HIPs refer to evidence-based teaching and learning strategies that have been shown to significantly improve student engagement, retention, and learning outcomes. The term was introduced and popularized by George D. Kuh in his 2008 report High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, published by the Association of American Colleges and Universities (AAC&U). Kuh’s work built upon decades of research on student engagement and the National Survey of Student Engagement (NSSE), which documented the correlation between certain educational experiences and higher levels of learning and student success.

AAC&U identifies 11 core HIPs:

• First-Year Seminars and Experiences
• Common Intellectual Experiences (integrated general education or core curricula)
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• Undergraduate Research
• Diversity/Global Learning (e.g., study abroad, intercultural engagement)
• Service Learning and Community-Based Learning
• Internships
• Capstone Courses and Projects
• ePortfolios (added by AAC&U in later frameworks)

HIPs are now a central part of institutional effectiveness strategies and student success initiatives in higher education. Many colleges and universities formally track student participation in HIPs and use them as indicators of educational quality, engagement, and postsecondary learning outcomes. The movement also intersects with skills-based education and work-integrated learning, aligning HIPs with workforce readiness goals.