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) this research presents 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.