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Topics

Article Type

Professional Proficiency

Author(s)

Diane Treis has more than three decades of public service in education, local government, and economic and community development. She currently serves as the Director of Academic Programs and Student Learning Assessment for the Universities of Wisconsin. In this systemwide role, she provides consultation to university faculty and staff in the development of academic degree programs to meet current workforce and student demand. She has led major initiatives around the recognition of prior learning, delivering education to students who are incarcerated, high impact educational practices, credit transfer, and degree completion. Treis earned her Doctorate of Education from Vanderbilt University and a Master’s of Science in Human Ecology from UW-Madison.

References

Bontrager, B. 2004. Strategic enrollment management: Core strategies and best practices. College and University. 79(4): 9–15.

Chittum, J., K. Enke, and A. Finley. 2022. The Effects of Community-Based and Civic Engagement in Higher Education: What We Know and the Questions That Remain. Washington, D.C.: Association of American Colleges and Universities.

Kuh, G. D. 2009. High-impact Educational Practices: What they are, who has access to them, and why they matter. Washington, D.C.: Association of American Colleges and Universities.

Kuh, G. D., T. M. Cruce, R. Shoup, J. Kinzieand, R. M. Gonyea. 2008. Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education. 79(5): 540–563.

Kuh, G. D., K. O’Donnell, and C. G. Schneider. 2017. HIPs at ten. Change: The Magazine of Higher Learning. 49(5): 8–16.

Moore, J. L. 2023. Key Practices for Fostering Engaged Learning: A Guide for Faculty and Staff. New York: Routledge Press.

O’Beirne, R., and D. Treis Rusk. 2011. Increasing Enrollment Yield at a Regional Comprehensive Public University (doctoral dissertation). Vanderbilt University, Nashville, TN.

Pascarella. E.T. and P. Terenzini. 1983. Predicting voluntary freshman year persistence withdrawal behavior in a residential university; A path analytic validation for the Tinto model. Journal of Educational Psychology. 52: 60–75.

Tinto V. 1975. Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research. 45: 89–125.

Trainer, J. 2018. Top down or bottom up: Consider a dual-level approach to enrollment management. Strategic Enrollment Management Quarterly. 6(3): 23–33.

Treis Rusk, D., and L. Smith. 2022 Utilizing prior learning portfolios to rebundle formal and informal learning. In New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY, edited by A .M. Brower and R. J. Specht-Boardman. Hershey, PA: IGI Global.

Viramontes, A., and T. Castor. 2022. Identity and community among first-generation students: High-impact practices and communicating belonging throughout department design. In Delivering on the Promise of High-Impact Practices, Research and Models for Achieving Equity, Fidelity, Impact, and Scale, edited by J. Zilvinskis, J. Kinzie, J. Daday, K. O’Donnell, and C. Vande Zande. Routledge: Abingdon, England, U.K.

Zilvinskis, J., J. Kinzie, J. Daday, K. O’Donnel, and C. Vande Zande. 2022. Delivering on the Promise of High-Impact Practices, Research and Models for Achieving Equity, Fidelity, Impact, and Scale. Routledge: Abingdon, England, U.K.

Endnotes

  1. Activities include first-year experiences, common intellectual experiences, learning communities, writing and inquiry intensive courses, collaborative assignments and projects, undergraduate research, study away, community-based learning, internships/field experiences, capstone projects, and portfolio. HIPs qualities include student investment of effort over an extended period; interactions with faculty and peers about substantive matters; exposure and contact with people and circumstances that differ from those with which they are familiar; frequent, timely, and constructive feedback; periodic, structured opportunities to reflect and integrate learning; discovery of learning relevance through real-world applications; and public demonstration of competence.

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