The Intersection of High-Impact Practices: What’s Next for Higher Education? examines high-impact practices and their impacts individually and collectively to demonstrate the added value of connecting high-impact practices. The research presented by Drs. Reilly and Turnbaugh-Langley illustrates that student success is not just a function of participation in one or many high-impact practices, but rather the order, timing, and interaction of these practices that yields the highest impact. These chapters discuss various high-impact practices such as study abroad experiences, student research initiatives, and internships to explore how these kinds of activities augment and enrich the success of students. The authors also speculate on where schools could increase the funding for these high-impact practices to maximize the institution’s return on investment. Ultimately, this book strongly advocates for not only the benefits of high-impact practices, but making sure students have multiple experiences with them.
Shauna Reilly is director of the Institute for Student Research and Creative Activity at Northern Kentucky University.
Samantha Langley-Turnbaugh is vice provost for graduate education, research and outreach at Northern Kentucky University.
Ch. 1 – Introduction to High-Impact Practices
Ch. 2 – The First-year
Ch. 3 – Curriculum
Ch. 4 – Community Engagement
Ch. 5 – Study Abroad
Ch. 6 – Internships
Ch. 7 – Student Research Experiences
Ch. 8 - Conclusion and Advice for Higher Education
Appendix A: Survey Instrument
Appendix B: Focus Group Questions
Langley-Turnbaugh and Reilly’s book, The Intersection of High-Impact Practices: What’s Next for Higher Education?, is timely and warranted. As universities grapple with new, post-pandemic realities, we again find ourselves searching for distinction. The value-added elements of campus experiences are found within high-impact practices. And while the past fifteen years have seen George Kuh's (2008) concept embraced, with directors and offices of HIPs spread across campuses, very little has been done to validate the actual impact of these practices. These authors offer us a road map for that assessment, guided by their extensive efforts on their own campus. Any university taking on an accreditation effort, quality initiative, or strategic plan (as we see in their story) could follow the model provided. Reading their text gave me visions of a new classification system for colleges, much like one focused on community engagement. Langley-Turnbaugh and Reilly's system could consider HIPs across time, in terms of intensity, and then in combination - or in concert, as they say. Keep a look out for more to come from these authors.