Pondering HIPs and faculty

Recently, while writing a manuscript for a book chapter submission, I was reflecting on High Impact Practices (HIPs) and how they provide significant educational benefits for learners who participate in them, and as a side benefit to the educational institution, it tends to increase retention of the learners.

It occurred to me that it would be interesting to turn the tables a bit and view faculty in the learner role for HIPs. Might/do HIPs have similar benefits for faculty as they do for learners? Might participation in them increase the likelihood the faculty would stay? Ball State University's current strategic plan encourages/expects all learners to participate in a HIP during their time at BSU. Should we encourage/expect faculty to participate in HIPs every so many years? How might that enrich the faculty experience, and by extension the learners with whom they interact?

From personal experience, I can offer the following anecdotes about how I've experienced HIPs.

• Undergraduate research: I’ve not done much true research with undergraduates, but I have mentored a few independent studies and honors thesis. In each instance, I learned something, along with the learner. Might I have learned it on my own? Maybe, but likely not, in most instances. Obviously, I have the research I've done that fits this category, as well.
  
• Service learning, community-based learning: Years ago, when I conducted my first immersive learning course, I went into it with an interest in diversifying the computer science (CS) profession by getting middle school learners interested in CS. In the process of conducting the CS4MS+ project over the years I have gained a growing understanding and passion for what it is like to teach in the K-12 world.
• Global learning: A decade ago, in 2012, I developed and mentored the Computer Science, Education, and History study abroad course. My wife and I led five learners to Scotland, England, and Ireland to visit computer science-related (historical) sites, and learn about higher education and culture in those countries. I’m sure I learned at least as much as the learners did. I also gained a much bigger and more accurate world view than I had before the trip.
  
• Diversity: As mentioned in the Immersive Learning point above, I have a passion for increasing the diversity in CS. Over time, this has expanded into not only a concern for CS diversity, but the whole diversity, equity, and inclusion (DEI) ball of wax, in general. If there is a DEI training/workshop/event, there is a good chance I’ll be (to use a faculty friend's phrase) “one of the usual suspects” present.
• Learning communities: I’ve participated in many different Faculty Learning Communities and have come out of every one of them better than I went in. Some have significantly changed how I teach and interact with learners. In fact, one of them led me to the opportunity to draft the book chapter, that prompted my reflection on HIPs, that evolved into this blog post.
  
• Collaborative assignments and projects: Some of my most satisfying experiences have been working with other (often non-CS) faculty to mentor an immersive learning project, write an article, or present a paper or workshop. Significant friendships have developed from these experiences, and I’ve gained new insights from the cross-disciplinarity of the experiences. I’m currently working with a linguistics professor on the book chapter I've mentioned.
• Internships: During the summer of 2011, I participated in an externship with the Indianapolis Airport Authority, and came away from the experience with a much better understanding of what employers are wanting in recent graduates. I've incorporated some of the knowledge into the courses I teach, and I'm working with the department to implement some bigger changes curriculum wide. I’ll also note that I came to teaching in higher education with nearly three decades of industry experience, something most faculty do not have.
• ePortfolios:  Although I've not required any learners to develop an ePortfolio of their work, nor have I done that for myself, this blog and my academic website are decent approximations. Reflecting on one's experiences and capturing them for later review is a very beneficial thing.
  

Could I teach courses without having any of those experiences? Certainly. Would I be the same teacher I am today without them? Absolutely not! I have significantly benefited from my participation in those experiences, and thus have much more to offer the learners with whom I come into contact. Has my participation increased my desire to stay at BSU. It's hard to say what might have happened had I not participated in those experiences during the last dozen years. What I can say, is that they provided significant enjoyment and a sense of accomplishment and worth. It seems like that could have contributed to my choice to stay at BSU.

OK. That’s far enough going down that rabbit hole for tonight; I have a book chapter to finish. I’m going to pop back up, and let someone else chase the rabbit for a while, if you so choose. Let me know if you catch it!

Also, let me know how HIPs have impacted you.

Image credits:
High impact: https://stock.adobe.com/search/free