College of HHD

Our Top 3 High Impact Practices

April 22, 2015

students and faculty in conversationThe High Impact Practices that made our top three are the ones that give students a sense of place in the learning community. These are the practices that lay the groundwork for experiential learning activities such as internships, service learning through community outreach, and involvement in research.

1) Getting to know our students beyond their test scores: We find the academic fit that will be the most rewarding.

2) Creating a Culture of Belonging: The demonstration of caring has a huge impact.

3) Mentorship: We help students discover their strengths and what they want out of life.

High Impact Practices get students excited and involved with their studies on many levels. “In short, the term means, finding what works and putting it into practice,” said Maggie Shiffrar, Assistant Vice President Graduate Studies in a recent interview with the College of Health and Human Development. 

These practices help students take ownership of their educational experiences. “It’s important to motivate students to approach their coursework with an eye toward the future,” she said.


1. Getting to Know Students

Right from the start of a student’s academic career, through advisement and in the classrooms, we get to know our students beyond test scores.  Advisors and faculty guide students in making smart, informed decisions about careers and the choice of a major. All along the way, whether the assistance is one-on-one or by way of academic success workshops, the objective is to keep dialogues open and help students navigate their academic and personal lives successfully.

“For graduate admissions,” Shiffrar said, “a statement of purpose or intention also helps us understand what students want from their academic pursuits. By looking beyond the GPA we can learn about each student’s personality, strengths and interests and we can see the where the best fit is between the student and the academic program.”

2. Creating a Culture of Belonging

CSUN is well known as a campus with a highly diverse student population.  Creating a culture of belonging starts with the day-to-day interactions between student and faculty, and continues into the ways students work together and communicate in the classroom and labs—these dynamics become evidence of caring.  “Studies show that creating a feeling of belonging translates to future job satisfaction. While it can be tempting to run with a hypothesis or empirical evidence, we get so much more when we follow the research,” Shiffrar said.

“In a recent study by Purdue University and the Gallup organization, more than 30,000 college graduates across the US were interviewed ten years after graduation. The study looked at the sustained quality of the graduates’ educational programs.  Questions like, ‘How is your life? Are you happy with your job?’ showed that life happiness and job satisfaction are not predicted by whether the person went to a prestigious college or university but whether the student felt they had at least one professor who cared about them.”

When instructors bring the students’ life experience to the subject, students understand that their identity is part of the classroom culture and the culture of belonging is strengthened.  “When the instructor is aware of the students’ perspectives, issues, concerns and interests, lectures and activities can be tailored to the class,” Shiffrar added.  

3. Mentorship

Helping students discover their strengths, make informed decisions and anticipate what might be down the road is at the heart of mentorship.  The guidance of a mentor can help students see that obstacles aren’t necessarily reasons to quit.  And while the long term relationship between mentor and student may encompass details about choices and direction, simple acknowledgements can go a long way.  

“In graduate studies, we support the mentors/student relationship, by simply checking- in,” Shiffrar said. “If a student’s performance is slipping, we can call them up and see what is going on with them. We might ask if there is a way we can help. Research has shown that just that phone call will often dramatically increase the likelihood of the student doing better,” she said. The mentor/ student relationship also shows students that nobody does everything on their own and that collaboration is important throughout all careers.  


Jean O’Sullivan
SP 2015
Photo: Lee Choo