The link between high-impact practices and student learning. Some longitudinal evidence.

Autor/inn/en	Kilgo, Cindy A.; Sheets, Jessica K. Ezell; Pascarella, Ernest T.
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 Link als defekt meldenVerfügbarkeit
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