Document Type
Article
Publication Date
3-2025
Publisher
Indiana University Press
Source Publication
Journal of the Scholarship of Teaching and Learning
Source ISSN
1527-9316
Abstract
The High-Impact Practices (HIPs) Spectrum is a taxonomy for assessing and categorizing courses along a continuum based on elements of High Impact Practices (Marten et al., in press). This study provides quantitative evidence for the validity and impact of the HIPs Spectrum by analyzing seven years of enrollment data in a Midwestern regional comprehensive university School of Business. Along the HIPs Spectrum, courses are categorized as High Impact Practice (HIP), High Engagement Experience (HEE), or Neither. Labeling the medium-intensity HEE courses allows for a detailed analysis of their effect on students, which is a gap in previous literature. Results show supportive evidence for both HIP and HEE courses significantly increasing student persistence, and HEEs significantly decreasing time to graduation in comparison with Neither courses. Students earned an average of half a letter grade higher in HIP courses than in Neither courses. Surprisingly, HEE courses had a larger positive effect on students than HIP courses for some variables, justifying the importance of researching and implementing HEEs as a pedagogical tool to support student success. Classification of courses along the HIPs Spectrum is now an important step in accurate measurement of how engaged learning affects students. As the HIPs Spectrum grows in use, it has the potential to shift how we classify, measure, and evaluate courses under the umbrella of High-Impact Practices.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Kaminski, Heather L.; Marten, Kathryn; and Murphy, Dianne D., "Measuring Student Success Using the High-Impact Practices Spectrum: Evidence for the value of High Engagement Experiences" (2025). Management Faculty Research and Publications. 419.
https://epublications.marquette.edu/mgmt_fac/419
Comments
Published version. Journal of the Scholarship of Teaching and Learning, Vol. 25, No. 1 (March 2025): 103-121. DOI. © 2025 Indiana University Press. Used with permission.
This work is licensed under a Creative Commons Attribution 4.0 International License. Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.