Got HIPs? Making student engagement enhancement a core part of program development with high impact practices
| Author | Schnequa N Diggs |
| Published date | 01 July 2022 |
| Date | 01 July 2022 |
| DOI | http://doi.org/10.1177/01447394211013856 |
| Subject Matter | Articles |
2022, Vol. 40(2) 167 –180
Article
Got HIPs? Making student
engagement enhancement
a core part of program
development with high
impact practices
Schnequa N Diggs
North Carolina Central University, USA
Abstract
Learning how to engage students in educationally purposeful activities has been a chal-
lenge for instructors in higher education. It is often hard to push through institutionalized
pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The
demands of a more diverse student body and more effective measures of student
learning outcomes have led to rethinking the delivery of course material to gain greater
student engagement. Studies have shown that higher order engagement enhances stu-
dent learning and helps to narrow achievement gaps across the curriculum. This article
focuses on student engagement and the use of high-impact practices (active-learning
approaches) in the Alameda County MPA Program at California State University, East
Bay. The application of HIPS to this specific MPA program provides a good example of
how multiple student engagement enhancement techniques can be incorporated into the
core of graduate-level program development. The article concludes with suggestions for
future research, one being, examining the impact distant, online education has on student
learning and engagement, in light of the recent pandemic.
Keywords
Student engagement, active-learning, high-impact practices, curriculum development
Corresponding author:
Schnequa N Diggs, Department of Public Administration, North Carolina Central University, 1801 Fayetteville
St. Durham, NC 27707, USA.
Email: Sdiggs1@nccu.edu
Teaching Public Administration
ªThe Author(s) 2021
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/01447394211013856
journals.sagepub.com/home/tpa
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