Research Guides: High-Impact Educational Practices: Home

What are High-Imapct Educational Practices

A high impact practice is a pedagogical approach which requires an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior (Kuh, 2008)

References:
Kuh, George D. 2008. High-Impact Educational Practices: What They Are, Who Has Access To Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities.

Materials Related to High-Impact Educational Practices

Ensuring Quality and Taking High-Impact Practices to Scale by George Kuh; Debra Humphreys (Foreword by); Ken O'Donnell; Sally Reed (Contribution by); Carol Geary Schneider (Foreword by)
Call Number: LB2325 .E67 2011
ISBN: 9780982785096
Publication Date: 2013-06-06
Building on previous AAC&U reports, this publication presents research on specific educational practices correlated with higher levels of academic challenge, student engagement, and achievement. The publication features the relationship between these practices and improvements in retention and graduation rates and advice on how to ensure that all students experience multiple high-impact practices. Detailed case studies show how five campuses are providing high-impact practices more pervasively and systematically.
High-Impact Educational Practices by George D. Kuh
Call Number: LC3727 .K84 2008
ISBN: 9780979618147
Publication Date: 2008-09-01
This publication is the latest report from AAC&U Liberal Education and America's Promise (LEAP) initiative defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.

International Journal for the Scholarship of Teaching & Learning
International Journal for the Scholarship of Teaching & Learning is an open, double-blind peer reviewed electronic journal published published in May and November each year by the Center for Teaching Excellence at Georgia Southern University. The journal is an international forum for research and information about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education.
The Journal of Higher Education
Founded in 1930, The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. We publish the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. We seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages. Comparative and international scholarship should make clear connections to the U.S. context. Manuscripts not appropriate for submission to the Journal include purely theoretical papers, methodological treatises, unsolicited essays and reviews, and non-academic, institutional, and program evaluations or reports.

Editorial: The Role of Faculty Development in Teaching and Learning through High-Impact Educational Practices
The authors draw from Kuh's (2008) High-Impact Educational Practices (HIPs) in light of faculty development needs. This article examines central concepts and trends behind organizing faculty development initiatives to enhance HIPs at higher-education institutions. The authors offer future faculty development and institutional directions for implementing programs and initiatives.
Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices
High-Impact Educational Practices (HEPs) are a set of specific teaching and learning approaches proven effective in university education. This paper focuses on the benefits derived from utilizing three particular HEPs (inquiry-based collaborative activities, undergraduate research, and experiential learning) while teaching a snow and ice field course titled “Silverton Field Experience.” Student evaluations and instructor feedback reinforce the notion that HEPs encourage deep learning. Deep learning is manifest through increased enthusiasm and participation as well as learning in ways that are meaningful, creative, and stimulating. In terms of pedagogy in geography, these HEPs also create an expanded sense of place and a new way to encourage spatial thinking. The HEPs outlined here are replicable in different geography sub-disciplines and among different settings in higher education and prove exciting to an audience of pedagogic researchers and teacher-practitioners in geographical education.

References

AACU