Tranum Kaur is an Academic Director for the Master of Medical Biotechnology program at the Chemistry and Biochemistry Department, University of Windsor. She has 12 years of teaching experience to undergraduate and graduate students. Dr. Kaur is a recipient of several prestigious awards including Excellence in Mentoring (2018), Roger Thibert Teaching Excellence (2017), and Dean of Science Recognition (2015) Award.
Judy Bornais University of Windsor
Judy Bornais is the Executive Director of the Office of Experiential Learning. She was the Teaching Leadership Chair for Nursing from 2014-2018. She also holds an Adjunct Faculty appointment at Western University. Outside of her disciplinary research in simulation in nursing education and diabetes, Judy’s interest in SoTL include experiential learning in higher education, engagement of students in large classes, peer observation of teaching, professional development and the assessment, evaluation and recognition of teaching practices in higher education.
Allyson Skene University of Windsor
Allyson Skene is a Learning Specialist with the Centre for Teaching and Learning. She works with faculty, graduate students, and staff to enhance teaching and learning across campus, with a particular focus on course and curriculum design.
Anna Galka University of Windsor
Anna Galka is the Experiential Education Coordinator in Career Development and Experiential Learning. She holds a certificate in experiential education from NSEE and has experience looking at HIPs and EL as part of the SMA3. She is currently working on an inventory of EL at the University of Windsor.
High Impact Practices (HIPs) in higher education are described as “enriching educational experiences that can be life-changing” and, according to NSSE director George Kuh, institutions should aspire to have students participate in at least two HIPs over the course of their undergraduate experience (NSSE, 2018). Strategic Mandate Agreements (SMAs) across Ontario have embraced Kuh’s recommendation, and faculty are under pressure to implement HIPs in their classrooms. Despite the fanfare, there are significant challenges to HIPs, including questions about their efficacy in improving learning and graduation rates (Johnson & Stage, 2018), and important ethical discussions about who participates in HIPs and whether some students are unfairly excluded (Finley & McNair, 2013; NSSE, 2016).
In this interactive session, participants will first explore what HIPs are, and then using small round-table discussions, examine selected HIPs (e.g., Writing-Intensive Courses, e-Portfolios, Co-ops/Internships etc.) in more depth. Do these HIPs really benefit student learning? Are HIPs worth the time and effort faculty must invest to make them successful? Are there useful strategies for overcoming these challenges? At the conclusion of the session, participants will take away a richer understanding of HIPs and useful tips and resources to help ensure HIPs are effectively implemented.