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High Impact Practices (HIPs)

Additional Reading

Suggested Resources for High-Impact Practices

Note: This list of resources is frequently updated, so please check back soon!

Web Resources

Video: George Kuh – Potential High-Impact Practices that Merit Further Research (YouTube, 6:24)

Video: George Kuh on ePortfolio as High-Impact Practice (YouTube, 3:41)

Video: George Kuh – Fostering Deep, Integrative Learning (YouTube, 4:04)

Video: Key Characteristics of the Scholarship of Teaching and Learning (YouTube, 12:56)

Colleges of Distinction: High Impact Practices

AAC&U: High-Impact Educational Practices

Duquesne University: High-Impact Educational Practices

Indiana University: Learning Outcomes Generator

Indiana University: Assessing Student Learning

UC Boulder Office of Diversity, Equity & Community Engagement: High Impact Practices

University of Central Florida Division of Teaching and Learning: High-Impact Practices

Higher Ed Live: High-Impact Practices – Maximizing Student Learning and Engagement

WAC Clearinghouse at Colorado State University: Special Issue: WAC and High-Impact Practices

Stanford University: Promoting Active Learning

Queens U Canada: What is Active Learning?

University of Michigan Center for Research on Learning and Teaching: Introduction to Active Learning

Athabasca University: Community of Inquiry Model

Faculty Focus: Determining the Best Technology for Your Students, Your Course, and You

University of Nebraska: Active-learning strategies proving integral to calculus success

Cornell University: Calculus 1 Active Learning Repository

The Next Decade of HIPs: Increasing Quality, Access, and Equity


Peer Reviewed Articles (Some available through Library Databases, others you can borrow through InterLibrary Loan)

Abbott, J. (2012). Interdisciplinary Teaching through Learning Communities: A Perspective from a Part-Time Faculty Member. Peer Review, 14(3), 10–13. Retrieved from

Aldas, T., Crispo, V., Johnson, N., & Price, T. A. (2010). Learning by Doing: The Wagner Plan from Classroom to Career. Peer Review, 12(4), 24–28. Retrieved from

Anderson, K. L., Boyd, M., Ariemma Marin, K., & McNamara, K. (2019). Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice. Journal of Experiential Education, 42(3), 229–248.

Bazemore-Walker, C. R. (2016). The (Ongoing) Plan for Student Success. Peer Review, 18(1/2), 21–23. Retrieved from

Biggs, J. B. (2003).  Aligning teaching for constructing learning. (pdf, 64k) The Higher Education Academy whitepaper.

Brownell, J. E., & Swaner, L. E. (2009). High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs. Peer Review, 11(2), 26–30. Retrieved from

BROWNELL, S. E., WENDEROTH, M. P., THEOBALD, R., OKOROAFOR, N., KOVAL, M., FREEMAN, S., … CROWE, A. J. (2014). How Students Think about Experimental Design: Novel Conceptions Revealed by in-Class Activities. BioScience, 64(2), 125–137.

Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., … Yaghmourian, D. L. (2018). Translating the ICAP Theory of Cognitive Engagement Into Practice. Cognitive Science, 42(6), 1777–1832.

Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243.

Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education (pdf, 266k). AAHE Bulletin, 39(7), 3 – 7.

Coker, J. S., Heiser, E., Taylor, L., & Book, C. (2017). Impacts of Experiential Learning Depth and Breadth on Student Outcomes. Journal of Experiential Education, 40(1), 5–23.

COKER, J. S., & PORTER, D. J. (2016). Student Motivations and Perceptions Across and Within Five Forms of Experiential Learning. JGE: The Journal of General Education, 65(2), 138–156. Retrieved from

Cook, B. R., & Babon, A. (2017). Active learning through online quizzes: better learning and less (busy) work. Journal of Geography in Higher Education, 41(1), 24–38.

Franco, P. F., & DeLuca, D. A. (2019). Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education. Simulation & Gaming, 51(1), 23–43.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.

Freeman, S., Theobald, R., Crowe, A. J., & Wenderoth, M. P. (2017). Likes attract: Students self-sort in a classroom by gender, demography, and academic characteristics. Active Learning in Higher Education, 18(2), 115–126.

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology. Science, 332(6034), 1213–1216.

Harring, K., & Luo, T. (2016). Eportfolios: Supporting Reflection and Deep Learning in High-Impact Practices. Peer Review, 18(3), 9–12. Retrieved from

Henderson, C., Connolly, M., Dolan, E. L., Finkelstein, N., Franklin, S., Malcom, S., … John, K. S. (2017). Towards the STEM DBER Alliance: Why We Need a Discipline-Based STEM Education Research Community. Journal of Engineering Education, 106(3), 349–355.

Jansen, D. A., Jadack, R. A., Ayoola, A. B., Doornbos, M. M., Dunn, S. L., Moch, S. D., … Wegner, G. D. (2015). Embedding Research in Undergraduate Learning Opportunities. Western Journal of Nursing Research, 37(10), 1340–1358.

Kahn, P. E. (2014). Theorising student engagement in higher education. British Educational Research Journal, 40(6), 1005–1018.

Kahn, S. (2014). Assessing Underserved Students’ Engagement in High-Impact Practices. Assessment Update, 26(6), 11.

Kilgo, C., Ezell Sheets, J., & Pascarella, E. (2015). The link between high-impact practices and student learning: some longitudinal evidence. Higher Education (00181560), 69(4), 509–525.

Kinner, D., & Lord, M. (2018). Student-Perceived Gains in Collaborative, Course-Based Undergraduate Research Experiences in the Geosciences. Journal of College Science Teaching, 48(2), 48–58. Retrieved from

Kinzie, J., & Kuh, G. (2017). REFRAMING STUDENT SUCCESS IN COLLEGE: Advancing Know-What and Know-How. Change, 49(3), 19–27. \

Kuh, G. D. (2012). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Peer Review, 14(3), 29. Retrieved from

Kuh, G. D. (2016). Making Learning Meaningful: Engaging Students in Ways That Matter to Them. New Directions for Teaching & Learning, 2016(145), 49–56.

Kuh, G. D., Gambino, L. M., Ludvik, M. B., & O’Donnell, K. (2018). Accentuating Dispositional Learning from HIPs Using ePortfolio. Assessment Update, 30(3), 8–9.

Kuh, G. D., Ikenberry, S. O., Jankowski, N. A., Cain, T. R., Ewell, P. T., Hutchings, P., & Kinzie, J. (2015). Beyond Compliance: Making Assessment Matter. Change, 47(5), 8–17.

Kuh, G., O’Donnell, K., & Schneider, C. G. (2017). HIPs at Ten. Change, 49(5), 8–16.

Lewing, M., & Shehane, M. (2017). The Institutionalization of Service-Learning at the Independent Colleges and Universities of the Gulf Coast Region. Christian Higher Education, 16(4), 211–231.

Lopatto, D. (2010). Undergraduate Research as a High-Impact Student Experience. Peer Review, 12(2), 27–30. Retrieved from

Miller, A. L., Rocconi, L. M., & Dumford, A. D. (2018). Focus on the finish line: does high-impact practice participation influence career plans and early job attainment? Higher Education (00181560), 75(3), 489–506.

Myers, C. B., Myers, S. M., & Peters, M. (2019). The Longitudinal Connections Between Undergraduate High Impact Curriculum Practices and Civic Engagement in Adulthood. Research in Higher Education, 60(1), 83–110.

Núñez, E. M. (2013). Collaborative Leadership on a Liberal Arts Campus: Supporting Student Engagement. Peer Review, 15(1), 17–20. Retrieved from

O’Brien, W., & Sarkis, J. (2014). The potential of community-based sustainability projects for deep learning initiatives. Journal of Cleaner Production, 62, 48–61.

O’Donnell, K., Hecsh, J., Underwood, T., Loker, W., Trechter, S. A., David, D., & White, A. (2011). Putting High-Impact Practices and Inclusive Excellence at the Center of GE Reform: Lessons from the California State University LEAP Initiative. Peer Review, 13(2), 22–25. Retrieved from

Paulson, K. (2012). Faculty Perceptions of General Education and the Use of High-Impact Practices. Peer Review, 14(3), 25–28. Retrieved from

Pike, G. R., Kuh, G. D., McCormick, A. C., Ethington, C. A., & Smart, J. C. (2011). If and When Money Matters: The Relationships Among Educational Expenditures, Student Engagement and Students’ Learning Outcomes. Research in Higher Education, 52(1), 81–106.

Priest, K. L., & Clegorne, N. A. (2015). Connecting to Experience: High-Impact Practices for Leadership Development. New Directions for Student Leadership, 2015(145), 71–83.

Reinhart, D. (2012). Teaching with High Impact Within a Splintered Culture. Peer Review, 14(3), 22–24. Retrieved from

Roney, K., & Ulerick, S. L. (2013). A Roadmap to Engaging Part-Time Faculty in High-Impact Practices. Peer Review, 15(3), 24–26. Retrieved from

Snow, H. K. (2018). High-Impact Practices, Universal Design and Assessment Opportunities in Liberal Arts Seminars. ASIANetwork Exchange, 25(2), 117–135.

Springer, J. T., Hatcher, J., & Powell, A. (2018). High‐Impact Practices: The Call for a Commitment to Quality Educational Experiences and Inclusive Excellence. Assessment Update, 30(4), 6–11.

Stebleton, M. J., & Aleixo, M. B. (2015). Examining Undocumented Latino/a Student Interactions With Faculty and Institutional Agents. Journal of Hispanic Higher Education, 14(3), 256–273.

Sullivan, D. F., & McConnell, K. D. (2018). It’s the Assignments—A Ubiquitous and Inexpensive Strategy to Significantly Improve Higher-Order Learning. Change, 50(5), 16–23.

Tukibayeva, M., & Gonyea, R. M. (2014). High-Impact Practices and the First-Year Student. New Directions for Institutional Research, 2013(160), 19–35.

Vogt, B. J., & Skop, E. (2017). The Silverton Field Experience: a model geography course for achieving high-impact educational practices (HEPs). Journal of Geography in Higher Education, 41(4), 574–589.

Wawrzynski, M., & Baldwin, R. (2014). Promoting High-Impact Student Learning: Connecting Key Components of the Collegiate Experience. New Directions for Higher Education, 2014(165), 51–62.

Weaver, D., & Esposto, A. (2012). Peer assessment as a method of improving student engagement. Assessment & Evaluation in Higher Education, 37(7), 805–816.

Zilvinskis, J. (2015). Using Authentic Assessment to Reinforce Student Learning in High-Impact Practices. Assessment Update, 27(6), 7–13.

Zilvinskis, J., & Dumford, A. D. (2018). The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation. Community College Review, 46(4), 368–387.


Esposto, A. S., & Weaver, D. (November 01, 2007). Continuous Team Assessment to Improve Student Engagement and Active Learning. Journal of University Teaching and Learning Practice, 8, 1.)