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Esme Elsden, Thomas Kador, Hannah Sercombe, Kim Piper, Melissa Barkan, Emma Webster & Flora Smyth Zahra. (2023) Experiential learning spaces and student wellbeing: a mixed-methods study of students at three research intensive UK universities. International Review of Psychiatry 35:7-8, pages 591-604.
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Sarah J. Greenman, Valerie Chepp & Samantha Burton. (2022) High-impact educational practices: leveling the playing field or perpetuating inequity?. Teaching in Higher Education 27:2, pages 267-279.
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Fletcher McClellan, Kyle Casimir Kopko & Kayla L Gruber. (2021) High-Impact Practices and Their Effects: Implications for the Undergraduate Political Science Curriculum. Journal of Political Science Education 17:sup1, pages 674-692.
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James A. Mead, Stephen A. LeMay, Richard R. Hawkins, Felicia N. Morgan & Helena F. Allman. (2021) The U Choose Awards: A Marketing Research, Branding, and Community Engagement Project. Marketing Education Review 31:2, pages 190-195.
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Chad N. Loes, K. C. Culver & Teniell L. Trolian. (2018) How Collaborative Learning Enhances Students’ Openness to Diversity. The Journal of Higher Education 89:6, pages 935-960.
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Duhita Mahatmya, Mark Thurston & Mary Elizabeth Lynch. (2018) Developing Students’ Well-Being Through Integrative, Experiential Learning Courses. Journal of Student Affairs Research and Practice 55:3, pages 295-307.
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Michael J. Stebleton & Kate K. Diamond. (2018) Advocating for Career Development and Exploration as a High-Impact Practice for First-Year Students. Journal of College and Character 19:2, pages 160-166.
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Shelly M. Wagers, Margaret Pate, Stacey Turmel & John Burke. (2018) What Motivates Today’s Criminal Justice Student to Become an Engaged Learner?. Journal of Criminal Justice Education 29:1, pages 18-38.
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Amy Henderson. (2018) Leveraging the power of experiential learning to achieve higher-order proficiencies. The Journal of Economic Education 49:1, pages 59-71.
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C. Evans, C. Kandiko Howson & A. Forsythe. (2018) Making sense of learning gain in higher education. Higher Education Pedagogies 3:1, pages 1-45.
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Christopher J. Kazanjian & Su-Jin Choi. (2016) The person over standardisation: a humanistic framework for teacher learning in diverse school-based contexts. Pedagogy, Culture & Society 24:2, pages 255-267.
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Articles from other publishers (8)
Joanna L. Dickert & Jian Li. (2024) Illuminating the Post-Graduation Impact of Undergraduate Participation in High-Impact Practices Using Propensity Score Analysis with Structural Equation Modeling. Research in Higher Education.
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Teniell L. Trolian. 2024. Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research
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Annie M. Wofford. (2022) The Perpetuation of Privilege: Exploring the Relationship Between Early Admissions and High-Impact Practices. Research in Higher Education 63:8, pages 1312-1342.
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Lisa R. Lattuca. 2021. Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research
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Lisa R. Lattuca. 2020. Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research
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Carol A. Locker. 2018. Enhancing Education Through Open Degree Programs and Prior Learning Assessment. Enhancing Education Through Open Degree Programs and Prior Learning Assessment
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John Zilvinskis, Anthony A. Masseria & Gary R. Pike. (2017) Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement. Research in Higher Education 58:8, pages 880-903.
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