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High Impact Practices (HIPs)

Resources about high impact practices


High impact practices (HIPs) are evidence-based teaching and learning practices that have been widely tested and shown to be beneficial for college students from many backgrounds, especially historically underserved students, who often do not have equitable access to high-impact learning (Kuh, 2008).

HIPs are positively associated with:

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

Source: Kinzie, Indiana University Center for Postsecondary Research UWGB, 2012


Eight Key Elements

Kuh and O’Donnell, writing for AAC&U, were the first to identify eight key elements which seem to make HIPs effective: 

  • Performance expectations set at appropriately high levels – students are challenged
  • Significant investment of time and effort over an extended period
  • Interactions with faculty and peers about substantive matters
  • Experiences with diversity
  • Frequent, timely, and constructive feedback
  • Periodic, structured opportunities to reflect and integrate learning
  • Real world applications of learning
  • Public demonstration of competence

Kuh, G., & O'Donnell, K. (2013). Ensuring quality & taking high-impact practices to scale. American Association of Colleges & Universities.


Resources with  are available in the LCCC Library. Resources with  are available to request from OhioLINK. Resources with  are ebooks, You may need to authenticate (use your LCCC email and password) to access this from off campus.

In order to access these search results and articles, You may need to authenticate (use your LCCC email and password) to access this from off campus.


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