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Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2014). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.

Home / Resource / Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2014). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2014). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.

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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.

Link to article
Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2014). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.2019-09-302019-10-23https://cahsi.utep.edu/wp-content/uploads/cahsinameincludes_logo.pngCAHSIhttps://cahsi.utep.edu/wp-content/uploads/cahsinameincludes_logo.png200px200px

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This material is based upon work supported by the National Science Foundation under Grant HRD-1834620 and No. 1551221. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Parker III, E. T., Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2016). The differential effects of internship participation on end-of-fourth-year GPA by demographic and institutional characteristics. Journal of College Student Development, 57(1), 104-109.
Hu, S., & Wolniak, G. C. (2013). College student engagement and early career earnings: Differences by gender, race/ethnicity, and academic preparation. The Review of Higher Education, 36(2), 211-233.