SPSS Syntax: High-Impact Practices by Student Characteristics
Because of their positive effects on student learning and retention, undergraduate opportunities such as learning communities, service-learning, research with a faculty member, study abroad, internships, and culminating senior experiences are called high-impact practices (Kuh, 2008). High-impact practices share several traits: They demand considerable time and effort, provide learning opportunities outside of the classroom, require meaningful interactions with faculty and students, encourage interaction with diverse others, and provide frequent and meaningful feedback. Participation in these activities can be life-changing.
The table below displays the percentage of first-year students and seniors who participated in selected high-impact practices by several student characteristics. The syntax linked above can be used to recreate this summary table with your own institution's data. From these results, you can compare participation in high-impact practices across a variety of student characteristics.
|Participation in High-Impact Practices by Student Characteristics (NSSE 2014)|
|Race/ethnicity or |
|American Indian or Alaska Native||18||56||7||27||69||25||49||11||43|
|Black or African American||18||55||7||29||68||22||47||9||43|
|Hispanic or Latino||15||55||5||24||64||21||46||11||38|
|Native Hawaiian/ Other Pacific Islander||11||56||6||28||69||24||46||10||37|
|Foreign or nonresident alien||14||66||9||24||72||26||43||24||43|
|Two or more races/ ethnicities||18||53||6||26||62||27||53||16||49|
|Traditional (First-year < 21, Senior < 25)||16||52||5||29||64||31||60||20||53|
|Nontraditional (First-year 21+, Senior 25+)||9||46||7||17||58||16||36||5||35|
|Living off campus||12||52||6||24||61||24||50||13||44|
|Living on campus||17||51||5||34||63||38||65||27||62|
|Arts & ||15||47||5||23||54||28||46||25||59|
|Biological sciences, agriculture, natural resources||17||49||8||26||54||47||55||17||45|
|Physical sciences, math, computer science||14||44||7||20||42||41||47||11||44|
|Communications, media, public relations||18||51||5||26||66||22||67||20||57|
|Social service professionals||14||57||5||27||71||18||54||9||39|
Note: Participating students are those who responded "Done or in progress" for all HIPs except service-learning, where students reported at least "Some" of their courses included a community-based project.
a. Institution-reported variable
b. Neither parent holds a bachelor's degree
c. NSSE's default related-major categories, based on students' reported major or expected major (first reported major for double majors). Excludes majors categorized as "all other."
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.