Seminole State College Applied HIPs
Starting in Summer 2025, the Seminole State College High Impact Practices (HIPs) team is highlighting five total areas of High Impact Practices through course designation. Three of which are designated through an application process and two are automatically designated based on the nature of the course. The three areas designated through an application process include Undergraduate Research and Creative Inquiry, Service Learning and Community-Based Learning, and Collaborative Projects and Work-Based Learning*. There are also two spotlight areas that are not designated through an application process, Experiential Learning, including Clinicals, Internships, and Practicums, and the First Year Experience Course, IDS-1107. Due to the very definition of these types of courses, they are automatically considered High Impact Practices. More information on all spotlight High Impact Practices initiatives can be found below.
*The Work-Based Learning portion of the Collaborative Leaning and Work-Based Learning area is automatically assigned to courses based on Florida Statue (§446.0915(1), F.S.). More information on this can be found under the Collaborative Projects and Work-Based Learning section below.
HIPs Categories for Designation
Undergraduate research provides students with the opportunity to actively engage in the process of inquiry and investigation, particularly in fields like science, where students can explore cutting-edge questions. This High Impact Practice emphasizes developing research questions, collecting and analyzing data, and communicating findings. Students learn by doing—working alongside faculty to address empirical challenges, experience the excitement of research, and develop the critical thinking skills necessary for future professional and academic success. The application process for course designation ensures that research opportunities are structured and impactful.
SSC Undergraduate Research & Creative Inquiry HIPs Taxonomy
The Undergraduate Research Worksheet from Dr. Kuh will assist with asking the right questions to help you get started.
Service Learning integrates academic coursework with direct community service, giving students real-world experience in addressing social challenges. This approach allows students to work with community partners on meaningful projects that align with the course curriculum. Through reflection, students connect their service experiences to academic concepts, preparing them for active citizenship and professional life. Faculty can apply for course designation to offer students the opportunity to engage deeply with the community, fostering both civic responsibility and academic growth.
Service Learning & Community Based Learning HIPs Taxonomy
Deep Dive Into Service Learning Presentation & Q&A Panel - October 18th, 2024
The Service Learning Worksheet from Dr. Kuh will assist with asking the right questions to help you get started.
If you are partnering with an outside organization to complete your Service Learning initiative, please complete the SSC General Council MOU Template with the other company and share the completed document with Hailee Handel and Kenneth Eubanks.
Collaborative Projects and Work-Based Learning are designed to help students develop teamwork and professional skills by engaging with peers, faculty, and industry professionals. Collaborative Projects encourages students to tackle shared problems through group work, discussion, and cooperative projects, while Work-Based Learning involves direct experience in a career-related setting. Florida’s work-based learning statutes define the necessary conditions for meaningful student engagement in real-world tasks. These practices emphasize dialogue, critical reflection, and feedback from supervisors, allowing students to apply their learning to authentic challenges and present their findings publicly. Faculty can apply for course designation to integrate these impactful experiences into their courses.
Collaborative Projects
Collaborative Projects focuses on developing students' ability to work together in groups to solve problems, complete projects, and engage in meaningful dialogue. This High Impact Practice emphasizes peer-to-peer learning, where students learn not only from their instructors but also from their classmates through discussions, teamwork, and shared problem-solving. Collaborative Projects can involve group assignments, team-based research, and cooperative writing projects, all aimed at enhancing communication, critical thinking, and leadership skills. Reflection on collaboration and constructive feedback are key elements, ensuring that students build both intellectual and interpersonal competencies in diverse learning environments.
Collaborative Projects HIPs Taxonomy
The Collaborative Projects Worksheet will assist with asking the right questions to help you get started.
Work-Based Learning
The Florida Statue definition of “Work-Based Learning” is “a course that engages students in work-based learning, defined under §446.0915(1), Florida Statutes (F.S.), for more than 50% of its statute-required instructional hours across all implemented sections at the reporting institution. Estimation of hours is permitted. On-campus, virtual, simulated and unpaid activities are permissible. The following do not meet the definition of work-based learning: job shadowing, mentoring, workplace tours and other activities that do not involve “firsthand experience with tasks required in a given career field” (§446.0915(1), F.S.).” Courses already designated with a WBL course designation will also receive a Collaborative Projects and Work-Based Learning HIPs designation starting in Summer 2025. If you do not see that course designation by May 2025 and you believe your course fits this definition, please reach out to Hailee Handel.
Experiential Learning automatically qualifies as a High Impact Practice due to its hands-on, immersive nature. This includes Clinicals, Internships, and Practicums, where students apply theoretical knowledge in real-world environments under professional supervision. These experiences provide students with the opportunity to gain firsthand experience in their chosen career paths, often accompanied by coaching and structured reflection. Whether students are working in healthcare, education, business, or other fields, this practice is essential for bridging academic concepts with practical application, enhancing career readiness.
If you feel your course qualifies in this definition, please reach out to Hailee Handel.
The First Year Experience (FYE) course, IDS-1107, is an essential part of students’ transition to college life. Small class sizes facilitate strong faculty-student connections, and the course places a strong emphasis on critical inquiry, collaborative learning, and goal setting. At Seminole State College, FYE is designed to familiarize students with campus resources, the Pathways approach, and opportunities for personal and academic growth. By engaging in college activities and exploring career pathways, students develop essential skills like self-advocacy and information literacy, ensuring they are well-equipped to succeed throughout their academic journey. Due to the nature of the course being in its purpose a first-year seminar course, an application for course designation is not necessary and instead automatically applied.