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Direct linkPadgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T. – Journal of Student Affairs Research and Practice, 2013
Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through…
Descriptors: Seminars, College Freshmen, Lifelong Learning, Program Effectiveness
Parker, Eugene T., III; Pascarella, Ernest T. – Journal of Diversity in Higher Education, 2013
Regarding collegiate experiences, several studies have examined the effects of diversity experiences on educational, psychosocial, and other college outcomes (Pascarella & Terenzini, 2005). However, there exists a limited body of research, which has focused on the impact of those types of experiences on leadership development among students…
Descriptors: Leadership Training, Social Responsibility, Student Experience, Diversity (Institutional)
Pascarella, Ernest T.; Blaich, Charles – Change: The Magazine of Higher Learning, 2013
Funded by the Center of Inquiry in the Liberal Arts (CILA) at Wabash College, the Wabash National Study of Liberal Arts Education (WNS) is a multi-institution, multi-year, longitudinal study designed to identify the academic and non-academic collegiate experiences that foster liberal learning. This article describes how the study was done and…
Descriptors: Student Surveys, Longitudinal Studies, Liberal Arts, Student Evaluation
Seifert, Tricia A.; Pascarella, Ernest T.; Goodman, Kathleen M.; Salisbury, Mark H.; Blaich, Charles F. – Journal of College Student Development, 2010
Liberal arts colleges have prided themselves on providing students with a quality undergraduate education among a scholarly community who are interested in their holistic development. Past research has found students who attended liberal arts colleges more frequently experienced Chickering and Gamson's (1987, 1991) good practices in undergraduate…
Descriptors: Undergraduate Study, Liberal Arts, Evidence, Best Practices
Peer reviewedPascarella, Ernest T.; Wolniak, Gregory C.; Pierson, Christopher T. – Journal of College Student Development, 2003
This paper demonstrates that pretest-posttest designs provide more information than is commonly assumed. What is typically overlooked is that even when the posttest is the outcome measure, such designs also reveal if different interventions or experiences account for variations in pretest-posttest gains. (Contains 12 references.) (GCP)
Descriptors: College Students, Higher Education, Pretests Posttests, Research Design
Seifert, Tricia A.; Pascarella, Ernest T.; Colangelo, Nicholas; Assouline, Susan G. – Journal of College Student Development, 2007
Using multi-institution data and a longitudinal, pretest-posttest design, this study investigated the impact of honors programs on student experiences of good practices in undergraduate education as well as cognitive development in the first year of college. We found students in honors programs advantaged in terms of the good practice measures…
Descriptors: Program Effectiveness, Cognitive Development, Educational Practices, Honors Curriculum
