Academic Libraries and High-Impact Practices for Student Retention: Library Deans’ Perspectives

2015 ◽  
Vol 15 (3) ◽  
pp. 471-487 ◽  
Author(s):  
Adam Murray
Keyword(s):  
Student Retention ◽  
Academic Libraries ◽  
High Impact ◽  
High Impact Practices

High-Impact Practices: Evaluating Their Effect on College Completion

2020 ◽  
pp. 152102512094735
Author(s):  
Anne McDaniel ◽  
Matthew Van Jura
Keyword(s):  
High School ◽  
Student Retention ◽  
High Impact ◽  
College Completion ◽  
Reading Scores ◽  
Positive Outcomes ◽  
High Impact Practices ◽  
High School Math ◽  
Longitudinal Approach ◽  
The Impact

Since the Association of American Colleges and Universities (AAC&U) introduced high-impact practices (HIPs) in 2007, scholars have argued that students’ involvement in these programs is associated with a range of positive outcomes. Namely, participation in HIPs is thought to promote student retention and help close achievement gaps between historically marginalized populations and advantaged peers. However, few have used a longitudinal approach to determine if HIP participation is related to college completion while accounting for pre-college variables. This study used data from the Educational Longitudinal Study (ELS) to analyze the impact of HIP participation on students’ likelihood of completing college within six years, controlling for socioeconomic status, high school math and reading scores, and high school involvement. Results suggested that students involved in HIPs were more likely to complete college within six years compared to uninvolved peers, but found no evidence of compensatory effects among students who were involved with HIPs.

scholarly journals Positive Correlation Between Academic Library Services and High-Impact Practices for Student Retention

2016 ◽  
Vol 11 (1) ◽  
pp. 85 ◽  
Author(s):  
Saori Wendy Herman
Keyword(s):  
Conceptual Framework ◽  
Student Retention ◽  
Academic Library ◽  
High Impact ◽  
Library Services ◽  
Strong Positive Correlation ◽  
Library Instruction ◽  
Positive Correlation ◽  
High Impact Practices ◽  
Support Practices

A Review of: Murray, A. (2015). Academic libraries and high-impact practices for student retention: Library deans’ perspectives. portal: Libraries and the Academy, 15(3), 471-487. http://dx.doi.org/10.1353/pla.2015.0027 Abstract Objective – To investigate the perceived alignment between academic library services and high-impact practices (HIPs) that affect student retention. Design – Survey questionnaire. Setting – Public comprehensive universities in the United States of America with a Carnegie classification of master’s level as of January 2013. Subjects – 68 library deans or directors out of the 271 who were originally contacted. Methods – The author used Qualtrics software to create a survey based on the HIPs, tested the survey for reliability, and then distributed it to 271 universities. Library services were grouped into 1 of 3 library scales: library collection, library instruction, or library facilities. The survey consisted of a matrix of 10 Likert-style questions addressing the perceived level of alignment between the library scales and the HIPs. Each question provided an opportunity for the respondent to enter a “brief description of support practices” (p 477). Additional demographic questions addressed the years of experience of the respondent, undergraduate student enrollment of the university, and whether librarians held faculty rank. Main Results – The author measured Pearson correlation coefficients and found a positive correlation between the library scales and the HIPs. All three library scales displayed a moderately strong positive correlation between first-year seminars and experiences (HIP 1), common intellectual experiences (HIP 2), writing-intensive courses (HIP 4), undergraduate research (HIP 6), diversity and global learning (HIP 7), service learning and community-based learning (HIP 8), internships (HIP 9), and capstone courses and projects (HIP 10). The library collections scale and library facilities scale displayed a moderately strong correlation with learning communities (HIP 3) and collaborative assignments and projects (HIP 5). The library instruction scale displayed a strong positive correlation with HIP 3 and a very strong positive correlation with HIP 5. Each of the positive correlations was of high significance. As the rating of library alignment with each HIP increased, so did the total rating of each library scale. Along with the quantitative data, various themes for each HIP relating to the library’s support practices emerged from the qualitative feedback. No significant trends were noted from the demographic questions. Conclusion – Library deans or directors can utilize the conceptual framework presented in this study to connect the impact of library services to terminology and practices commonly understood by university administrators. Further research using the conceptual framework would benefit future discussion on how academic libraries measure impact or success of their library services.

High-Impact Practices and Sophomore Retention: Examining the Effects of Selection Bias

2017 ◽  
Vol 21 (2) ◽  
pp. 221-241 ◽  
Author(s):  
Ashley Provencher ◽  
Ruth Kassel
Keyword(s):  
Higher Education ◽  
Propensity Score ◽  
Student Retention ◽  
Selection Bias ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
High Impact ◽  
Institutions Of Higher Education ◽  
High Impact Practices ◽  
Second Year

Institutions of higher education increasingly have adopted high-impact practices (HIPs) as a means to increase student retention and engagement. Yet, the growth and assessment of these practices have primarily focused on a student’s first and final years, which can contribute to a second-year slump. Administrative data from a small, 4-year liberal arts college are analyzed to investigate when students participate in HIPs and whether this timing affects first and second year retention decisions. Propensity score matching is used to control for selection in which students participate in HIPs. Consistent with previous research, results suggest that HIP participation is a significant predictor of both first and second year retention, though the effect of HIP participation is overestimated without properly controlling for selection bias. Results suggest that strategic incorporation of HIPs in the second year may improve retention outcomes.

A Qualitative Study Exploring the Decision-Making Experiences to Participate in High-Impact Practices

2021 ◽  
Vol 39 (1) ◽  
pp. 88-102
Author(s):  
Dustin K. Grabsch ◽  
Stephanie Webb ◽  
Lori L. Moore ◽  
Kim E. Dooley
Keyword(s):  
Decision Making ◽  
Qualitative Study ◽  
High Impact ◽  
High Impact Practices

scholarly journals Differences in Student Learning Outcomes that Utilize High Impact Practices

2020 ◽  
Vol 27 (1) ◽  
pp. 3049-3072
Author(s):  
Lori Simons ◽  
Charlotte Marshall ◽  
Nancy Blank ◽  
Natalie Weaver
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
High Impact ◽  
High Impact Practices

scholarly journals Spreading High-Impact Practices from the Genomics Lab to the Entire College and Beyond

2016 ◽  
Vol 36 (4) ◽  
Author(s):  
Gita Bangera ◽  
◽  
Cheryl Vermilyea ◽  
Kim Harrington ◽  
◽  
...  
Keyword(s):  
High Impact ◽  
High Impact Practices

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

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