Including HITPs in Your Syllabus
We encourage you to adapt these suggestions for syllabus statements about your use of HIPs in accordance with other best practices about syllabus design including using a warm tone and transparently communicating the rationale behind your approach to teaching and learning.
Share why you think your approach to teaching works for learning, citing research
which shows these are among the most effective means for student learning and success.
Depending on your teaching context, you may want to acknowledge how this approach
may initially seem unfamiliar and at times challenging, but your intention is to create
an inclusive learning environment conducive to learning for all.
Along with sample language, please see sample headers you could use in your syllabus for this short section.
Here is a suggested "formula":
Example + Justification + Supportive Tone = An effective HIPs instructional methods
syllabus statement.
Consider the Scale
HITPS at the individual student level: such as retrieval, reflections, and perspective-taking.
Example Syllabus Statement:
Class Instruction
Throughout presenting topics in this course I will frequently pause and ask students
to reflect on the topics. This may take the form of writing, responding to a poll
question, a low-stakes quiz, or turning and talking to a partner. We will do little
activities such as this for many reasons. It helps you better retain information and
think critically about what you are learning. A lot of research into how learning
works supports these methods. Perhaps most importantly, it makes class more fun and
engaging.
HITPS with Small Groups such as guided inquiry, discussions, and think-pair-share
Example Syllabus Statement:
Teaching Practices in This Class
In this class, we leverage the benefits of social interaction for learning. Beyond
lecture presentations from the instructor, we will use evidence-based high impact
instructional methods such as guided inquiry, focused discussion, and think-pair-share.
With these methods, we aim to facilitate peer-level support, encourage diverse perspectives,
foster a sense of community, and provide a safe platform for the exploration and exchange
of ideas.
HITPS as the main learning modality, for instance with POGIL or Team Based Learning
Example Syllabus Statement:
How Is This Class Taught?
The structure of this course is built around Team-Based Learning (TBL) which is a
highly participatory method. TBL will increase your understanding of course concepts
by using them to solve authentic, real-world problems and help you develop your workplace
learning skills. The primary course goal is to support using course content to solve
significant problems; in fact, the bulk of class time will be spent solving problems
and making decisions to help you become a critical thinker. It will be done in a way
that will hold teams accountable for solving problems that will be shared and subject
to cross-team discussion/critique. (from University of Texas)
You may be incorporating HITPs on a smaller scale as it comes up throughout the semester, such as polling or exit tickets, in which case you may just put a statement to the effect that students can expect to be active in your class!
Example Syllabus Statement:
Instructional Approach
Our course will be taught using multiple instructional methods. These methods will
include lecture, group discussion and oral presentations with an associated critical
discussion. Typically, course topics will be introduced via a 2-3 lecture format incorporating
interpretive discussions. Directly following the lecture presentation, students will
receive an article from the primary literature that either illustrates current research
into the topic or explore a related or relevant additional concept. Literature discussions
will utilize small group discussions following by classroom presentation and discussion.
(from the University of South Carolina
Other Considerations
It may be beneficial to modify or adapt the "formula" for your syllabus statement about instructional methods to reflect the situational context of your classes.
Large classes: HITPs can work just as well in large classes (see the other part of this toolkit). Assure students they will be doing more than just listening to lectures.
Online: It is important to emphasize to students how online classes are just as interactive and how you will use HITPs to advance their learning.
By Discipline: Consider addressing discipline specific factors related to HITPs. For instance, POGIL is often used in STEM related classes, many humanities related classes use the Socratic method, debates, and other more structured types of discussion.
Tip: Ask AI for suggestions you can adapt for your syllabus. Here is a prompt to get you started:
Syllabus statement on instructional methods with these elements: example of a high-impact
or evidence-based instructional method, justification for using this method based
on supporting research, delivered in a warm and supportive tone.