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Abstract
Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of critical evaluation by higher education scholars.
Additional information
Notes on contributors
Tricia A. Seifert
Tricia A. Seifert is Assistant Professor in Leadership, Higher & Adult Education at the Ontario Institute for Studies in Education, University of Toronto; [email protected].
Benjamin Gillig
Benjamin Gillig is a doctoral student in Higher Education at the University of Iowa.
Jana M. Hanson
Jana M. Hanson is Research Analyst, Institutional Effectiveness at Kirkwood Community College.
Ernest T. Pascarella
Ernest T. Pascarella is Professor and Mary Louise Petersen Chair in Higher Education at the University of Iowa.
Charles F. Blaich
Charles F. Blaich is Director of Inquiries at the Center of Inquiry in the Liberal Arts at Wabash College.