Stephen F. Austin State University

Conference on High-Impact Practices

The Conference on High-Impact Practices showcases the work of faculty and staff from various disciplines who are implementing high-impact practices (HIP) within their courses. These practices improve higher-order thinking skills and academic success. They cultivate the deep learning, practical skills, and experience that a twenty-first century workforce demands of college graduates. This conference is a time to celebrate and recognize the high-impact work taking place at SFA that is aiding the ultimate success of our emerging professional LumberJacks.

We hope you join us for our 3rd Annual Conference on High-Impact Practices on April 30, 2014 2:30-4:00pm in the BPSC Twilight Ballroom.

**Free event open to the public**

Elements of High-Impact Practices

Conference Strands

1. Collaborative Learning - focuses primarily on the internal structure of group-based work. Learners are directly taught how to function independently as a team, with minimal outside structuring.

To further delineate traditional group work from collaborative learning, those who participate in collaborative learning experiences discover that it:

However, group-based work looks different from course to course. We propose collaborations as a goal which requires individuals to organize themselves to create a match between group members' skills and the task at hand.

2. Mentored Undergraduate Scholarship - the process of scholarly endeavors that incorporate undergraduates. MUGS includes a number of activities - including original research, creative works, and rigorous reviews of the literature.

The central premise of such work is the formation of a collaborative enterprise between student and faculty member (most often one mentor and one student scholar, but sometimes a team consisting of either one or both or a group of student scholars) (Dotterer, 2002). It is scholarship done with a mentoring model or jointly by students and faculty member.

In order to have a successful undergraduate scholarly experience, three basic components must be present:

3. Field-Based Learning - Simply put, field-based learning extends the walls of the classroom. Students learn from direct experience (such as internships, service learning, practicum, and experiential learning) in their major field of study.