High Impact Practices (HIPs)

OneSearch results for "High Impact practices" and college

High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether HIP participation influences college seniors' post-graduation plans for career and further education and whether HIP participation has a positive impact on early job attainment for these students. Results suggest that even after controlling for a variety of demographic and institutional factors, HIP participation is a significant predictor of future career plans and early job attainment. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating "stories" for potential employers.

The article reports on the study by the Association of American Colleges and Universities (AAC&U) which identifies several innovative and high-impact practices gaining attention in higher education in the U.S. It reviews four practices, including first-year seminars, learning communities, service learning and undergraduate research. It reveals that students who participate in the practices consistently persist at a higher rate than those who do not. It also shows the practices result in higher rates of faculty and peer interaction, increased critical thinking and writing skills, and higher levels of engagement.

2017 is the anniversary of the introduction of what are now commonly known as high-impact practices (HIPs). Many of the specific activities pursued under the HIPs acronym have been around in some form for decades, such as study abroad, internships, and student-faculty research. It was about ten years ago that, after conferring HIPs at Ten with Carol Schneider, George Kuh used the phrase "high-impact practices" in his essay introducing the 2006 National Survey of Student Engagement (NSSE) annual report. This article reflects on the evolution of HIPs as a demonstrably powerful set of interventions to foster student success. The authors briefly summarize what HIPs are and why they matter. They explain what has fueled HIPs' rapid, widespread acceptance, and they discuss some of the lessons learned from campus-based efforts to increase the number of students who participate in an HIP, including the attendant institutional challenges. The authors provide a glimpse of the future and a nod to other activities and practices that have HIP-like properties that, with some intentional tweaks, could also provide unusually developmentally powerful experiences for students.

The current paper used data from the Wabash National Study of Liberal Arts Education—a longitudinal, pretest/posttest design—to estimate the effects of participation in the ten "high-impact" educational practices put forth and endorsed by the Association of American Colleges and Universities (AAC&U) on a variety of liberal arts educational outcomes. The high-impact practices included in the study were: first-year seminars, academic learning communities, writing-intensive courses, active and collaborative learning, undergraduate research, study abroad, service learning, internships, and capstone courses/experiences. Findings from ordinary least squares regression analyses suggested that active and collaborative learning as well as undergraduate research had broad-reaching positive effects across multiple liberal arts learning outcomes, such as critical thinking, need for cognition, and intercultural effectiveness. Several other high-impact practices—including study abroad, internship, service learning, and capstone course/experience—had more narrowly focused positive effects on student learning. Overall, this study's findings support AAC&U's advocacy of high-impact practices as pathways to student success.

There is concern that civic engagement in the U.S. has declined recently especially among the younger generations. It is known that one of the strongest predictors of civic engagement is education level, where those with at least a college degree typically have the highest levels of civic engagement. There is also emerging evidence that college curriculum experiences have the potential to instill pro-civic dispositions. In this study, we improved on and advanced past research that examined the associations between undergraduate curriculum experiences and civic engagement. We used cohort and longitudinal data from the 2002-2012 Education Longitudinal Study to test whether experiences in six different high impact practices (HIP) as well as in the number of HIP predicted levels of civic engagement later in adulthood. Based on a series of binomial regression analyses, we found that experiences in HIP significantly predicted higher levels of civic engagement later in adulthood, especially for students who entered college with low levels of pro-civic orientations. Some of these longitudinal relationships were adjusted downward after controlling for precollege selection factors, other college experiences, and other adult outcomes. Still, the significant influence of these undergraduate HIP experiences persisted into adulthood suggesting that individuals carry their curriculum involvements into their post-college transitions including that of being engaged in their communities.

The article discusses the proposals for general education (GE) curriculum reform in three California State University (CSU) Campuses to emphasize high-impact practices (HIPs) and inclusive excellence. It says that the Sacramento State University promotes GE reform as Senate actions for Liberal Education and America's Promise (LEAP) and Baccalaureate Learning Goals (BALGs) outcomes reflect the need of new teaching and learning ways. It adds that California State University, Chico will reform their GE program as it provides little gains in writing, oral communications, and critical thinking skills. Moreover, the San José State University collaborates on a pilot project with Evergreen Valley College to facilitate students who transferred from two- into four-year institutions.

The teaching and learning practices listed and described are designated as “high-impact practices,” or HIPs, based on evidence of significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts.