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A high impact practice is a pedagogical approach which requires an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior (Kuh, 2010). High impact practices are evidence-based teaching and learning practices that have been widely tested and shown to be beneficial for college students (Kuh, 2008).
Characteristics of high-impact activities include: setting appropriately high expectations of students; interaction with faculty and peers about substantive matters; experiences with diversity; frequent feedback; reflection and integrative learning; real-world applications; and demonstrated competence.
Meet Your 2025 HIP Ambassadors:
Meet Your 2025 HIP Ambassadors:
Deidra Rogers from East Tennessee State University
Deidra Rogers from East Tennessee State University
Name: Deidra Rogers
Institution: East Tennessee State University
Email: rogersda@etsu.edu
Office Number: 423-439-7217
Degrees earned and institution(s): BA Psychology – Winthrop University, Rock Hill, SC • MA Human Services Counseling/Life Coaching – Liberty University, Lynchburg, VA • Ed.S Counselor Leadership – East Tennessee State University, Johnson City, TN • (in progress) PhD Adult & Continuing Education – University of Tennessee-Knoxville, Knoxville, TN
How long have you worked at your institution? 7 years
What is your teaching/research focus area(s)? Service-Learning/Community Engagement • Spirituality in Black, Brown, and Marginalized Millennial Adult Learners in post-secondary educational settings
What do you appreciate most about the HIP(s) that you have infused into the courses you teach?
What I appreciate most about the High-Impact Practices (HIPs) infused into my courses is their ability to connect students to the evolving needs of their communities while fostering personal discovery and growth. These practices create space for students to immerse themselves in meaningful community engagement, civic knowledge, and grassroots initiatives. Through these experiences, students not only contribute to the world around them but also begin to see themselves as change-makers—individuals capable of shaping the future in profound ways. I firmly believe that today’s generation holds the potential to drive transformative change in our society. By providing opportunities to explore how historical movements have influenced the present, students can better understand the importance of their actions and ideas in shaping the world of tomorrow. The next 20 to 30 years will be deeply impacted by the work and values of these students, and I see my role as helping them realize that influence and exposure, when used positively, are powerful tools for progress. Ultimately, it is incredibly rewarding to witness students grow in confidence and purpose as they engage with their communities, discovering the importance of their contributions and the legacy they’re creating for the future.
Deidra Rogers is your HIP Ambassador for Service Learning
Deidra Rogers is your HIP Ambassador for Service Learning
Minimum Definition of Practice-
Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Curriculum includes structured field-based “experiential learning” alongside community partners, which reinforces course learning outcomes. Within the TBR System, credit-bearing service-learning designated courses are incorporated into general education or college core requirements for a degree program.
More information here (scroll down and click on to expand the topic.)
Getting Started with HIPs
Getting Started with HIPs
A high impact practice is a pedagogical approach which requires an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior (Kuh, 2010). High impact practices are evidence-based teaching and learning practices that have been widely tested and shown to be beneficial for college students (Kuh, 2008). Characteristics of high-impact activities include: setting appropriately high expectations of students; interaction with faculty and peers about substantive matters; experiences with diversity; frequent feedback; reflection and integrative learning; real-world applications; and demonstrated competence.
Want to learn more?
You can request that Dr. Heidi Leming come and present at your campus for in-service or other even.
View "Work Smarter, Not Harder: Simplifying HIPs" presentation (47 minutes)
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