The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence

Autor/inn/en	Kilgo, Cindy A.; Ezell Sheets, Jessica K.; Pascarella, Ernest T.
Titel	The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 69 (2015) 4, S.509-525 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-014-9788-z
Schlagwörter	Educational Practices; Outcomes of Education; Liberal Arts; Higher Education; First Year Seminars; Active Learning; Cooperative Learning; Study Abroad; Service Learning; Internship Programs; College Curriculum; Writing Across the Curriculum; Student Research; Least Squares Statistics; Regression (Statistics); Longitudinal Studies + Suchen Sie Ihr Suchwort? Bildungspraxis; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aktives Lernen; Kooperatives Lernen; Studies abroad; Auslandsstudium; Service-Learning; Berufspraktische Ausbildung; Studentenforschung; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01