High Impact Learning Practices

High Impact Learning

According to George Kuth and the Association of American Colleges and Universities certain


. . . teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts.


On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices’ contribution to students’ cumulative learning. However, on almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educational research suggests increase rates of student retention and student engagement. The rest of this publication will explore in more detail why these types of practices are effective, which students have access to them, and, finally, what effect they might have on different cohorts of students.  (Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008))


These practices include but are not limited to: 


First-Year Seminars & Experiences


Common Intellectual Experiences

Learning Communities


Writing-Intensive Courses

Collaborative Assignments


Undergraduate Research

Diversity/Global Learning


Service/Community-Based Learning



Capstone Courses & Projects







Kentucky Wesleyan College is committed to continuous improvement in the application of tested and effective high impact teaching and learning methods to enhance the learning of all our students.


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