High-Impact Educational Practices and the Development of College Students' Pluralistic Outcomes
Document Type
Article
Abstract
The purpose of this study was to explore the relationships between college students' participation in high-impact educational practices and their self-reported development of leadership skills and multicultural competence. Analyses of data from the multi-institutional Student Experience in the Research University (SERU) survey (n = 11,997) suggest students who participated in several high-impact educational practices, including common book experiences, service-learning, and courses involving themes related to diversity or global learning had significantly higher perceived development in leadership and multicultural competence. Students who participated in first-year seminars, study abroad, and international programs also reported significantly higher development in multicultural competence while students who participated in learning communities, community service, and internships reported significantly higher leadership skills compared to their peers.
Department(s)
Education; Ed.D. in Higher Education Leadership
Publication Title
College Student Affairs Journal
Volume
35
Issue
2
First Page
100
Last Page
116
Publication Date
2017
DOI
10.1353/csj.2017.0016
E-ISSN
2381-2338
Recommended Citation
Soria, Krista M. and Johnson, Matthew, "High-Impact Educational Practices and the Development of College Students' Pluralistic Outcomes" (2017). Graduate School Faculty Publications. 8.
https://spark.bethel.edu/grad-school-faculty-publications/8
Comments
Soria, K. M., & Johnson, M. (2017). High-Impact Educational Practices and the Development of College Students' Pluralistic Outcomes. College Student Affairs Journal, 35(2), 100.