Abstract
High Impact Practices (HIPs) encompass a variety of educational opportunities proven to increase student engagement and persistence in their collegiate studies, but do they also lead to increased self-efficacy? By combining the literature of HIPs with Social Cognitive Theory (SCT) the authors present a combined assessment methodology - tested in an undergraduate sociology class during the COVID-19 Pandemic - that includes high impact assignments, reflective practices, and a pre/post-self-efficacy survey, giving students a more comprehensive practice which provides tools to empower learners to connect collegiate and personal experiences to their professional goals.
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