Abstract

As colleges and universities increasingly emphasize the importance of High-Impact Learning Experiences (HILEs) in fostering deep learning, equity, and student success, a critical challenge persists: many students remain unaware of these transformative opportunities until later in their academic journey, if at all. To address this gap in early exposure, two complementary pedagogical approaches were piloted with the aim of cultivating interest and engagement with HILEs from the outset of students’ college experiences.

The first, termed the Spark Engagement (SE) approach, involves integrating concise, student-centered modules into existing courses. These modules are intentionally designed to foreground HILEs and prompt students to reflect on their academic and personal goals through interactive, course-relevant activities. The second approach, Enlighten, Engage, Emerge (E³), provides students with curated, discipline-specific examples of HILEs that directly connect with the material being taught in class, thereby making abstract opportunities tangible and relevant.

This article examines the conceptual foundations, implementation strategies, and preliminary outcomes of both SE and E³. Drawing on qualitative and quantitative data from pilot implementations, it highlights effective practices, common challenges, and lessons learned. It also outlines plans for scaling and refining these approaches within and beyond the pilot institutions. Ultimately, this work aims to inform and inspire educators, administrators, and institutional leaders seeking proactive and scalable strategies to introduce students, particularly those from historically underserved populations, to the full range of high-impact educational opportunities available to them.

This work is licensed under a Creative Commons Attribution 4.0 License.