ABSTRACT
This chapter introduces an equity-centered approach to the design of high-impact practices (HIPs). It conceptualizes the equitable, expansive, and quality design of HIPs based on the sensemaking of educators and institutional priorities for student success. Equity-centered designs of HIPs are committed to improvement by considering equity at multiple stages of the assessment process, from defining relevant outcomes to the quality of practice implementation, and through direct and authentic evaluation of learning. Raising awareness must be supported with campus-specific data about who has access to HIPs and disaggregated along various dimensions such as gender, race/ethnicity, age, and previous educational experience, to name a few. Increasing knowledge also suggests finding ways to stimulate faculty and staff thinking with regard to experimentation with HIPs. Building capacity for institutionalizing the equitable implementation of HIPs can take a number of forms on campuses, but effective professional development must be at the core of these efforts.
