- Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter [PDF]
This is the foundational report for the concept of High-Impact Practices (HIPs). It details which practices qualify and reviews evidence for their benefits, particularly for underserved student populations. - Kilgo, C. A., Ezell Sheets, J. K., & Pascarella, E. T. (2015). The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence. Higher Education, 69(4), 509-525 [PDF]
This longitudinal study uses large-scale data to assess the effects of participation in HIPs on liberal arts learning outcomes. - Alsarhan, A. (2024). High-Impact Practices: Evaluating Impact on Adult Learners’ Retention. Experiential Learning and Teaching in Higher Education, 7(4). Retrieved from https://journals.calstate.edu/elthe/article/view/4059
This article demonstrates the effectiveness of HIPs on retention for adult learners, including those beyond traditional-aged students. - Ndoye, A. (2023). High-Impact Practices and Student Performance. International Journal of Teaching and Learning in Higher Education, 35(2), 115-124 [PDF]
Statistical analyses show that the number of HIPs students participate in predicts academic performance, supporting the practical implementation of these practices. - “High-Impact Teaching Practices in Higher Education: A Best Evidence Review.” Studies in Higher Education, 46(8), 1696-1713 (2021) [PDF]
This systematic review critically evaluates the quality and impact of HIPs research.
