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Moreover, NSSE provides results on six High-Impact practices (HIPs) that are duly noted for their positive outcomes on student learning and retention. [12] These HIPs are known by researchers as educational experiences that shift one's trajectory of success in college.
George D. Kuh identified High-Impact practices (HIPs) as " a Specific set of practices that tended to lead to meaningful experiences for students." Kuh and his coworkers identified several elements that were important and could be applied in a wide range of learning opportunities. [33]
This has created an influx of part-time students and working students. In the undergraduate population, 50% of students describe themselves as working primarily to pay for their education at an average of 25 hours per week. [7] This leaves working-class students little time to become involved on campus and actively participate in university ...
The activities, class discussions, and assignments used in the course guide students through the six appreciative advising stages. A comprehensive program evaluation which includes the tracking of academic outcomes and assessment of student attitudes and behaviors has evidenced the positive impact of the UNS 101 program. [8]
A learning community is a group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education.
Religious/spiritual student activities refer to clubs and programs that allow students to connect with other students of similar faiths, practice their chosen faith, and/or learn about other faiths. Many schools have a faith center where these sorts of programs take place. Some examples of religious/spiritual activities include: Interfaith Council
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Additionally, particular cohorts of students may be targeted such as academically at-risk students (e.g. students on probation), or high-achieving students. In practice intrusive advising has been shown to have a positive impact on developmental/remedial undergraduate mathematics course pass rates, [15] as well as student retention and degree ...