High Impact Practices (HIPs) are instructional methods that improve outcomes for student success. The most common HIPs at Texas A&M University- Central Texas include writing instructive (WI) courses, service learning, undergraduate research, capstone courses, internships, and global learning/ study abroad.
For an overview of High-Impact Practices, check out this guide: https://tamuct.libguides.com/HIP
The following definition, criteria, and institutional outcomes were developed by an institutional task force.
A course-based, credit-bearing, educational experience in which students learn to relate theory to practice by participating in an organized service activity that meets identified community needs and then by reflecting upon the service activity in such ways as to meet instructional objectives, and gain a broader appreciation for the discipline and an enhanced sense of civic responsibility.
Service-learning courses should meet the minimum criteria below:
In addition to discipline-specific learning outcomes, Service-Learning courses should include institutional learning outcomes that are consistent across the university.
There is a large amount of scholarly literature on service learning. The University Library holds many helpful resources, such as those accessible through the e-reserve below.
Service-learning e-reserve: https://tamuct.libguides.com/er.php?course_id=52250
Identifying an appropriate community partner (or simply the type of community partner) is one of the most important aspects of developing a successful service-learning course. There are several established community organizations that have experience working with faculty in multiple departments, such as the Killeen Community Clinic, Peaceable Kingdom, and the Boys and Girls Club.
Please message Jason Douglas, at email@example.com for assistance in identifying potential community partnerships.
Are you thinking about offering a service-learning course? If so, you may want to consider having your course officially approved as a University Service-Learning Course (SL). While this designation is optional, it helps the institution recognize service-learning courses that meet institutional standards for quality. In addition, faculty members are encouraged to use the designation as evidence of teaching excellence in promotion and tenure applications.
Courses are designated on a semester-by-semester basis unless a department or college has elected to place a continuous "SL" designation on the course. The application is concise and ensures the institutional criteria for the methodology are met. Applications open at least a month prior to review by Service-Learning Advisory Board which occurs in December (spring courses) and May (summer and fall courses).
The fellows program provides an intentional professional development opportunity for faculty members interested in service learning. The practical and theoretical underpinnings of service learning are emphasized through three workshops during the fall. Faculty members then apply these principles by teaching a service-learning course of their design in the spring semester. Three spring discussions provide structured support for troubleshooting challenges and ensuring quality. Benefits include a stipend, a course release (unless prohibited by the department or college), recognition by university leadership, and evidence of teaching excellence to support promotion and tenure applications. Applications for the program are typically opened in March and close in April prior to beginning the following September.
Contact Dr. Morgan Lewing, Director of Community-Based Learning for more information (firstname.lastname@example.org)
The American Democracy Project (ADP) is a network of more than 250 state colleges and universities focused on public higher education’s role in preparing the next generation of informed, engaged citizens for our democracy. The ADP was established in 2003 with the goal of producing college and university graduates who are equipped with the knowledge, skills, attitudes, and experiences they need to be informed, engaged members of their communities.