Interactive Diagnostic Tool: (IRAM-HIP)™

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Step 1 - Institutional Domain: Define What Counts

Goal: shared clarity about which experiences count as HIPs on your campus.

We have a shared campus list of HIPs. We know who “owns” each HIP (office/department). Participation policies are written and accessible.

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Step 2 - Design Domain: Document Access Pathways

Goal: make entry pathways visible (application, nomination, prerequisites, etc.).

Each HIP has a documented “how students get in” pathway. Selection criteria are transparent (not informal or hidden). Nomination practices are described (who nominates, how, when).

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Step 3 - Equity Domain: Examine Participation Patterns

Goal: identify possible access gaps using any available snapshot data (no new analytics required).

We can describe who participates most and least (even informally). We have at least a basic participation snapshot by group or program area. We’ve identified at least one “priority gap” to address first.

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Step 4 - Design Domain: Confirm Intentional Learning & Adjust Structure

Goal: ensure each HIP includes core learning elements and revise structures when gaps appear.

HIPs include meaningful faculty/staff interaction. HIPs include structured reflection or synthesis. HIPs have a clear developmental purpose (learning goal). If gaps exist, we are willing to revise access structures (criteria/pathways/outreach).

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Step 5 - Perceptual Domain: Assess Awareness & Meaning

Goal: learn whether people believe HIPs are accessible and valuable (before scaling).

We’ve asked students what HIPs they know about. We’ve asked students whether HIPs feel realistically accessible. We’ve asked faculty/staff whether criteria feel fair and feasible.

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Step 6 - Behavioral Alignment: What Happens in Practice

Goal: track whether both students and educators are participating in ways that expand access.

Students (examples)

Participation is increasing (or stabilizing) over time. Students report stronger belonging/identity in HIP spaces.

Educators (examples)

Faculty/staff mentorship participation is growing or sustainable. Nomination practices are broadening beyond “familiar” students. Workload concerns are named and addressed (not ignored).

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Interactive Diagnostic Tool: (IRAM-HIP)™

Institutional Readiness Alignment Model (IRAM-HIP)™ - Implementation Checklist