High Impact Practices

Scholarly Teaching

Integrative Learning

Integrative learning supports students as they build connections between their curricular and co-curricular skills, experiences, and knowledge and leverage those connections to address complex, real-world challenges (AAC&U, 2009).

At the 91Ƶ, students might encounter Integrative Learning throughdedicated programming, such as the Center for Community Engagement to advance Scholarship andLearning, First-Year Seminar, and Living and Learning Communities. Additionally, students often encounter Integrative Learning at the classroom level as faculty implement high-impact practices likecollaborative projects,reflective prompts,ePortfolioassignments, community engaged learning, research practices, and experiential learning

High-Impact Practices

High-Impact Practices (HIPs) are a collection of strategies for teaching and learning that are proven to increase retention, completion, and satisfaction rates of students. When done well, HIPs provide intentional and integrative approaches for learning that encourage transfer of skills and the creation of meaningful connections between experiences (Watson,Kuh, Rhodes, Penny Light, & Chen, 2016). For definitions of each High-Impact Practice, seeby AAC&U.

  • Writing-Intensive Courses

    Writing-intensive courses can be found in nearly every discipline at DU. Faculty can implement writing in their courses through a variety of approaches depending on factors such as course content, class size, and more.

  • Collaborative Assignments and Projects

    Collaborative learning varies depending on the course context and goals. Some ideas include informal discussion, in-class tasks, and team-based assignments.

  • ePORTFOLIOS

    ePortfolios are personal websites that provide students with a space to reflect on their curricular and co-curricular experiences, curate evidence of skills and learning, and display their knowledge through a variety of media, including presentations, documents, videos, images, and more. At DU, faculty, staff, and students have access to Digication as their ePortfolio platform. ePortfolios are used across disciplines in a wide variety of ways. For more information on ePortfolios, click through the links below:

    Past Initiatives:

    AAC&U Institute on ePortfolios (2024–2025)

    As the 91Ƶ transitioned from DU Portfolio to Digication, the institution sought a more cohesive approach to ePortfolio use across the curriculum and co-curriculum, with an emphasis on student reflection, engagement, and integrative learning.To support this work, DU participated in the (IeP)an initiative focused on scaling ePortfolio practices beyond individual courses or programs.

    The DU IeP team included:

    • Laura Perille, PhD — Executive Director, 4D Experience
    • Leslie Alvarez, PhD — Assistant Vice Provost, Teaching and Learning
    • Kellie Ferguson, MA — Faculty Developer of Integrative and Experiential Learning, Office of Teaching and Learning
    • Richard Colby, PhD — Teaching Professor and Director of First-Year Writing, University Writing Program; Faculty Director of General Education
    • Paula Adamo, PhD — Associate Dean for Academic Planning and Student Success, College of Arts, Humanities, and Social Sciences; Teaching Professor, Department of Spanish Language, Literary and Cultural Studies

    A primary outcome of this initiative was the creation of the ePortfolio Innovations Circle, a faculty learning community focused on effective use of Digication. The group’s main deliverable was a shareable faculty guidebooksupporting integrative and reflective ePortfolio-based learning across DU.

  • Capstone Courses and Projects

    Many departments at DU have a capstone assignment that requires students to integrate and apply what they’ve learned throughout the major. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork.

  • Diversity / Global Learning

    DU’s focus on the “public good” provides instructors with opportunities to align course concepts to local, national, and global perspectives by challenging students to engage with diverse opinions, experiences, and value systems.

  • Other High-Impact Practices at DU

    Below are High-Impact Practices that are supported by specific departments or offices across campus. While the OTL is happy to support HIP implementation, program-specific questions should be directed to the applicable unit.

    4D Experience

    At the 91Ƶ, students experience a multi-dimensional education, known as the 4D Experience, encompassing intellectual growth, career preparation, well-being, and character exploration. These experiences, facilitated by DU faculty and diverse mentorship opportunities, equip students to thrive in a dynamic world and make a meaningful impact.

    First-Year Seminar

    All first-year students at DU participate in aFirst-Year Seminar (FSEM)where faculty teach to their passion by designing a course around a unique theme while still incorporating critical components to support students as they adjust to college.

    Service Learning, Community Based Learning

    TheCenter for Community Engagement to advance Scholarship and Learning (CCESL)at DU provides extensive support and training for instructors that are interested in community-engaged learning.

    Common Intellectual Experiences

    DU fosters shared intellectual experiences through FSEM,4D,the commoncurriculum, and departmental initiatives such as a cohort model curriculum.

    Learning Communities

    Living and Learning Communitiesare one way that DU facilitates a learning community model. In addition, housing and residence life fosterscommunity development across the institution.

    Internships

    Internships are often tied to a student’s major and provide opportunities to put their knowledge into practice in a career setting. Many programs at DU require internships as a capstone experience prior to graduation.

    Scholar Development and Fellowship Advising

    The guides students in the competitive award application process, emphasizing reflection and personal development. Through mentoring and application support, they aim to enhance students’ personal, intellectual, and professional growth for success at DU and beyond.

    Undergraduate Research

    Thesupports students and faculty in identifying, funding, and completing meaningful research with an emphasis on mutually beneficial experiences for students and faculty. DU also houses manyresearch centersthat provide experiences for undergraduate and graduate students based on their current skillset and future goals.