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Coined by George Kuh, the term “high impact practice” refers to “active learning practices that encourage deep learning by promoting student engagement” (Kuh, 2008, p. 9). Some examples of high impact practices include internships, undergraduate research, writing-intensive courses, and service-learning. Because of their association with improved institutional outcomes, Kuh recommended that all students complete at least two high-impact practices during their undergraduate education, but ideally one per year.�� At �һ�������Ƶ, this recommendation was operationalized through the LeADERS program. Exclusive to �һ�������Ƶ and beginning in the fall of 2018, LeADERS has awarded graduation distinctions to 463 students who have completed at least three high impact practices (HIPs) during their undergraduate experience, in the areas of Leadership, ePortfolio, Applied Work-Based Learning, Diversity, Entrepreneurship, Research, and Service Learning.

While the ePortfolios completed by our graduating LeADERS demonstrate the benefits of participation in these selected areas, we noticed an important gap: students were also participating in high impact courses and experiences that were not represented in their LeADERS progress. This gap is twofold: 1) there are HIPs that are not represented in the LeADERS curriculum, such as capstone courses or learning communities, and 2) students are only permitted to allocate one HIP per LeADERS area. In alignment with the University’s Strategic Goal of providing “high-impact experiences for all undergraduate students through experiential learning programs” (p. 16), we knew we needed to make a change.

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A New Option: LeADERS Elective Credit

With this in mind, LeADERS introduced an optional “elective” credit that piloted in the fall of 2023. LeADERS elective credit allows our students an additional opportunity to earn credit for high impact learning that they have completed which didn’t already fall under the scope of their LeADERS progress. First, the LeADERS team identified pre-approved electives, which include: Annual Campus Theme, Capstone Courses, Collaborative Projects or Assignments, Impact Learning Communities, and Living-Learning Communities. These pre-approved courses and experiences are the high impact practices (Kuh, 2008) that are not already built into the LeADERS curriculum. Then, program staff developed a process by which students may submit a request to earn credit for additional participation in HIPs already included in their LeADERS progress (such as multiple internships) as well as for a course or experience that they believe qualifies as a high impact practice but does not already fall under the LeADERS curriculum.

Preliminary Insights

Twenty-eight students have decided to pursue this option since its introduction. Their elective requests encompass a variety of educational experiences that have shaped their academic journey at �һ�������Ƶ. These experiences include a mix of both pre-approved and non-pre-approved experiences. Popular pre-approved electives include learning communities and capstone courses.�� Some common non-pre-approved electives include scholar programs, additional research opportunities and internships, as well as high impact courses that do not already fall under the LeADERS umbrella. When reflecting on these experiences, students are highlighting how these HIPs have strengthened their leadership abilities, enhanced their critical thinking skills, and expanded their horizons.

Key Takeaways

Though the LeADERS elective credit has only been in effect for just shy of one academic year, it is clear that its creation has benefited our students. LeADERS candidates are thinking more intentionally about the courses and experiences that they want to pursue and include in their ePortfolio, and the reflections from these electives show that students are excited to tell us about these experiences and how they align with their degree program and future goals.�� In addition to our students taking the elective credit option seriously, we have noticed that the autonomy and flexibility that comes with it greatly empowers them and creates additional buy-in to the LeADERS program. The creation of LeADERS elective credit and the high impact learning gap it fills also supports another goal in the University’s Strategic Plan - that 100% of �һ�������Ƶ Dominion students will have completed or will be set to complete an internship or some other form of experiential learning by 2027. Within the 28 elective requests that we have received so far were non-credit-bearing work-based learning experiences that would not have been captured otherwise, such as internships and campus jobs. We expect this number to increase in the semesters to come.

Next Steps

Our goal for the future is that the LeADERS elective credit will not only continue to encourage students to participate in additional high impact learning, but also to close the gap between students who do not already have multiple opportunities for high-impact learning built into their degree program and those who do. As such, LeADERS elective credit will become a permanent component of the program. This administrative move helps to move the University one step closer to achieving both Kuh’s recommendation and our Strategic Plan’s goals. High impact learning is the future of �һ�������Ƶ, and we look forward to continuing to promote and encourage it among our students.

Faculty who are interested in learning more about the LeADERS program are encouraged to contact Josie Momberger, Assistant Director for High Impact Learning Initiatives, at: jmomberger@odu.edu.

Kuh, G. D. (2008). High Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges and Universities.