High-Impact Practices

                         


 

The American Association of Colleges and Universities (AAC&U) has promoted the increased use of high-impact practices, which are forms of active, engaged learning — first-year seminars, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments, undergraduate research, diversity/global learning, service learning, internships, and capstone experiences. These practices have been shown to improve the academic performance of all students, but especially historically underserved students from minority or low-income backgrounds.

Based on his work with the National Survey of Student Engagement, educational researcher George D. Kuh has recommended that institutions “make it possible for every student to participate in at least two high-impact activities during his or her undergraduate program, one in the first year, and one taken later in relation to the major field.” He has also recommended that institutions aspire to a campus culture in which “one high-impact activity is available to every student every year.” Fortunately, Cal Poly students have multiple opportunities in which to be engaged in such practices, as evidenced by the metrics below.

                      

                      

                      

                      

                      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References:

Kuh, “High-Impact Educational Practices” (Washington DC: AAC&U, 2008), 19-20.

National Survey of Student Engagement (2017). High-Impact Practices: California Polytechnic State University-San Luis Obispo [PDF file]. The Center for Postsecondary Research at Indiana University Bloomington School of Education.

National Survey of Student Engagement (2017). Snapshot: California Polytechnic State University-San Luis Obispo [PDF file]. The Center for Postsecondary Research at Indiana University Bloomington School of Education.

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