High-impact Practices Online: Starting the Conversation

Concurrent Session 7
Streamed Session

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Session Materials

Brief Abstract

The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.


Dr. Katie Linder is an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. Currently, Katie directs the Oregon State University Ecampus Research Unit and serves as an associate editor for the International Journal for Academic Development. She is also the creator of the Radical Self-Trust Podcast Channel and the host of a weekly interview-based podcast called Research in Action. She writes a weekly essay series called The Academic Creative. Her most recent book is Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators.

Extended Abstract

In 2008, George Kuh coined the term “High-Impact Educational Practices” (HIPs) and defined them as the following ten components of undergraduate education: first-year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity and global learning, service learning and community-based learning, internships, and capstone courses and projects. An eleventh HIP, e-portfolios, was also recently added to this list.

HIPs have since become a foundational strategy to increase student retention and completion rates in institutions of higher education and have been used as a variable to study student success and engagement. HIPs have also been utilized to explore the needs of specific student populations such as first-year students and minority students. HIPs are now considered to be fundamental metrics for measuring student learning and campus cultures that promote educational quality.

Although HIPs have been in the higher education lexicon for almost a decade, the literature on each practice, and how they interrelate with one another, is continuing to develop. In particular, the conversation about transitioning HIPs online is still in its infancy. In this session, some of the contributors from the recently-released edited collection High-Impact Practices in Online Education will share current HIP research related to online classrooms, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.

In particular, the presentation will focus on ways in which HIPs may need to be amended to meet the needs of online learners, specific examples of HIPs being implemented online, and concrete strategies for transitioning HIPS to the online environment that can be utilized across a range of disciplines and institution types.

After attending this session, participants will have a comprehensive overview of the reasons why implementation of HIPs may differ for the online environment and some of the additional research needed to learn more about implementing HIPs successfully for online students.

The reflective period at the end of the session will be guided by the following three questions:

1) In what ways are you (or your campus) currently engaging with HIPs either in face-to-face or online classrooms?

2) Based on today’s session, what ideas do you have for how you (or your campus) could further implement HIPs in online classrooms?

Participants will be encouraged to answer these questions at their tables and then to share out some of their responses with the larger group.