High Impact Practices (HIPs) Teaching Certifications

UVU offers high impact practice (HIPs) teaching certifications, which are research proven methods to improve student learning outcomes: Anti-Racist Pedagogy; First Year Seminar; Inclusive, Intercultural, Global Pedagogy; Service Learning; Team-Based Learning; Undergraduate Research; and Writing Enriched through the Office of Teaching and Learning. Once certified, participate in a community of practice to further refine your HIPs facilitation by exchanging ideas and best practices with colleagues.

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Anti-Racist
Pedagogy

Begins with 24 hours asynchronous (Sep 1st - October 31st) in Canvas followed by 1 hour Teams session on Oct 31st from 9-10am . After reviewing the history of racism, explore ways the instructor can support anti-racism in the classroom. Includes scaffolded work time.

Requirements

Workshops

  • US Historical context with integration into classroom teaching

Key Assignments

  • Connecting CRT, Indigenous, & Black History

  • Action Plans
  • Concluding Reflection

Estimated Hours | 25

Stipend | $1,000

 

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Inclusive, Intercultural,
Global Pedagogy

Develop inclusive pedagogical skills and/or teach a G/I/I course through lenses of cultural identity and relevance, equity, global/intercultural, gender, race, and religion/worldview.

Requirements

Workshops

  • Developing a G/I/I Course
  • Cultural Identity in the Classroom

  • Culturally Relevant Pedagogy

  • Equity Pedagogy

One Elective Workshop

  • Gender Pedagogy

  • Global and Intercultural Pedagogy

  • Anti-Racist Pedagogy in the Classroom

  • Religious, Spiritual, and Worldview Diversity

Key Assignments

  • G/I/I Syllabus

  • G/I/I Key Assignment

Estimated Hours | 12.5

Stipend | $500

*Available Spring 2023

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Service
Learning

Design and teach service learning courses through the lenses of Roles, Relevance, Reciprocity, Reflection, Risk Management, and Reporting.

Requirements

Workshops

  • Roles, Relevance: Service Learning vs. Community Volunteerism

  • Reciprocity, Reflection: Community Partnerships

  • Risk Management, Reporting: Meaningful Reflection about Authentic Learning

Key Assignments

  • 3 Reflections

  • Syllabus

    (Submit SL syllabus to the SL committee. The syllabus needs to evidence learning outcomes)

Estimated Hours | 12.5

Stipend | $500

 

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Teaching
First Year Students

Best practices for teaching the first year student including making early and often connections with students, learning to learn strategies, growth mindset, metacognition, and embedding FY content into your course.

Requirements

Workshops

  • Connecting with Your First Year Students

  • Best Practices for Teaching the First Year Student

  • Teaching Students How to Learn Effectively

  • Growth Mindset

  • Metacognitive Teaching Strategies

  • Overview of Inclusive Teaching

  • Developing Your FY Assignment

Key Assignments

  • Essential Learning Outcome planning worksheet with reflection
  • FY focused assignment design with reflection

Estimated Hours | 12.5

Stipend | $500

*Available TBD

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Team-Based
Learning

Fundamental principles and practices of team-based learning including creating effective iRAT, tRAT, 4S activities, improving facilitation skills, peer evaluation, and team development.

Requirements

Workshops

  • Fundamental Principles and Practices of TBL

  • Creating an Effective TBL Module

  • Evaluating multiple choice questions (MCQs)

  • Improving Facilitation Skills for TBL

  • Peer Evaluation and Team Development

Key Assignments

  • Preparing for TBL Implementation

  • Developing an Effective TBL Module

  • Reflection

Estimated Hours | 12.5

Stipend | $500

*Available Summer 2023

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Undergraduate
Research

Improving faculty mentoring of students participating in undergraduate research. Discussions topics include aligning expectations, professional development, effective communication, assessing understanding, addressing equity and inclusion, fostering independence, and cultivating ethical behavior. The faculty will develop both a mentoring plan and philosophy.

Requirements

Workshops

  • Aligning Expectations, and Articulating Your Mentoring Philosophy and Plan Learning Outcomes

  • Professional Development and Effective Communication

  • Addressing Equity and Inclusion and Assessing Understanding

  • Fostering Independence and Cultivating Ethical Behavior

  • Facilitation Strategies

Key Assignments

  • Mentoring Philosophy

  • Mentoring Plan

Estimated Hours | 12.5

Stipend | $500

 

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Writing
Enriched

Advance pedagogical skills in support of disciplinary writing and WE graduation requirements. Develop high- and low-stakes writing assignments that provide revision feedback so students can practice the conventions of discipline-specific genres.

Requirements

Workshops

  • Developing Effective Writing Assignments

  • Developing In-Class Processes and Strategies

  • Responding to and Grading Student Writing

Key Assignments

  • High-stakes Assignment

  • Scaffolding Map

  • Reflection

Estimated Hours | 12.5

Stipend | $500

 

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What makes a HIP a HIP?

8 Quality Elements of High Impact Classrooms

  1. High expectations for performance
  2. Demand time and effort
  3. Substantive interaction with faculty
  4. Engage students across differences
  5. Provide rich feedback
  6. Structured opportunities to reflect and integrate
  7.  Apply and test learning in new situations
  8. Public demonstration of confidence

    Reference: Kinzie, J., McCormick, A. C., Gonyea, R., Dugan, B., & Silberstein, S. (2020). Assessing quality and equity in high-impact practices: Comprehensive report. Indiana University Center for Postsecondary Research. 

Join the HIPs Research Effort

UVU has joined with the Center for Postsecondary Research to conduct formal research on the student experience within HIPs classrooms and this research has been approved by UVU’s Institutional Review Board. Requirements of participation:

  • You are certified in the HIPs pedagogy
  • The course is identified as a HIPs course
  • The HIPs content is a significant aspect of your course
  • You have taught the particular HIP for at least one year
  • Your students recognize that they are participating in a HIP
  • You are willing to take a pre/post survey, potentially participate in a focus group, and survey your students
  • You are willing to share your results

See the HIPs Quality Research Project Toolkit for more details and to opt into the study.

To register for specific workshops, please view our new OTL Events app!