Utilisation of High-Impact Educational Practises (HIPS) to Engage Undergraduates: A Preliminary Case Study

Abstract

The purpose of this preliminary study is, firstly, to identify the most preferred high-impact educational practises (HIPs) among undergraduates and, secondly, to recommend best practises and strategies for implementing HIPs in higher education. This study included 61 undergraduates from a variety of degree programmes that implemented HIPs in one general studies course. Descriptive statistics and frequency were used to analyse the data. The findings revealed that the most popular HIP among undergraduates is service/community-based learning (SBL), and the least preferred HIP among undergraduates is Intensive Academic Writing (IAW). This study's findings are critical for preliminary understanding of the importance of learning styles in order to be effective and sensitive in teaching and learning, to have flexible and diverse instructional planning, and to diversify teaching methods. This was a preliminary case study that emphasised the significance of HIPs in the higher education curriculum and their implementation for a positive academic learning experience among undergraduates.