High-Impact Practices and Gains in Student Learning: Evidence from Georgia, Montana, and Wisconsin. Lumina Issue Paper

Autor/inn/en	Valentine, Jessa; Price, Derek; Yang, Haisheng
Institution	Lumina Foundation
Titel	High-Impact Practices and Gains in Student Learning: Evidence from Georgia, Montana, and Wisconsin. Lumina Issue Paper
Quelle	(2021), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Practices; Achievement Gains; Correlation; Student Participation; Nontraditional Students; Minority Group Students; African American Students; Hispanic American Students; First Generation College Students; College Transfer Students; Public Colleges; Equal Education; Program Effectiveness; School Community Programs; Service Learning; Communities of Practice; Student Research; Internship Programs; Study Abroad; Capstone Experiences; College Freshmen; Learner Engagement; National Surveys; Student Surveys; College Seniors; Georgia; Wisconsin; Montana; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Bildungspraxis; Achievement gain; Leistungssteigerung; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Hochschulwechsel; Schulwechsel; Studienortwechsel; Service-Learning; Community; Studentenforschung; Berufspraktische Ausbildung; Studies abroad; Auslandsstudium; Studienanfänger; Schülerbefragung; College; Colleges; Senior; Hochschule; Fachhochschule
Abstract	This report examines the relationship between students' participation in high-impact practices (HIP) and their perceived learning gains, with special attention paid to the nature of these relationships among Black and Hispanic students and among students 25 years or older. In 2018, with support from Lumina Foundation, the National Association of System Heads (NASH) launched an effort with four public college and university systems to demonstrate how a coordinated approach could expand and improve quality implementation of high-impact practices in an equitable manner. Drawing on National Survey of Student Engagement (NSSE) data involving more than 28,000 students from 15 institutions across three states participating in the Lumina-NASH initiative, this report assesses the benefits associated with participation in various HIPs in terms of students' academic and practical learning. Overall, analyses point to a substantial boost in perceived learning gains for students participating in HIPs, with an especially large benefit associated with participating in service-learning courses involving a community-based project. Participation in HIPs is strongly associated with learning gains for Black and Hispanic students as well as for students 25 years and older. However, analyses suggest that these relationships vary among the different HIPs measured by NSSE. (ERIC).
Anmerkungen	Lumina Foundation. P.O. Box 1806, Indianapolis, IN 46206-1806. Tel: 800-834-5756; Fax: 317-951-5063; Web site: http://www.luminafoundation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01