Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Zilvinskis, J., Kinzie, J., Daday, J., Oâ??Donnell, K & Vande Zande C.
Stylus, 2022.
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences â?? collectively known as High-Impact Practices (HIPs) â?? are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students â?? particularly for historically underserved students, including first-generation students and racially minoritized populations. 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.
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Linking Faculty Involvement in High-Impact Practices to First-Year Student Participation
Fassett, Kyle T. and BrckaLorenz, Allison
National Resource Center Research Brief, 2021(2), 1-4, 2021.
Tasked with developing, encouraging, and participating in highly impactful educational experiences, faculty serve in roles vital to first-year student success. Known for benefiting many students, high-impact practices assist institutions in promoting a variety of outcomes ranging from retention to civic engagement. Using data from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE), we investigated the relationship between faculty emphasis and participation in high-impact practices with first-year student participation at over 80 diverse four year institutions. We found that faculty values for participation are positively related to student participation, but faculty involvement in more high-impact practices could decrease student participation. Administrators should consider ways to support their faculty in providing these experiences and to assess potential barriers for providing equitable quality high impact practices.
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High-impact practices and student-faculty interactions across sexual orientations
Garvey, J. C., BrckaLorenz, A., Latopolski, K., & Hurtado, S. S.
Journal of College Student Development, 59(2), 211-226, 2018.
The purpose of this study was to investigate the relationship between high-impact practices and student?faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the significant influences of student and institutional characteristics on high-impact practice participation for LGBQ students, and in particular student?faculty interactions.
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Promoting democratic engagement during college: Looking beyond service-learning
Howe, E. C., & Fosnacht, K.
Journal of College and Character, 18(3), , 2017.
Preparing students to be engaged participants in our democratic society has long been an important college outcome. Over the past few decades, postsecondary institutions have primarily attempted to improve civic outcomes by integrating service activities into their curricula. While research on the effects of service-learning are plentiful, research on how other educationally beneficial activities influence democratic outcomes is scarce. In this study, we find that service-learning may not be the only means for promoting democratic outcomes because other high impact practices, most prominently learning communities, have greater or equivalent relationship to two dimensions of democratic engagement.
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High-impact practices and student-faculty interactions for gender-variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
Journal of Diversity in Higher Education, , Advance online publication, 2017.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This article examines the experiences of gender-variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student?faculty interactions using a large-scale, multi-institution quantitative data set collected from the 2014 administration of the National Survey of Student Engagement. Although high-impact practice participation was similar for gender-variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender-variant students. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.
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High-impact practices and student-faculty interactions for gender-variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
Journal of Diversity in Higher Education, , , 0.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This article examines the experiences of gender-variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student?faculty interactions using a large-scale, multi-institution quantitative data set collected from the 2014 administration of the National Survey of Student Engagement. Although high-impact practice participation was similar for gender-variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender-variant students. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.

A Quasi-Experimental Multilevel Study Examining High-Impact Practices and Deep Approaches to Learning
Fassett, Kyle T.; Haeger, Heather; BrckaLorenz, Allison
Association for the Study of Higher Education, 2020, November.
High-impact practice research often focuses on improving student persistence and academic achievement with less of an emphasis on the development of student learning processes. Further, many studies historically center majority populations in research due to sample size restrictions or methodological procedures. This study uses national survey data to examine over 347,000 seniors? experiences at more than 1,100 four-year colleges and universities with high-impact practices and students? reported learning processes. A hierarchical linear model with propensity scores and effect codes show the relationship between six high impact practices and students? learning processes while de-centering motivating factors and majority populations. Findings indicate both service-learning and learning communities promoted the outcomes under investigation with mixed results among the others. Differences emerged by race/ethnicity, gender identity, sexual orientation, and ability status. We broadly discuss implications for higher education and future research.
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High-impact practices: Is the impact positive or negative for students of color?
McCormick, A. C., Kinzie, J., & Gonyea, R. M.
Association for the Study of Higher Education Annual Conference, Houston, TX, 2017, November.
Although high-impact practices are promoted as mechanisms to improve the quality of undergraduate education for all students, it has been suggested that they may create the opportunity for distinctly negative, harmful experiences for students of color. This study examines the impact of HIP participation within racial/ethnic groups, finding generally positive effects.
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Moving students to read: Unpacking the relationship with reflective and integrative learning
Wang, R., & Ribera, A. K.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
College students‘ reading motivation and reflective and integrative learning play a significant role in influencing students‘ academic performance and engagement. Understanding students‘ reading motivation will help faculty members adjust their course design and provide sufficient support and resources in order to accommodate student learning. Using data collected in 2013 from 47 four-year colleges and universities located in the U.S., this study explores individual characteristics of students who tend to be intrinsically motivated to read. This study also explores the relationship between intrinsic reading motivation and students‘ level of engagement in reflective and integrative learning. Recommendations for enhancing students‘ reading motivation and reflective and integrative learning are provided.
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Livin' on a prayer: A quasi-experimental investigation into the efficacy of learning communities
Fosnacht, K., & Graham, P. A.
American College Personnel Association Annual Convention, Montreal, QC, Canada, 2016, March.
With the increasing adoption of learning communities by post-secondary institutions, it is imperative to document their effectiveness, as the existing research is not definitive. In this study, we found that learning communities have a positive impact on students‘ engagement and perceived gains using a quasi-experimental approach, confirming previous research; however, learning communities do not appear to drastically alter the student experience on average. Additionally, we found that the estimated effect of learning communities varies widely across institutions on a variety of measures. Consequently, it appears that while some learning communities are extremely impactful, others have a negligible impact on students.
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The HIP landscape at public institutions: Exploring variation in intention and participation by student characteristics
Kinzie, J., & Gonyea, R.
High-Impact Practices in the States Annual Conference, Dominguez Hills, CA, 2018, February.
Public colleges and universities have a particular obligation to make HIPs available to more students. Yet, for state and institution leaders to maximize student learning through HIPs, we must identify disparities in access and, in particular, explore gaps in students‘ expectations and actual participation levels by student characteristics. This session will explore 2016 and 2017 public institution results from the National Survey of Student Engagement to highlight student participation in HIPs by key demographics including first-generation status and racial-ethnic group. Because less is known about them, we will focus on first-year student expectations for HIPs and then will discuss how results inform institutional policy and practice regarding student expectations, approaches to closing equity gaps, and benchmarking institutional performance.
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High-impact practices and students of color: Investigating the hypothesis of harm
McCormick, A. C., Kinzie, J., Gonyea, R. M., & Ribera, A. K.
Association of American Colleges and Universities Annual Meeting, San Francisco, CA, 2017, January.
Concerns have been raised that high-impact practices may create opportunities for impactful but highly negative experiences for students of color by creating situations in which students may be exposed to microaggressions and other racist behaviors. To test the hypothesis of negative HIP impact for students of color, we investigated three related questions using data from the 2015 administration of the National Survey of Student Engagement: 1) Do students of color who participate in HIPs evidence lower perceptions of quality of interactions with others on campus, and faculty in particular, relative to their peers who did not participate in HIPs?; 2) Do students of color who participate in HIPs evidence lower perceptions of campus support than their peers who did not participate in HIPs?; and 3) Do students of color who participate in HIPs evaluate their overall educational experience less favorably than their peers who did not participate in HIPs?
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Involving online students in high-impact practices
Wang, R., Zilvinskis, J., & Ribera, A. K.
Association for Institutional Research Annual Forum, New Orleans, LA, 2016, June.
Using a large-scale survey of student engagement, this study examined the extent to which taking all online courses affects senior students‘ participation rates in high-impact practices (HIPs), such as internship and study abroad. Online students‘ perceived gains in knowledge, skills, and personal development were also examined by whether or not they participated in a HIP. Overall, findings revealed that online students‘ participation rates in HIPs were relatively lower than students who did not take all of their courses online. Of the six HIPs, online students engaged most in service-learning experiences as part of a course requirement and least in study abroad. Online students who participated in a HIP reported greater gains in knowledge, skills, and personal development compared to online students who did not participate in a HIP. This study suggests institutions should pay special attention to the needs of online students and develop strategies for promoting their HIP participation.
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High impact practices that support first year student learning and engagement
Kinzie, J.
International Conference on the First-Year Experience, Maui, HI, 2010, June.

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Maximizing high impact practices: What works
Kinzie, J.
NASPA Annual Conference, Chicago, IL, 2010, March.

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Developing and assessing high impact educational programs to support first year student learning and success
Kinzie, J., Ross, F. E., & Evenbeck, S.
Annual Conference on the First-Year Experience, Denver, CO, 2010, February.

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Developing and assessing high impact educational programs to support first year student learning and success
Kinzie, J., & Ross, F. E.
International Conference on the First-Year Experience, Montreal, Canada, 2009, July.

High impact activities: What they are, why they work, and who benefits
Gonyea, R. M., Kinzie, J., Kuh, G. D., & Nelson Laird, T. F.
Association of American Colleges & Universities Annual Meeting, Washington, DC, 2008, January.

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First-Generation Students Lag in HIP Participation
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 4.
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Seniors? Post-Graduation Plans Influenced by Major and Participation in High-Impact Practices
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015, 6.
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Looking Within: Analysis of Student Subgroups
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012, 11.
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Positive Trends in Student Engagement: Updated Findings
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012, 13.
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Introducing the Updated NSSE Survey for 2013
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012, 15.
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FSSE
In Promoting engagement for all students: The imperative to look within—2008 results, 20.
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BCSSE
In Promoting engagement for all students: The imperative to look within—2008 results, 20.
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Promising/Disappointing Findings
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 13.
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Study Abroad
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 17.
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Senior Culminating Experiences
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 19 - 20.
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Importance Faculty Place on High-Impact Practices
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 21.
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Using high-impact activities to maximize student gains
Todd Chamberlain
June 23, 2009.

Recording