Who has Access to HIPs

The Kuh research explains why HIPs benefit all students, and provides evidence that underserved students seem to benefit even more than their more advantaged peers through participation in HIPs. The learning gains made by underserved students who participate in HIPs are dramatic, and participation in HIPs increases rates of student retention and engagement.

The research also shows, however, that underserved students (e.g., students of color, and low-income, first-generation and transfer students) are the least likely to have access to HIPs.

Who should have access to HIPs?
While Kuh is clear that HIPs are not a “silver bullet,” he also says that if there is one thing colleges and universities can do to enhance student engagement and success, it is to “make it possible for every student to participate in at least two high-impact activities during his or her undergraduate program, one in the first year, and one taken later in relation to the major field.”
High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter

And as Carol Geary Schneider, President of AAC&U, says,

“If the essential learning outcomes are goals, then our curricular, cocurricular, and pedagogical practices need to be recognized as the means to achieving these larger educational ends. We can help our students improve by making these kinds of practices the norm, rather than the exception.”