Sense of peer belonging and institutional acceptance in the first year: The role of high-impact practices
Ribera, A. K., Miller, A. L., & Dumford, A. D.

High-impact practices: Promoting participation for all students
Kinzie, J.

Promoting student success: Creating conditions so every student can learn
Chickering, A. W., & Kuh, G. D.
Accommodating diverse learning styles of students has long been espoused as a principle of good practice in undergraduate education. Much progress has been made during the past two decades in using active, collaborative, and problem-based learning, learning communities, student-faculty research, service learning, internships, and other pedagogical innovations to enrich student learning. Variable time blocks are more common--from three hours, to all day, to weekends, to six or eight weeks--to fit the desired outcomes, content, and processes. Peers tutor other students, deepening their own learning in the process. Increasingly sophisticated communication and information technologies provide students access to a broad range of print and visual resources and to an expanded range of human expertise. A wider range of assessment tools document what and how well students are learning. Despite all this activity, at too many schools these and other effective educational practices are underutilized. The suggestions offered here are drawn in large part from a study of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and, through the National Survey of Student Engagement, demonstrated that they have effective practices for fostering success among students of differing abilities and aspirations. These institutions clearly communicate that they value high quality undergraduate teaching and learning. They have developed instructional approaches tailored to a wide range of student learning styles, ensuring that students engage with course content and interact in meaningful ways with faculty and peers, inside and outside the classroom.
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Civic learning and effective educational practice: A focus on service-learning and civic engagement
Kinzie, J., McCormick, A., & Stevens, M.
Fostering civic learning is a central purpose of higher education. As campuses seek to strengthen democratic engagement, it is useful to understand the extent to which students have access to the experiences that develop civic engagement skills. This session will promote discussion about educational practices that build students‘ capacity for civic learning by exploring National Survey of Student Engagement (NSSE) findings from an in-depth service-learning item set and the new civic engagement module. Join us to exchange ideas about results in relation to efforts to enhance service learning, strengthening connections between course content and service experiences, and outcomes associated with civic engagement skills.

One College's Commitment to Civic Engagement
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
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Active and Collaborative Learning
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report
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Active and Collaborative Learning
In The NSSE 2000 report: National benchmarks of effective educational practice
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