High-Impact Educational Practices and the Development of College Students’ Pluralistic Outcomes
High-Impact Educational Practices and the Development of College Students’ Pluralistic Outcomes
复制标题
高影响力的教育实践与大学生多元化成果的发展
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Matthew R. Johnson
中科院分区：
文献类型：
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作者：
Krista M. Soria;Matthew R. Johnson
本研究旨在探讨大学生参与高影响力教育实践与其自我报告的领导技能和多元文化能力发展的关系。多机构的研究型大学（SERU）调查（n = 11，997）的学生经验的数据分析表明，谁参加了几个高影响力的教育实践，包括共同的书籍经验，服务学习，以及涉及主题的课程与多样性或全球学习有显着更高的领导力和多元文化能力的感知发展。参加第一年研讨会，出国留学和国际项目的学生也报告了多元文化能力的显着更高的发展，而参加学习社区，社区服务和实习的学生报告了显着更高的领导技能。
The purpose of this study was to explore the relationships between college students’ participation in high-impact educational practices and their self-reported development of leadership skills and multicultural competence. Analyses of data from the multi-institutional Student Experience in the Research University (SERU) survey (n = 11,997) suggest students who participated in several high-impact educational practices, including common book experiences, service-learning, and courses involving themes related to diversity or global learning had significantly higher perceived development in leadership and multicultural competence. Students who participated in first-year seminars, study abroad, and international programs also reported significantly higher development in multicultural competence while students who participated in learning communities, community service, and internships reported significantly higher leadership skills compared to their peers.