Research into high-impact practices (HIPs) like learning communities and undergraduate research suggests they have powerful benefits for learning, degree completion, and equity. This has motivated educators and campus leadership to incorporate HIPs into formal structures to support access, participation, and assessment. But those efforts have been halting, exposing some longstanding gaps between how we're organized in American higher education, and what we know about human learning. The colleges and universities that successfully build HIPs into student degree requirements often find they first need to break down institutional boundaries, convening students, faculty, and other educators who may be meeting for the first time.
This workshop will explore findings in a new book, "
Delivering on the Promise of High-Impact Practices," including case studies from colleges and universities that seem to be making progress. Two of the co-editors will detail contributions from several chapters, and invite participants to think of how the experiences could applied in their own contexts. Session attendees will develop and share preliminary action plans in real time.
