone courses & projects
• deliberative dialogues
Data from the National Survey of Student Engagement
(NSSE) provide a detailed look at the multidimensional
effects of high-impact practices on student learning.
These practices—including learning communities, firstyear seminars, service-learning, undergraduate research,
and capstone experiences—have been found to
positively affect gains across several broad
dimensions of learning, such as deep learning and
“gains in practical competence.”
!

- Ashley Finley, 

Making Progress (2013)
Moreover, the NSSE data suggest that participation in
high-impact practices may be even more beneficial to
students from historically underserved populations,
particularly students of color. In terms of both grade
point average and retention, these students made
greater gains than their traditionally more advantaged
counterparts. A recent analysis of NSSE data across
three public state university systems yielded similar
findings in terms of the broad impact of these practices
on learning gains for students overall.
!

- Ashley Finley, 

Making Progress (2013)
• The majority of students do not currently participate

in high-impact practices.
• Little is actually known about the impact of these
practices on particular learning outcomes

for underserved students. Research for these
students is predominantly focused on grade point
average or rates of retention, persistence, and
graduation
• Third, campuses must begin to more intentionally link
student participation in high-impact practices with
institutional learning outcomes.
!
!
!
- Ashley Finley, 

Making Progress (2013)
Caryn McTighe Musil
• Senior Scholar and Director of Civic Learning and
Democracy at the Association of American
Colleges and Universities

• Chief author of A Crucible Moment
• Leads multi-project national initiative, the Civic

Learning and Democratic Engagement project, in
which the Bonner Foundation participates

• Faculty member in Women’s Studies
Outcome-Based 
Project Design
• Using the VALUE (Valid Assessment of

Learning in Undergraduate Education)
Rubrics

• Show you a process
• Model it, using the knowledge of your
group
Introduction to Bonner High-Impact Initiative Learning Outcomes
Pick 1 of 4 HIPs
1.First-Year Seminar
2.Learning Community
3.Service-Learning Course
4.Capstone
!
Try it out using Civic
Engagement Rubric p.7
1. Diversity of Communities and
Cultures
2. Analysis of Knowledge
3. Civic Identity and Commitment
4. Civic Communication
5. Civic Action and Reflection
6. Civic Contexts/Structures
Try it out using Civic
Engagement Rubric p.7
Diversity of
Communities and
Cultures

Analysis of
Knowledge 

Civic Identity and
Commitment

Capstone
4
Demonstrates evidence of
adjustment in own attitudes and
beliefs because of working
within and learning from
diversity of communities and
cultures. Promotes others'
engagement with diversity.

Milestones

3
Reflects on how own
attitudes and beliefs are
different from those of
other cultures and
communities. Exhibits
curiosity about what can
be learned from diversity
of communities and
cultures.
Connects and extends
Analyzes knowledge (facts,
knowledge (facts, theories, etc.) theories, etc.) from one's
from one's own academic
own academic study/field/
study/field/discipline to civic
discipline making relevant
engagement and to one's own connections to civic
participation in civic life,
engagement and to one's
politics, and government.
own participation in civic
life, politics, and
government.

Benchmark
2
1
Has awareness that own
Expresses attitudes and
attitudes and beliefs are
beliefs as an individual,
different from those of
from a one-sided view. Is
other cultures and
indifferent or resistant to
communities. Exhibits little what can be learned from
curiosity about what can diversity of communities
be learned from diversity and cultures.
of communities and
cultures.
Begins to connect
Begins to identify
knowledge (facts, theories, knowledge (facts, theories,
etc.) from one's own
etc.) from one's own
academic study/field/
academic study/field/
discipline to civic
discipline that is relevant
engagement and to tone's to civic engagement and
own participation in civic to one's own participation
life, politics, and
in civic life, politics, and
government.
government.

Provides evidence of
experience in civic-engagement
activities and describes what
she/he has learned about her or
himself as it relates to a
reinforced and clarified sense of
civic identity and continued
commitment to public action.

Evidence suggests
involvement in civicengagement activities is
generated from
expectations or course
requirements rather than
from a sense of civic
identity. 

Provides evidence of
experience in civicengagement activities and
describes what she/he has
learned about her or
himself as it relates to a
growing sense of civic
identity and commitment.

Provides little evidence of
her/his experience in civicengagement activities and
does not connect
experiences to civic
identity.
Trying it out...

•read through the rubric
•make sense of it
•share examples (especially

students)
•discuss what outcomes you
want to aim for and why
If you get done...

•Try it for another rubric!

Rubric Areas
Civic Engagement
!

Integrative Learning
!

Creative Thinking
Integrative Learning
1.   Connections to Experience
2. Connections to Discipline
3. Transfer
4. Integrated Communication
5. Reflection and Self-Assessment
!
!
Creative Thinking
1. Acquiring Competencies
2. Taking Risks
3. Solving Problems
4. Embracing Contradictions
5. Innovative Thinking
6. Connecting, Synthesizing,
Transforming
!
Long run
•developing measurement
plans
•authentic evidence
•e-portfolios and
presentations of work
•partners, staff, peers, and
faculty involvement

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Introduction to Bonner High-Impact Initiative Learning Outcomes

  • 1. Like Bonner, High-Impact is about three types of change Students Institutions Communities
  • 2. three types of change Level of Work Goals for Individual Development Goals for Campus Development Goals for Community Development Macro Community Leaders Campus as Citizen System Change Centers of Engagement Capacity-Building for Organizations & Collaboratives Staff & Faculty Leaders Engaged Teaching Evidence-based Programs & projects Student Leaders Engaged Learning Direct Service Campus-Wide Leaders Meso Micro Students Institutions Communities
  • 3. This morning, focus on a key part of why we are here Student Learning and Success
  • 5. Mission: Berea College This environment frees persons to be active learners, workers, and servers as members of the academic community and as citizens of the world. The Berea experience nurtures intellectual, physical, aesthetic, emotional, and spiritual potentials and with those the power to make meaningful commitments and translate them into action. To achieve this purpose, Berea College commits itself: •To provide an educational opportunity primarily for students from Appalachia, black and white, who have great promise and limited economic resources. •To provide an education of high quality with a liberal arts foundation and outlook. •To stimulate understanding of the Christian faith and its many expressions and to emphasize the Christian ethic and the motive of service to others. •To provide for all students through the labor program experiences for learning and serving in community, and to demonstrate that labor, mental and manual, has dignity as well as utility.
  • 6. Mission: Siena College Siena College is a learning community advancing the ideals of a liberal arts education, rooted in its identity as a Franciscan and Catholic institution. ! As a learning community, Siena is committed to a studentcentered education emphasizing dynamic faculty-student interaction. Through a blending of liberal arts and professional education, Siena College provides experiences and courses of study instilling the values and knowledge to lead a compassionate, reflective and productive life of service and leadership.
  • 7. Mission: TCNJ The College of New Jersey, founded in 1855 as the New Jersey State Normal School, is primarily an undergraduate and residential college with targeted graduate programs. TCNJ’s exceptional students, teacherscholars, staff, alumni, and board members constitute a diverse community of learners,  dedicated to free inquiry and open exchange, to excellence in teaching, creativity, scholarship, and citizenship, and to the transformative power of education in a highly competitive institution. The College prepares students to excel in their chosen fields and to create, preserve and transmit knowledge, arts, and wisdom. Proud of its public service mandate to educate leaders of New Jersey and the nation, the College will be a national exemplar in the education of those who seek to sustain and advance the communities in which they live.
  • 8. Mission: Washburn Washburn University enriches the lives of students by providing opportunities for them to develop and to realize their intellectual, academic, and professional potential, leading to becoming productive and responsible citizens. We are committed to excellence in teaching, scholarly work, quality academic and professional programs, and high levels of faculty-student interaction. We develop and engage in relationships to enhance educational experiences and our community.
  • 9. ! ! In what ways can your institution’s mission help propel community engagement and civic learning?
  • 10. Liberal Education and America’s Promise Report, 2007
  • 11. In its report, the council argued that we must fulfill the promises of education for all students who aspire to college, especially those for whom higher education is a route, perhaps the only possible route, to a better future. Based on extensive input from both educators and employers, the recommendations in the report respond to the new global challenges students will face in their roles as citizens and as workers. - Ashley Finley, 
 Making Progress (2013)
  • 12. Surveys and reports of employers also suggest they want to hire individuals with these skills
  • 13. A Seven Year Longitudinal Assessment conducted of the Bonner Scholar Program called the Student Impact Survey suggested that: ! • • • • • 100% of graduates stay civically engaged Four years matter Diversity contributes to program success Dialogue across difference is major factor for program’s impact Role of mentors is another major factor for program’s impact
  • 14. The 2010 Bonner Alumni Survey suggested that: ! • • • • Graduates are showing characteristics of civicminded graduates and professionals Program impacted their career and work choices Structured and unstructured reflection magnified gains and impacts Program impacted their sense of well-being (equanimity) ! !
  • 15. High-Impact is also about taking proven practices to scale leverage our learning and experience
  • 16. For Discussion: • What are the external sources of guidance and validation (AAC&U, CUR, NASPA) about student learning and outcomes? • Who is at the table? • How might you leverage external validators? !
  • 17. High-Impact Practices •Generated from the Liberal Education and America’s Promise (LEAP) Initiative, a project of the American Association of Colleges and Universities (AAC&U) •Proven to be effective with higher than expected student learning and success •This is especially so for students for students who start further behind •All of them can connect with community engagement
  • 18. High-Impact Practices • first year seminars • common intellectual experiences  • place-based education • learning communities  • writing-intensive courses • collaborative assignments & projects  • undergraduate research • diversity/global learning  • internships & project-based learning • service-learning & community-based learning • capstone courses & projects • deliberative dialogues
  • 19. Data from the National Survey of Student Engagement (NSSE) provide a detailed look at the multidimensional effects of high-impact practices on student learning. These practices—including learning communities, firstyear seminars, service-learning, undergraduate research, and capstone experiences—have been found to positively affect gains across several broad dimensions of learning, such as deep learning and “gains in practical competence.” ! - Ashley Finley, 
 Making Progress (2013)
  • 20. Moreover, the NSSE data suggest that participation in high-impact practices may be even more beneficial to students from historically underserved populations, particularly students of color. In terms of both grade point average and retention, these students made greater gains than their traditionally more advantaged counterparts. A recent analysis of NSSE data across three public state university systems yielded similar findings in terms of the broad impact of these practices on learning gains for students overall. ! - Ashley Finley, 
 Making Progress (2013)
  • 21. • The majority of students do not currently participate in high-impact practices. • Little is actually known about the impact of these practices on particular learning outcomes
 for underserved students. Research for these students is predominantly focused on grade point average or rates of retention, persistence, and graduation • Third, campuses must begin to more intentionally link student participation in high-impact practices with institutional learning outcomes. ! ! ! - Ashley Finley, 
 Making Progress (2013)
  • 22. Caryn McTighe Musil • Senior Scholar and Director of Civic Learning and Democracy at the Association of American Colleges and Universities • Chief author of A Crucible Moment • Leads multi-project national initiative, the Civic Learning and Democratic Engagement project, in which the Bonner Foundation participates • Faculty member in Women’s Studies
  • 23. Outcome-Based Project Design • Using the VALUE (Valid Assessment of Learning in Undergraduate Education) Rubrics • Show you a process • Model it, using the knowledge of your group
  • 25. Pick 1 of 4 HIPs 1.First-Year Seminar 2.Learning Community 3.Service-Learning Course 4.Capstone !
  • 26. Try it out using Civic Engagement Rubric p.7 1. Diversity of Communities and Cultures 2. Analysis of Knowledge 3. Civic Identity and Commitment 4. Civic Communication 5. Civic Action and Reflection 6. Civic Contexts/Structures
  • 27. Try it out using Civic Engagement Rubric p.7 Diversity of Communities and Cultures Analysis of Knowledge  Civic Identity and Commitment Capstone 4 Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity. Milestones 3 Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures. Connects and extends Analyzes knowledge (facts, knowledge (facts, theories, etc.) theories, etc.) from one's from one's own academic own academic study/field/ study/field/discipline to civic discipline making relevant engagement and to one's own connections to civic participation in civic life, engagement and to one's politics, and government. own participation in civic life, politics, and government. Benchmark 2 1 Has awareness that own Expresses attitudes and attitudes and beliefs are beliefs as an individual, different from those of from a one-sided view. Is other cultures and indifferent or resistant to communities. Exhibits little what can be learned from curiosity about what can diversity of communities be learned from diversity and cultures. of communities and cultures. Begins to connect Begins to identify knowledge (facts, theories, knowledge (facts, theories, etc.) from one's own etc.) from one's own academic study/field/ academic study/field/ discipline to civic discipline that is relevant engagement and to tone's to civic engagement and own participation in civic to one's own participation life, politics, and in civic life, politics, and government. government. Provides evidence of experience in civic-engagement activities and describes what she/he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action. Evidence suggests involvement in civicengagement activities is generated from expectations or course requirements rather than from a sense of civic identity.  Provides evidence of experience in civicengagement activities and describes what she/he has learned about her or himself as it relates to a growing sense of civic identity and commitment. Provides little evidence of her/his experience in civicengagement activities and does not connect experiences to civic identity.
  • 28. Trying it out... •read through the rubric •make sense of it •share examples (especially students) •discuss what outcomes you want to aim for and why
  • 29. If you get done... •Try it for another rubric! Rubric Areas Civic Engagement ! Integrative Learning ! Creative Thinking
  • 30. Integrative Learning 1.   Connections to Experience 2. Connections to Discipline 3. Transfer 4. Integrated Communication 5. Reflection and Self-Assessment ! !
  • 31. Creative Thinking 1. Acquiring Competencies 2. Taking Risks 3. Solving Problems 4. Embracing Contradictions 5. Innovative Thinking 6. Connecting, Synthesizing, Transforming !
  • 32. Long run •developing measurement plans •authentic evidence •e-portfolios and presentations of work •partners, staff, peers, and faculty involvement