United States college graduates live and work in a rapidly changing and interdependent society (Benson et al., 2017; Komives & Wagner, 2017). Technological and other innovations make it possible for individuals to connect across international borders more than any other time in history (Milanovic, 2013; United Nations Human Development…

High-impact practices (HIPs) are educationally purposeful activities that college students experience in and out of the classroom which are found to be positively related to several learning outcomes including: better gain of academic knowledge and artistic skills, recognition of community issues and real-world problems, career success and…

SNAAP research scientist, Angie L. Miller, Indiana University Bloomington, and co-authors Nathan Martin, Arizona State University and Alexandre Frenette, Vanderbilt University, used SNAAP data to explore whether participating in "high-impact practices" (HIPs) such as internships, community service, study abroad, creating a portfolio, and…

High-impact practices (HIPs), a set of distinctive educational experiences associated with a range of educational benefits, have garnered the attention of educators, policy makers, and researchers alike. Concerns exist regarding who has access to HIPs, and one possible impediment is paid employment. We investigated the relationship between student…

We used quantitative data from the National Study of LGBTQ Student Success to investigate if participation in high-impact educational practices influenced lesbian, gay, bisexual, or queer (LGBQ+) students' academic development. We also examined if these effects are mediated by perceptions of the campus environment. Our findings suggested that…

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…

Preparing students to be engaged participants in our democratic society has long been an important college outcome. Over the past few decades, postsecondary institutions have primarily attempted to improve civic outcomes by integrating service activities into their curricula. While research on the effects of service-learning are plentiful,…

Service-learning is a high-impact educational practice that benefits the community, the university, and students (Jacoby, 2015). It also represents an educational practice that specifically supports the integration of Christian thought and action within Christian institutions (Schaffer, 2004). The purpose of the study was to determine the level of…

Service learning is one of the most effective teaching methods for engaging and retaining community college students, but it comes with its challenges. For many students, the added requirements of a service learning experience can become one more responsibility in an already too-long list. In addition to being responsible for children, holding…

This paper examines the practice of participatory evaluation through an exploratory single case study of the Evaluation Team of Books & Beyond, a co-curricular service-learning program of the Global Village Living-Learning Center at Indiana University. The paper, which is authored by three undergraduate members of the evaluation team and their…

The "National Dropout Prevention Newsletter" is published quarterly by the National Dropout Prevention Center/Network. This issue contains the following articles: (1) At the Crossroads of Teacher Education (Nancy Cassity Dunlap); (2) School Climate--There Should Be No Debate for Teacher Educators (Terry Pickeral); (3) Call Me MISTER: A Unique…

The National Student Service-Learning and Community Service Survey was conducted in spring 1999 to determine the percentage of public K-12 schools that incorporate service learning into their course curriculum. Some of the findings of the study are the following: (1) 64 percent of public schools, including 83 percent of high schools, had students…

This theme issue explores the connection between service learning and standards-based education. In the lead article, "Service Learning and Standards: Are They Compatible?" (Brian Loney), an educator applies his extensive experience with Active Citizenship Today, a successful social studies service-learning program, to a representative set of…

A study used data from the 1996 National Household Education Survey, Youth Civic Involvement component, to determine how students in grades 6-12 were involved in community service activities and how schools might encourage community service participation and integrate it with classroom learning. Some of the results are as follows: (1) about half…

This guide was developed to share successful Community Service Learning (CSL) instructional practices. It presents units that can be replicated and adapted for varying grade levels and curricular goals. The guide notes that as students use newly acquired academic knowledge and skills to address real issues in their communities, they often gain…