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ERIC Number: EJ1054257
Record Type: Journal
Publication Date: 2015-Apr
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0018-1560
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A