ERIC Number: EJ1054257
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence
Kilgo, Cindy A.; Ezell Sheets, Jessica K.; Pascarella, Ernest T.
Higher Education: The International Journal of Higher Education and Educational Planning, v69 n4 p509-525 Apr 2015
The current paper used data from the Wabash National Study of Liberal Arts Education--a longitudinal, pretest/posttest design--to estimate the effects of participation in the ten "high-impact" educational practices put forth and endorsed by the Association of American Colleges and Universities (AAC&U) on a variety of liberal arts educational outcomes. The high-impact practices included in the study were: first-year seminars, academic learning communities, writing-intensive courses, active and collaborative learning, undergraduate research, study abroad, service learning, internships, and capstone courses/experiences. Findings from ordinary least squares regression analyses suggested that active and collaborative learning as well as undergraduate research had broad-reaching positive effects across multiple liberal arts learning outcomes, such as critical thinking, need for cognition, and intercultural effectiveness. Several other high-impact practices--including study abroad, internship, service learning, and capstone course/experience--had more narrowly focused positive effects on student learning. Overall, this study's findings support AAC&U's advocacy of high-impact practices as pathways to student success.
Descriptors: Educational Practices, Outcomes of Education, Liberal Arts, Higher Education, First Year Seminars, Active Learning, Cooperative Learning, Study Abroad, Service Learning, Internship Programs, College Curriculum, Writing Across the Curriculum, Student Research, Least Squares Statistics, Regression (Statistics), Longitudinal Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
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