High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter

By George D. Kuh. 2008

2,747 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0b9ee16ec488c30ebf46d3cd705f54b68fdc54b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

How Much Diversity is Enough? The Curvilinear Relationship Between College Diversity Interactions and First-Year Student Outcomes (2013, methodology): “Many of Kuh’s (2008) high-impact practices were used; these were participation in first-year seminar, learning community, collaborative learning, undergraduate research, internship, study abroad, diversity coursework, diversity workshops, and service-learning (almost none of these first-year student”
Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates? (2018, methodology): “The AAC&U described the goals of exposing college students to independent research as involving them with “actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions” (Kuh, 2008, p. 10).”
Integrating problem- and project-based learning opportunities: assessing outcomes of a field course in environment and sustainability (2018, background): “Developing a partnership requires a concerted effort from both university and community participants to generate positive and widespread learning opportunities – characteristics that contribute to ‘high impact educational practices’ (Kuh 2009).”
Recognizing Challenges and Predicting Success in First-Generation University Students (2017, background): “Work and family responsibilities provide additional challenges for first-generation students (Kuh, 2008; Stebleton & Soria, 2012).”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “Some are more effective than others in terms of fostering student engagement and desired outcomes (Kuh, 2008a; NSSE, 2007), and we need to learn more about how their various features affect aspects of student engagement and outcomes (Swaner & Brownell, 2009).”
Effects of Diversity Experiences on Critical Thinking Skills Over 4 Years of College (2014, background): “Finally, other college experiences included major field of study (social sciences/humanities major; science, technology, engineering, or math major; or other major) and six measures of good/high impact practices in undergraduate education (Chickering & Gamson, 1987; Kuh, 2008).”
Breaking down Barriers: Academic Obstacles of First-Generation Students at Research Universities. (2012, background): “Additionally, due to family and work demands, first-generation students tend not to be as academically engaged as their non-first-generation peers (Kuh, 2008).”
Influences on the assessment of graduate attributes in higher education (2010, methodology): “Though Carroll (2004) suggests that methods suited to the assessment of graduate attributes may not yet exist, tasks referred to as ‘high impact’ (Kuh 2009; Kuh et al. 2005) or ‘integrative’ (Huber and Hutchings 2004) do provide examples of alternatives to traditional forms of learning and assessmen”
The Impact of Learning Communities on First Year Students’ Growth and Development in College (2011, background): “From their humble beginnings in the 1980s, learning communities are often recognized as high impact educational practices that are positively related to students’ learning and success in college (Kuh 2008).”
Impacts of Experiential Learning Depth and Breadth on Student Outcomes (2017, background): “As Kuh (2008) said, among the “key elements” of high-impact educational practices is a “significant investment of time and effort by students over an extended period of time” (p. 9).”
What Experiences Help Students Become Scientists? A Comparative Study of Research and other Sources of Personal and Professional Gains for STEM Undergraduates (2011, background): “The students in both samples experienced small class sizes, high faculty contact, interactive learning methods, and other practices shown to have high impact on student engagement (Kuh, 2008).”
Want students to engage? Contextualise graduate learning outcomes and assess for employability (2018, result): “…evidence suggests that internships and placements are indeed highly effective ways of facilitating student engagement, achievement and retention (Kuh, 2008; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006) and the positive attitudes of students in our study mimic those reported in past research…”
The link between high-impact practices and student learning: some longitudinal evidence (2015, background): “Further, Kuh (2008) argues that high-impact practices, such as undergraduate research, allow students to integrate their learning across multiple levels and domains.”
Developing an Experiential Learning Program: Milestones and Challenges (2015, background): “Experiential learning practices have been identified by Kuh (2008) as highimpact educational practices that have been shown through research to increase student retention and engagement.”
First-Generation Students' Sense of Belonging, Mental Health, and Use of Counseling Services at Public Research Universities (2014, background): “These high-impact educational practices have been demonstrated to have compensatory effects for first-generation and underserved student populations (Kuh, 2008).”