ABSTRACT
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.
TABLE OF CONTENTS
part One|61 pages
Advancing Equity
chapter 4|12 pages
Promoting Equity B Y Design
chapter 5|14 pages
Intentionally Designing Learning Communities To Advance Authentic Access and Equity
part Two|70 pages
Assuring Fidelity
chapter 8|11 pages
Data Collection in Course-Based Undergraduate Research Experiences
chapter 9|11 pages
Internships for All?
chapter 10|11 pages
Living up to the Capstone Promise
chapter 11|12 pages
Identity and Community among First-Generation Students
part Three|85 pages
Achieving Scale
chapter 12|13 pages
High-Impact Practices and Equity
chapter 16|10 pages
High-Impact Practices In the Curriculum
part Four|57 pages
Assessing Outcomes