Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices

The call to increase student participation in high-impact practices (HIPs) improve learning, satisfaction, and retention is being answered a multitude of ways. Faculty staff involved undergraduate research see this as validation their efforts, which it is. However, Kuh & O’Donnell’s (2013) work challenges mentors reevaluate efforts order intentionally provide an even richer more engaging experience. Making practice requires thinking inclusively about how the experience can be scaled across curriculum, adjusted engagement, adapted preparation desired learning outcomes. This article presents statewide multi-disciplinary faculty team that developed scalable taxonomy for incorporating into experiences serve roadmap designing assessing experiences. authors offer layered taxonomy, with milestones increasing establishes what sets HIP apart from other distinguishes good teaching. Aligning best disciplines, types opportunities, achievement level was key goal development. We present cases where applied opportunities embedded general education courses disciplines different modalities. In these vignettes, utility tool course design teaching effectiveness examined common development, implementation, assessment are also explored.