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High-Impact Educational Practices to Promote International Students' Engagement and Development: Evidence from Large, Public Research Universities

High-Impact Educational Practices to Promote International Students' Engagement and Development: Evidence from Large, Public Research Universities

Krista M. Soria, Shane M. Lueck
Copyright: © 2016 |Pages: 17
ISBN13: 9781466697492|ISBN10: 1466697490|EISBN13: 9781466697508
DOI: 10.4018/978-1-4666-9749-2.ch015
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MLA

Soria, Krista M., and Shane M. Lueck. "High-Impact Educational Practices to Promote International Students' Engagement and Development: Evidence from Large, Public Research Universities." Exploring the Social and Academic Experiences of International Students in Higher Education Institutions, edited by Krishna Bista and Charlotte Foster, IGI Global, 2016, pp. 292-308. https://doi.org/10.4018/978-1-4666-9749-2.ch015

APA

Soria, K. M. & Lueck, S. M. (2016). High-Impact Educational Practices to Promote International Students' Engagement and Development: Evidence from Large, Public Research Universities. In K. Bista & C. Foster (Eds.), Exploring the Social and Academic Experiences of International Students in Higher Education Institutions (pp. 292-308). IGI Global. https://doi.org/10.4018/978-1-4666-9749-2.ch015

Chicago

Soria, Krista M., and Shane M. Lueck. "High-Impact Educational Practices to Promote International Students' Engagement and Development: Evidence from Large, Public Research Universities." In Exploring the Social and Academic Experiences of International Students in Higher Education Institutions, edited by Krishna Bista and Charlotte Foster, 292-308. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9749-2.ch015

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Abstract

The purpose of this chapter was to investigate whether international students' participation in high-impact educational practices was associated with students' development of academic skills and academic engagement. Data from a multi-institutional survey of international students enrolled at 13 large, public research universities in 2013 were analyzed utilizing hierarchical multiple regression. Results suggest that participation in first-year seminars, learning communities, service-learning and community engagement, and common book reading programs are positively associated with international students' academic engagement and academic skills development. Enrollment in diversity-related courses was also associated with students' academic skills development while engagement in creative forms of scholarship was positively associated with academic engagement.

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