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ERIC Number: EJ1139913
Record Type: Journal
Publication Date: 2017
Pages: N/A
Abstractor: ERIC
ISSN: ISSN-0024-1822
Support for High-Impact Practices: A New Tool for Administrators
Kezar, Adrianna; Holcombe, Elizabeth
Liberal Education, v103 n1 Win 2017
Certain widely tested educational practices have been shown to have a significantly beneficial impact on student learning and success in college. These "high-impact practices" include first-year experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity/global learning, service learning, community-based learning, internships, and capstone courses and projects. The practices can take many different forms, depending on learner characteristics as well as institutional priorities and contexts. National surveys of faculty, as well as surveys of faculty on individual campuses, show increasing knowledge of high-impact practices. Yet, these same faculty members noted a lack of rewards and infrastructure to support their utilization of the practices. Faculty increasingly report that institutional structures and policies outside of their control affect their ability to scale and sustain high-impact practices. Therefore it seems what is needed most is greater awareness among administrators about how to support the use of high-impact practices. To help administrators identify specific actions they can take to support high-impact practices, the authors developed the High-Impact Practices for Administrators Tool. This new self-assessment tool, focused on nine key areas of support, is designed to enable self-reflection at the institutional level. It can be used to identify gaps in support for high-impact practices as well as gaps in communication about currently available support. This article briefly reviews each of the nine broad areas of support the tool is designed to survey.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A