Abstract

Abstract:

High-impact practices in education can have a transformative influence on students' educational growth and personal development; however, research suggests that not all students participate in these educationally purposeful activities. Some institutions have integrated high-impact-practice programs into the curriculum to center these opportunities within the student experience, yet participation varies by student demographic. The present qualitative research study explores the decision-making experiences of 23 former program participants, including a specific focus on barriers, for participating in six high-impact-practice programs.

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Additional Information

ISSN
2381-2338
Print ISSN
0888-210X
Pages
pp. 88-102
Launched on MUSE
2021-04-01
Open Access
No
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