There is now a rich research literature documenting the positive and lasting impact of "high-impact educational practices" (HIPs) on undergraduate student learning and success, from improved retention and graduation to students' sense of belonging and engagement, in all kinds of undergraduate settings (e.g., Kuh, 2008; Kuh, O'Donnell, & Reed, 2013; Kuh, O'Donnell, & Schneider, 2017). Unfortunately, the quality of the implementation of HIPs has limited their impact, and too few students are able to take advantage of them (Kuh, O'Donnell, & Reed, 2013, pp. 7-8, pp. 3-5). In addition, disadvantaged students who stand to benefit the most from HIPs gain access to them least often (Kuh, 2008, p. 17; Finley & McNair, 2013). In response, faculty and campus leaders have sought to find ways to embed aspects of HIPs in existing classes and labs (Kuh, O'Donnell, & Reed, 2013, 10) to both lower their cost and expand their reach (Kuh, O'Donnell, & Reed, 2013); there are increasing examples of success in that effort. That said, simply labeling a practice "high-impact" does not make it so. As part of this work, Kuh and his colleagues delineated eight characteristics of quality high impact practices (Kuh, O'Donnell, & Reed, 2013). Several of these characteristics are not simply markers of quality HIPS; they are the essence of good teaching. This article reports convincing results from assessments of actual student work as part of the Association of American Colleges and Universities (AAC&U)-- Valid Assessment of Learning in Undergraduate Education--Project (VALUE)-- . These assessments suggest that when course assignments exhibit the same characteristics as high-quality HIPs--e.g., "performance expectations set at appropriately high levels" and requirement of "significant investment of time and effort by students over an extended period of time" (Kuh, O'Donnell, & Reed, 2013, 8)--the quality of that student work is much higher than when those conditions are absent. Insisting that faculty give assignments that are both appropriately demanding and intentional about higher-order learning goals as well as disciplinary content learning goals may be perhaps politically and managerially difficult. However, doing so is not only effective at improving students' higher order learning, it also represents an affordable, reasonable strategy for enhancing student learning. Assignments are the pedagogically purposeful, faculty-created learning interventions that comprise a traditional class and can serve as the building block for any number of HIPs, from capstone courses to undergraduate research experiences.