In recent years, public colleges and universities and state systems have expanded their historical focus on access to include student success, broadly defined to include learning and equitable outcomes as well as graduation. To this end many have adopted the language of “high-impact educational practices,” as developed and promoted by NSSE and AAC&U. High-impact practices include experiential and work-based learning, service learning and community engagement, and undergraduate research, among others. They emphasize real-world contexts and applicability that highlight the value and relevance of college learning.

The field has emphasized the significant benefits of HIPs for student engagement, with disproportionate gains among the historically underserved – who are also, not incidentally, the least likely to opt in. For public institutions this has leant a new moral urgency to promote and even require participation in HIPs by the students who most stand to benefit.

Join TS3 Leadership for a webinar on High-Impact Practices in the States to learn how public colleges and universities are more intentionally and equitably creating, delivering, and assessing their best educational practices.