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Without question, existing scholarship and individual practitioner reports all point to the value of highimpact practices (HIPs). HIPs have been encouraged and advocated as effective strategies for promoting engaged learning while simultaneously increasing rates of retention. HIPs such as research, internships, service learning, and collaborative projects are correlated with higher levels of college persistence/completion and with higher levels of learning on twenty-first-century skills. The message regarding the effectiveness of HIPs has been sent and the charge to increase the creation of and student participation in HIPs has been well received by university constituents. Institutional leaders, policymakers, and administrators are advocating for and supporting HIPs. Those who champion the work are reporting successful student outcomes by way of improvements in retention, GPA, deep learning, personal development, practical competence, and gains in broad general educational skills (Brownell and Swaner 2010). More opportunities are being created to afford students participation in multiple highimpact projects that prepare them to integrate and apply their learning to complex questions and problems (Kuh 2015). We know what HIPs are and why they matter. We know that they are valuable. So, what's next? What's trending? We have moved beyond the value of HIPs; we ask what tools/mechanisms are in place to assess the quality of HIPs? To what extent are HIPs available to all students? Are underserved
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Springer et al. (2018) studied this question.
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