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CETL High Impact Practices: HIPs: Why and How?

CETLHighImpact

Why HIPs?

Outcomes and Benefits of HIPs: HIPs provide substantial educational benefits to students, however, not all students participate (Kuh, 2008; National Survey of Student Engagement, 2007). HIPs are positively associated with:

  • Persistence and GPA
  • Deep approaches to learning
  • Higher rates of student - faculty interaction
  • Increases in critical thinking and writing skills
  • Greater appreciation for diversity
  • Higher student engagement overall, and “compensatory effects”

Fostering Student Learning and Success: The Value of HighͲImpact Practices Jillian Kinzie, Indiana University Center for Postsecondary Research UWGB Jan 20, 2012

Assessment of High Impact Practices

High impact practices gains

"Figure 1 indicates that across nearly all of the HIPs examined (except study abroad experiences), these practices have the most sizeable impact on students’ deep learning, followed by students’ gains in personal and social development and gains in practical competence, respectively. Conversely, learning communities, student–faculty research, and service-learning experiences for both first-year students and seniors had the smallest impact on gains in general education. Overall, service-learning experiences demonstrated the greatest impact on each of the four outcomes measured, regardless of whether the student was in the first or senior year.​"

Assessment of High Impact Practices: Using Findings to Drive Change in the Compass Project Dr. Ashley Finley, Senior Director of Assessment and Research , Office of Quality, Curriculum, and Assessment, AAC&U

High Impact Practices Dissertation

High-Impact Practices and Community College Completion Rates

This recent dissertation from East Tennessee State University aptly demonstrates the effective use of several high impact practices which improved the 3 year graduation rate at a local community college. 

 

High Impact Practices Quality Dimensions

Suggested Reading

  • Peer Reveiw Issue: Assessing Learning Outcomes
    This issue focuses on AAC&U’s VALUE Project and provides an overview of new assessment approaches it is helping campuses develop, including the application of rubrics assessing a broad set of important learning outcomes using examples of student work completed over time in an e-portfolio. Articles address rubric development, e-portfolios for learning and assessment, assessment processes, and the use of assessment results for individual, program, and institutional improvements.
  • High Impact Educational Practices: What We Can Learn From The Typical Undergraduate Setting
    This article examines work in high impact practices in a traditional undergraduate setting, investigates the extent of these practices, and suggests how they might be further implemented.
  • Living-Learning Programs: One High-Impact Educational Practice
    "Succesful LLPs might be considered microcosms of what our colleges and universities can be"
  • A Matter of Degrees: Promising Practices for Community College Student Success--A First Look
    This report provides a first look at the data on promising practices. These are educational practices for which there is emerging evidence of success: research from the field and from multiple colleges with multiple semesters of data showing improvement on an array of metrics, such as course completion, retention, and graduation. This first look describes the promising practices from four perspectives: entering students describing their earliest college experiences, students addressing their overall college experiences, faculty members providing their perceptions of student engagement, and colleges focusing on their use of the practices
  • How Does High Impact Practice Predict Student Engagement? A Comparison of White and Minority Students
    This High Impact Practices (HIPS) contribute to higherretention and graduation rates. HIPS are effective for racial and ethnic minorities in particular, who disproportionately experience high and persistent levels of post-secondary attrition. Little is known aboutthe mechanism by which HIPS promote retention. Based on a random survey of 268 undergraduate students, we conclude that HIPS correlate with engagement, defined as the alignment of student and institution (identifiedin the present study by behavioral and cognitive measures) and posit that this is the likely mechanism by which HIPS affect retention. Moreover, exposure to HIPS and the relationship between HIPS and engagement varies based on race/ethnicity. HIPS that have an effect on engagement across racial categories are service learning, undergraduate research, group assignments, learning communities, sequence courses, and, especially, having a close faculty mentor.
  • PALs: Fostering Student Engagement and Interactive Learning
    From the Journal of Higher Education Outreach and Engagement, v14 n4 p37-60 2010
  • Seeking High-Quality, High-Impact Learning: The Imperative of Faculty Development and Curricular Intentionality.
    The article focuses on the effective implementation of quality high-impact practices (HIPs) to improve student learning outcomes