NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1135167
Record Type: Journal
Publication Date: 2013-Jul
Pages: 26
Abstractor: As Provided
ISSN: EISSN-1931-4744
How Does High Impact Practice Predict Student Engagement? A Comparison of White and Minority Students
Sweat, Jeffrey; Jones, Glenda; Han, Suejung; Wolfgram, Susan M.
International Journal for the Scholarship of Teaching and Learning, v7 n2 Article 17 Jul 2013
This High Impact Practices (HIPS) contribute to higher retention and graduation rates. HIPS are effective for racial and ethnic minorities in particular, who disproportionately experience high and persistent levels of postsecondary attrition. Little is known about the mechanism by which HIPS promote retention. Based on a random survey of 268 undergraduate students, we conclude that HIPS correlate with "engagement", defined as the alignment of student and institution (identified in the present study by behavioral and cognitive measures) and posit that this is the likely mechanism by which HIPS affect retention. Moreover, exposure to HIPS and the relationship between HIPS and engagement varies based on race/ethnicity. HIPS that have an effect on engagement across racial categories are service learning, undergraduate research, group assignments, learning communities, sequence courses, and, especially, having a close faculty mentor. In addition to these factors, diversity-related course content is especially effective for racial/ethnic minority engagement. Implications for educators and policy-makers are elucidated.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A