Literaturnachweis - Detailanzeige
Autor/inn/en | Kilgo, Cindy A.; Sheets, Jessica K. Ezell; Pascarella, Ernest T. |
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Titel | The link between high-impact practices and student learning. Some longitudinal evidence. |
Quelle | In: Higher education, 69 (2015) 4, S. 509-525Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0018-1560; 1573-174X |
DOI | 10.1007/s10734-014-9788-z |
Schlagwörter | Lehre; Studium; Hochschule; Student; Ausland; USA |
Abstract | 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.(HRK / Abstract übernommen). |
Erfasst von | Hochschulrektorenkonferenz, Bonn |
Update | 2015/4 |