1. "High-Impact Practices" (web page) are broad, active-learning "teaching and learning practices ... [that] have been widely tested and have been shown to be beneficial for college students from many backgrounds, especially historically underserved students, who often do not have equitable access to high-impact learning."
Often requiring institutional-level commitment and direction, "[t]hese practices take many different forms, depending on learner characteristics and on institutional priorities and contexts," but are crystalized in the following 11 priorities:
- First-Year Experiences
- Common Intellectual Experiences
- Learning Communities
- Writing-Intensive Courses
- Collaborative Assignments and Projects
- Undergraduate Research
- Diversity/Global Learning
- Service Learning, Community-Based Learning
- Capstone Courses and Projects
2. "High Impact Practices (HIPs) or Engaged Learning Practices" (web page) may not all be within the individual instructor's ability to implement, but each instructor may use specific active-learning strategies that share the 8 "Characteristics of High Quality, High Impact Practice":
- "Set performance expectations at appropriately high levels, and effectively communicate these expectations to students."
- "Encourage students to invest significant and meaningful time and effort on authentic, complex tasks over an extended period of time."
- "Add meaningful interactions amongst students and between faculty and students about substantive matters."
- "Challenge students’ ways of thinking, increase interactions with individuals with experiences and life experiences different from their own experiences with diversity."
- "Provide frequent, timely and constructive feedback."
- "Increase periodic, structured opportunities to reflect and integrate learning."
- "Provide opportunities to discover relevance of learning through real-world applications, or add a real-world/authentic experience."
- "Add a public demonstration of competence."