NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1139402
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
Reference Count: 82
ISBN: N/A
ISSN: ISSN-1542-3077
The Synergy of and Readiness for High-Impact Practices during the First Year of College
Hansen, Michele JoAnn; Schmidt, Lauren
Journal of The First-Year Experience & Students in Transition, v29 n1 p57-82 Spr 2017
Students often participate in a myriad of academic support programs offered during the first year of college. This study is an investigation of the effects of participation in multiple high-impact educational practices on academic success outcomes (cumulative GPAs and persistence rates) among 2,028 first-year students. Results suggest that the synergy of multiple high-impact practices (HIPs; e.g., first-year seminar, learning community with service-learning experiences) contributes to students' academic success more than HIPs in isolation or no participation. Findings also suggest that participation in a summer bridge program, designed to create readiness for HIPs, enhanced the effectiveness of the experiences. Results from an instrumental variable (IV) analysis indicated that the positive outcomes associated with participation in the summer bridge-HIPs intervention were not completely explained by self-selection bias.
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A