{"id":9997,"date":"2026-08-24T09:32:40","date_gmt":"2026-08-24T14:32:40","guid":{"rendered":"https:\/\/uwm.edu\/advancing-learning\/?p=9997"},"modified":"2026-08-24T09:32:43","modified_gmt":"2026-08-24T14:32:43","slug":"10-high-impact-practices-to-implement-today","status":"publish","type":"post","link":"https:\/\/uwm.edu\/advancing-learning\/10-high-impact-practices-to-implement-today\/","title":{"rendered":"10 High-Impact Practices to Implement Today"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">This resource offers classroom-level strategies faculty and instructional academic staff\u00a0may apply\u00a0in any course,\u00a0regardless of modality or course size.<\/p>\n\n\n\n<h2 id=\"h-aac-amp-u-s-high-impact-practices\" class=\"wp-block-heading\">AAC&amp;U&#8217;s High-Impact Practices<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The Association of American Colleges &amp; Universities (AAC&amp;U) <a href=\"https:\/\/www.aacu.org\/trending-topics\/high-impact\">identified eleven \u201cHigh-Impact Practices\u201d (HIPs)<\/a> associated with measurably higher rates of student engagement, learning, retention, and completion. However, it is not simply doing these activities that makes the difference for student outcomes. It is how they are done with a focus on high expectations, sustained effort over time, meaningful interaction with faculty and peers, exposure to people and ideas different from one\u2019s own, frequent and timely feedback, structured opportunities to reflect, real-world relevance, and a public demonstration of what was learned. A practice is \u201chigh-impact\u201d to the extent it delivers these conditions for students.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">While most of the eleven HIPs are intended to be implemented at the program level, the ten strategies in this resource are designed for any instructor to start implementing today, in any course, at any class size, in person or online.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This resource offers concrete steps to take before your next class meeting or module opens and provides four ways to adapt it: in-person or online, in a small class or a large one. \u201cSmall\u201d assumes roughly 30 or fewer students where individual contact is feasible; \u201cLarge\u201d assumes a lecture-hall-sized course (roughly 75+) where activities need to scale without adding grading burden. \u201cOnline\u201d examples cover both synchronous and asynchronous formats. Use those that matter to your course and adapt them to your specific context.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Of note, the connection between all of these is that none require redesigning the course, instead, they are all interactions that happen regularly (returning work, taking attendance, answering a question), but handled with the awareness that this particular interaction or moment might be the one that matters to this particular student.<\/p>\n\n\n\n<h2 id=\"h-the-10-practices\" class=\"wp-block-heading\">The 10 Practices<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">It is encouraged to implement these HIPs examples into the first three weeks of a course, because how students experience the start of a course is one of the strongest predictors of whether they stay engaged, seek help when they struggle, and ultimately complete the course successfully. The overarching trend across these practices is on creating visibility into how students are doing and providing enough psychological safety that students will engage with offered support while there is still time to change the student success trajectory in a course, thus maintaining and advancing their academic momentum.<\/p>\n\n\n\n<div class=\"uwm-p-accordion uwm-p-accordion--icon-left-circle\" data-accordion-prefix-classes=\"uwm\" data-accordion-cool-selectors=\"1\"><button class=\"uwm-p-accordion--toggle-button size-p-md\">Expand All<\/button>\n<div class=\"uwm-p-accordion--header\">1. Make yourself visible and reachable to students<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">A short welcome message, whether an email, a recorded video, or a first-day slide that shares something human about you (why you teach this subject, one thing outside class you care about) does more than build rapport; it signals that this is a class where students are seen as people, which research on belonging shows meaningfully affects persistence. Pair that with explicit, written expectations for how communication works: where announcements go, how fast you&#8217;ll respond to email, when and how to reach you, and what students should do the moment they&#8217;re confused or falling behind. Combining these two in the first week along with small, specific, personal gestures once the term is underway (a two-minute comment, a specific line on a paper, a &#8220;you handled that better than you think you did&#8221;) show students you are available to them as their questions arise.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>A two-minute personal share at the start of class (why you teach this, one thing you care about outside class) plus a syllabus slide on response times and how to reach you. Easy to also do the &#8220;deliberate gesture&#8221; version live and often \u2014 catch one student after class each week.<\/td><td>Put the human element in a short recorded welcome video or a first-day slide, since you won&#8217;t get to everyone in person. Write the communication rules into the syllabus and repeat them verbally day one (where are announcements posted, expected email turnaround time, what to do the moment they&#8217;re confused). Do a handful of personal noticing of students each week. You don&#8217;t need all 200, just a rotating few each week.<\/td><\/tr><tr><td>Online<\/td><td>Combine the video\/slide with a live moment in the first session of &#8220;here&#8217;s why I teach this&#8221; on camera. Post communication norms in chat and pin them. Use breakout rooms or a private message for the individual &#8220;I see you&#8221; gesture.<\/td><td>This is where the welcome video matters most because it&#8217;s often the only &#8220;face&#8221; students get. Pin communication norms in Canvas (not just the syllabus) since students won&#8217;t dig for it. Personal gestures become a short, specific comment in a discussion post reply or a one-line personalized note in feedback.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">2. Make Expectations and Standards Transparent<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">Make expectations visible to students, not left implicit for them to discover. The <a href=\"https:\/\/www.tilthighered.com\/\">Transparency in Learning and Teaching (TILT) framework<\/a> finds that explicitly stating an assignment\u2019s purpose, task, and evaluative criteria measurably improves student performance, particularly for first-generation students, without making changes to the assignment itself. The focus is simply on making the assignment prompt clearer for students. Before you next hand out or post an assignment, add three short sentences: why it matters (purpose), exactly what students will do (tasks), and what a strong response looks like (evaluative criteria) or share a rubric with student friendly language.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>Spend the first five minutes of class walking through the assignment prompt for the upcoming assignment, have students explain the assignment to each other, and\/or have them tell you what it is they think you are asking them to do and why.<\/td><td>Project the purpose\/task\/criteria on a slide when you assign the paper or exam; run a quick poll (using Vevox) asking students to guess what\u2019s being graded, then reveal the rubric, or post the learning outcomes for the course and have students vote on which ones they think the assignment addresses.<\/td><\/tr><tr><td>Online<\/td><td>In a synchronous seminar, screen-share the assignment prompt to discuss the task or share the rubric and co-annotate a sample response live with students using chat or a shared whiteboard.<\/td><td>Post a three-minute screencast in the Canvas module walking through purpose, task, and criteria, by which they will be graded. Tell students about where other students routinely struggle or common pitfalls to avoid.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">3. Give Frequent, Low-Stakes Feedback<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">HIPs succeed partly because students get regular signals on where they stand long before a high-stakes exam or final paper. Low-stakes, frequent checks catch misunderstandings while they are still fixable while also lowering student anxiety that stems from only being evaluated on high-stakes work. Add one ungraded or low-point comprehension check to your next class or module such as an exit ticket, a one-minute paper, or a short auto-graded quiz. Be sure to respond to the pattern of answers within 48 hours.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>End class with an index-card or virtual \u201cmuddiest point\u201d: students name the least-clear concept; you scan the cards and open next class with a five-minute clarification.<\/td><td>Mid-lecture, ask a conceptual question through Vevox (UWM\u2019s student engagement tool), show results live, and address the most common misconception on the spot.<\/td><\/tr><tr><td>Online<\/td><td>Post a \u201ccheck your understanding\u201d discussion prompt due 24 hours before a synchronous session so you can tailor that session to learning gaps.<\/td><td>Build a short, auto-graded, unlimited-attempt Canvas quiz per module with immediate answer feedback; review the item analysis to see what needs re-teaching or include a question on what was the hardest part of their learning this week.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">4. Make the First Feedback Experience a Vote of Confidence\u00a0<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">The tone of the first piece of feedback a student gets sets their expectation for the rest of the semester. On the first graded (even low-stakes) assignment, name something done well, point to one or two specific things to improve, and frame this as a starting point in their learning journey. Add the one &#8220;wise feedback&#8221; sentence to critical comments, such as, &#8220;I&#8217;m giving you these comments because I have high standards and I believe you can reach them.&#8221; The framing changes how the same criticism lands or is heard by students, especially for students used to being underestimated. It shifts student focus from \u201cI am not good enough\u201d to \u201csomeone thinks I\u2019m capable of more.\u201d<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>Fully individualized feedback is realistic here: write the wise-feedback sentence once, then adapt it. Worth doing on every early assignment, not just the first.<\/td><td>You can pair written feedback with a quick verbal check-in when handing work back such as &#8220;I meant what I wrote here.&#8221; It takes five seconds and reinforces the written comment. Further, providing a summary review of feedback in terms of what you saw in student work across the course can help students not feel isolated in their learning trajectory.<\/td><\/tr><tr><td>Online<\/td><td>Written feedback is your main channel, so the wise-feedback sentence carries more weight than it might in person (no tone of voice to soften a low grade). A 30-second video recorded note is a low-effort way to make first feedback feel personal.<\/td><td>Build the wise-feedback sentence into a rubric or feedback bank so it can be inserted quickly across many papers without becoming generic. This can be paired with at least one truly specific comment per student, so it doesn&#8217;t read as boilerplate. Consider training TAs on the formative-not-evaluative framing for the first assignment specifically.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">5. Create Deliberate Faculty-Student Contact Points<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">Close, low-barrier contact with faculty is one of the most reliable predictors of persistence, especially for first-generation and historically underserved students, but it rarely happens unless it\u2019s built into the course rather than left to \u201cstop by office hours if you have questions.\u201d Replace one standard office-hours reminder with a specific, low-barrier invitation, whether a brief required check-in, a sign-up link, or a targeted message to a student who is struggling. To start this process, a brief daily check-in activity or Vevox poll can be conducted to gather attendance, but also remind students you see them holistically and not just as students.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>Require a brief five- to ten-minute individual or small-group check-in with every student sometime in the first month, even just to discuss course goals.<\/td><td>Hold ten minutes of \u201coffice hours in the hallway\u201d right after class in addition to your scheduled hours, and announce it explicitly, or offer a rotating sign-up for a few students each week.<\/td><\/tr><tr><td>Online<\/td><td>Schedule brief ten-minute one-on-one video check-ins via a sign-up link, or host a small synchronous drop-in session.<\/td><td>Send personalized (not mass) Canvas messages to any student who missed a checkpoint or scored low on a formative check, inviting one specific next step, like a ten-minute slot that week.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">6. Monitor Student Engagement Data from Day One<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">Whether it&#8217;s Vevox, or a Canvas course analytics, using a live polling\/response tool in the first few weeks while also monitoring course analytics to find students who have yet to engage with content in Canvas does two things at once: it gets students participating before participation feels risky (an anonymous poll is a much lower bar than raising a hand), and it gives you engagement data early enough to act on it. Reach out to students who have not engaged in the first week or two, while it&#8217;s still an easy fix, rather than discovering in week eight that a student has been quietly checked out the whole time. Instructors are the variable in a student&#8217;s day that can tip things one way or the other, and that can happen in a single interaction, not just a grand gesture. Notice a specific student out loud once (&#8220;that question changed the whole discussion&#8221;), and if someone misses class, fails a quiz, or goes quiet, send a short low-pressure message the same day, not next week. &#8220;I noticed you weren&#8217;t in class, everything okay, here&#8217;s what you missed&#8221; positions instructors as student champions as opposed to waiting for students to self-correct. Knowing that you care enough to intervene can make a different for a student.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>You may not need a polling tool given attendance and engagement are visible by week two just from watching the room. The discipline is following up same-day in the first two weeks and naming what you noticed directly to that student.<\/td><td>Use Vevox and Canvas course analytics to see engagement data of students. Scan participation data weekly and flag names for a quick individual message.<\/td><\/tr><tr><td>Online<\/td><td>Use Vevox and Canvas features for the low-stakes engagement piece where camera-off students can still respond. Track who never unmutes, never polls, and never posts in chat, and treat that the same way you&#8217;d treat an empty seat: a same-day, low-pressure check-in.<\/td><td>&#8220;Engagement&#8221; shows up as Canvas activity logs, discussion posts, and quiz attempts rather than raised hands \u2014 check these weekly rather than daily. A missed module or a week of silence is your &#8220;missed class&#8221; signal; send the same-day-equivalent message as soon as you notice the gap, since asynchronous silence is easy to let slide for too long.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">7. Structure Peer Interaction on Substantive Work<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">HIP learning gains come from students working through real intellectual problems with peers, not from proximity alone. Structured interactions with defined roles, a real task, and a required product is what separates high-impact collaboration from a token \u201cturn to your neighbor.\u201d Take one activity you\u2019d normally run as individual seatwork or silent reading and turn it into a structured pair or small-group task with a specific product (a shared answer, a ranked list, one sentence of group consensus) that is reported out.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>Think-Pair-Share on a discussion question, with each pair reporting one insight to the full group and commenting by either extending a point raised or adding a question.<\/td><td>Assign fixed \u201celbow groups\u201d of three to four to solve a case using structured roles (recorder, presenter, skeptic); cold-call two or three groups to report or choose criteria to select a group such as lowest cell phone battery or person with the furthest drive today.<\/td><\/tr><tr><td>Online<\/td><td>Use breakout rooms in a synchronous session with a shared Google Doc per group and a specific deliverable due when the room closes.<\/td><td>Create small, fixed discussion-board pods of four to five students instead of one giant thread and require an \u201cagree \/ extend \/ challenge\u201d response structure.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">8. Build in Structured Reflection<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">Reflection is what converts an experience into learning. Without a structured moment to step back and integrate what happened, even a well-designed activity risks staying just an activity where students simply move from one to the next, leading to similar feedback across similar assignments without noticeable change. Add a two- to three-sentence reflection prompt to your next assignment or end of class \u201cwhat did you find hardest and why, and what will you try next time?\u201d If possible, have students save it somewhere they\u2019ll see again or have them return to their reflections at structured points in the semester.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>In the last five minutes of class, students write a reflection card: one thing they understood better today, one thing they\u2019re still unsure about, and why they think that might be the case.<\/td><td>After a midterm is returned, give students ten minutes to complete a short written \u201cexam wrapper\u201d reflecting on their prep strategy (what worked well, what did not) and what they\u2019ll change.<\/td><\/tr><tr><td>Online<\/td><td>Assign a weekly reflective discussion post connecting the week\u2019s material to something outside class, with classmates responding. Ask \u201cwhere is their value beyond this class to what we are learning?\u201d<\/td><td>Embed a brief reflection field directly in the assignment submission form (\u201cwhat was your process and what might you change in the future?\u201d) that\u2019s collected automatically alongside the work, ungraded or worth minimal points.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">9. Connect Coursework to Real-World Relevance<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">Students invest more and retain more when they can connect why specific course material matters beyond the course. This is the piece that experiential HIPs supply structurally through engagement in communities, but a sample can be applied in any classroom. Before you next introduce a concept, spend two minutes naming a real, current, or local example of it whether a news story, a workplace scenario, a community issue, etc. and invite students to bring their own examples next time.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>Open class by asking students where they encountered this week\u2019s concept outside class; build the discussion around two or three of their examples.<\/td><td>Use a short video clip or current news item as a \u201chook\u201d before lecture, then explicitly return to it when introducing the content.<\/td><\/tr><tr><td>Online<\/td><td>Assign a discussion post where students find and share an outside example connected to the module, then respond to a classmate\u2019s example.<\/td><td>Open each module with a short \u201cwhy this matters\u201d video or annotated example showing the concept applied in a real setting: a case, a dataset, a workplace scenario, etc.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"uwm-p-accordion--header\">10. Use Writing or Talking to Think, Not Just to Report<\/div><div class=\"uwm-p-accordion--panel\"><div class=\"uwm-p-accordion--panel-inner uwm-u-clear\">\n<p class=\"wp-block-paragraph\">Frequent, low-stakes writing, or structured talking, in discussion-based disciplines, forces students to actively process material instead of passively receiving it. It also gives them practice articulating half-formed ideas, one of the strongest predictors of deeper learning. Insert one short, five- to ten-minute, ungraded or minimally graded writing task into your next class or module that asks students to explain a concept in their own words before discussing it aloud.<\/p>\n\n\n\n<figure class=\"uwm-c-table uwm-c-table--stripe\"><table class=\"has-fixed-layout\"><thead><tr><th>Modality<\/th><th>Small Class<\/th><th>Large Class<\/th><\/tr><\/thead><tbody><tr><td>In-person<\/td><td>A five-minute free write, \u201cexplain this concept to someone who missed today\u2019s reading,\u201d before opening discussion.<\/td><td>A brief write-pair-share: students write a short answer individually, compare with a neighbor, then a few are cold-called to share or responses are invited via an anonymous Vevox prompt.<\/td><\/tr><tr><td>Online<\/td><td>A low-stakes \u201cthinking out loud\u201d post, explicitly framed as draft thinking rather than a final answer, due before a synchronous discussion.<\/td><td>A short reflective-writing field embedded in each module quiz or assignment (\u201cin two to three sentences, explain this in your own words\u201d) that\u2019s skimmed, not deeply graded, but spot-checked with feedback.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n<h2 id=\"h-sources\" class=\"wp-block-heading\">Sources<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Association of American Colleges &amp; Universities (AAC&amp;U), \u201cHigh-Impact Practices,\u201d <a href=\"https:\/\/aacu.org\/trending-topics\/high-impact\">aacu.org\/trending-topics\/high-impact<\/a><\/li>\n\n\n\n<li>Kuh, G. D., &amp; O\u2019Donnell, K. (2013). Ensuring Quality &amp; Taking High-Impact Practices to Scale. Washington, DC: AAC&amp;U.<\/li>\n\n\n\n<li>Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: AAC&amp;U.<\/li>\n\n\n\n<li>Winkelmes, M., et al. \u2014 Transparency in Learning and Teaching (TILT) Higher Ed, tilthighered.com<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>This resource offers classroom-level strategies faculty and instructional academic staff\u00a0may apply\u00a0in any course,\u00a0regardless of modality or course size. AAC&amp;U&#8217;s High-Impact Practices The Association of American Colleges &amp; Universities (AAC&amp;U) identified eleven \u201cHigh-Impact Practices\u201d (HIPs) associated with measurably higher rates of &hellip;<\/p>\n","protected":false},"author":35315,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_tec_requires_first_save":true,"_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"_tribe_blocks_recurrence_rules":"","_tribe_blocks_recurrence_description":"","_tribe_blocks_recurrence_exclusions":"","footnotes":"","uwm_wg_additional_authors":[]},"categories":[138,120,148,119,124,122,85,118],"tags":[],"class_list":["post-9997","post","type-post","status-publish","format-standard","hentry","category-adjuncts","category-department-chairs","category-hips","category-instructors","category-online-teaching-and-learning","category-student-engagement","category-tl-resources","category-teaching-assistants"],"uwm_unpublish_requested":false,"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.2 (Yoast SEO v28.2) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Center for Advancing Student Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/uwm.edu\/advancing-learning\/10-high-impact-practices-to-implement-today\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"10 High-Impact Practices to Implement Today\" \/>\n<meta property=\"og:description\" content=\"This resource offers classroom-level strategies faculty and instructional academic staff\u00a0may apply\u00a0in any course,\u00a0regardless of modality or course size. 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