Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?

Autor/inn/en	Johnson, Sarah Randall; Stage, Frances King
Titel	Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?
Quelle	In: Journal of Higher Education, 89 (2018) 5, S.753-781 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2018.1441107
Schlagwörter	Undergraduate Students; Learner Engagement; Academic Achievement; Educational Practices; Graduation Rate; First Year Seminars; Core Curriculum; Communities of Practice; Writing (Composition); Cooperative Learning; Student Research; Study Abroad; Exchange Programs; Service Learning; Internship Programs + Suchen Sie Ihr Suchwort? Schulleistung; Bildungspraxis; Kerncurriculum; Community; Schreibübung; Kooperatives Lernen; Studentenforschung; Studies abroad; Auslandsstudium; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Service-Learning; Berufspraktische Ausbildung
Abstract	This study examined the relationship between 10 high-impact practices and graduation rates at four-year public colleges and universities in the United States. The Association of American Colleges and Universities defined high-impact practices as especially effective for student learning, engagement, and career preparation in the 21st century. While advocacy for these practices and their inclusion in undergraduate curricula is growing, little research has examined their relationship to institutional outcomes. Based on data from 101 participating institutions, this study used both primary and secondary data to investigate whether offering high-impact practices as required for all students, required for some students, or optional was related to an institution's four or six-year graduation rate. The findings suggest that high-impact practices are in widespread use across different institutional types but have limited relationships with graduation rates. This study contributes to the body of literature on college completion. Findings suggest that offering high-impact practices may not lead to increased graduation rates at public institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01