ABSTRACT
This chapter briefly explores how student learning from four HIPs undergraduate research, learning communities, service-learning/community-based learning, and internships requires the development and use of proactive knowledge, as well as how teaching for writing transfer can support that development. In 2008, George Kuh synthesized a wide range of higher education research to identify 10 high-impact practices (HIPs) that 'have been widely tested and have been shown to be beneficial for college students from many backgrounds'. Although possessive and performative knowledge have utility, Perkins considered proactive knowledge to be the ultimate goal of education. The combination of academic, personal, and civic outcomes demonstrated to result from SL/CBL underscores how this HIP encourages students to develop proactive knowledge that connects across domains and that can be applied in unfamiliar settings. To maximize the positive outcomes of HIPs, faculty and staff must design these experiences to focus on proactive knowledge.
