Research Findings

 

Reports from the Center of Inquiry

Summary of Four-Year Change (PDF)

Summary of data from 2,200 students at 17 four-year colleges and universities in the 2006 cohort of the Wabash National Study. Students completed an array of surveys and tests at three points during their college education—when they first arrived on campus, at the end of their first year, and at the end of their fourth year.

From Gathering to Using Assessment Results: Lessons from the Wabash National Study, by Charles F. Blaich & Kathleen S. Wise.

Published by the National Institute of Learning Outcomes Assessment in January 2011, this article discusses the challenges that Wabash National Study participating institutions have faced in identifying and implementing changes in response to the data. The article identifies five practical steps that campuses should consider implementing as they develop assessment projects to increase the likelihood that the evidence they collect will benefit student learning.

High-Impact Practices and Experiences from the Wabash National Study (PDF)

In our research thus far, we have found that four broad categories of teaching practices and institutional conditions predict growth on a wide variety of student outcomes including leadership, openness to diversity and challenge, political and social involvement, and positive attitude toward literacy. These categories of high-impact teaching practices and institutional conditions were derived from Wabash National Study questions in the Student Experiences Survey and the National Survey of Student Engagement (NSSE). In this document, we provide more detail on the types of high-impact experiences in these four categories. We believe that we can improve the impact of our institutions by helping students experience more of these good teaching practices and supportive institutional conditions.

Overview of Findings from the First Year of the Wabash National Study of Liberal Arts Education (PDF)

In our analysis of data from 3,081 students at 19 institutions in the first round of the study we found that, on the whole, students changed very little on the outcomes that we measured over their first year in college. Despite the fact that students generally did not change much, we also identified a set of teaching practices and conditions that predict student growth on a wide variety of outcomes. This would seem to suggest that across the institutions in the study, these effective teaching practices and institutional conditions are not prevalent enough to produce widespread change. Indeed, the data from the first year of the study indicate that most of our students are only experiencing moderate levels of these important practices and conditions. Thus, one possible way to improve student growth on the outcomes is to expand the degree to which students encounter these supportive conditions and practices.

 

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Wabash National Study Publications, Papers, and Presentation Slides

Barber, J. P. (2008, November). Constructing connections: A qualitative study of integration of learning among first-year college students. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Barber, J. P. (2009). Integration of Learning: Meaning making for undergraduates through connection, application, and synthesis. (Doctoral dissertation, University of Michigan, Ann Arbor). (UMI No. 3354010)

Barber, J. P., DeGraw, J. E., Jiang, C., & King, P. M. (2006, November). Learning through diverse interactions: Perspectives on religion and politics. Paper presented at the annual conference of the Association for the Study of Higher Education, Anaheim, CA.

Barber, J. P., & King, P. M. (2007, November). Experiences that promote self-authorship: An analysis of the "demands" of developmentally effective experiences. Paper presented at the annual conference of the Association for the Study of Higher Education, Louisville, KY.

Barber, J. P., King, P. M., & Baxter Magolda, M. B. (2010, November). Progress on the journey toward self-authorship: Larger than average developmental gains among college students. Paper presented at the annual conference of the Association for the Study of Higher Education, Indianapolis, IN.

Barber, J. P., & Walczak, K. K. (2009, April). Conscience and critic: Peer debriefing strategies in grounded theory research. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. 

Barnhardt, C., Lindsay, N. K., & King, P. M. (2006, November). A mixed-method analysis of integration among learning among college students. Paper presented at the annual conference of the Association for the Study of Higher Education, Anaheim, CA.

Baxter Magolda, M. B. (2007). Self-authorship: The foundation for twenty-first-century education. New Directions for Teaching and Learning, 109, 69–83.

Baxter Magolda, M. B. (2009). The activity of meaning making: A holistic perspective on college student development. Journal of College Student Development, 50, 621–639. (This article can be accessed through a subscription to Project MUSE >>)

Baxter Magolda, M. B., & King, P. M. (2007). Interview strategies for assessing self-authorship: Constructing conversations to assess meaning making. Journal of College Student Development, 48, 491–508. (This article can be accessed through a subscription to Project MUSE >>)

Baxter Magolda, M. B., & King, P. M. (2008). Toward reflective conversations: An advising approach that promotes self-authorship. Peer Review, 10, 8–11. >>

Baxter Magolda, M. B., King, P. M., Drobney, K. L. (2010). Practices that provide effective academic challenge for first-year students. Journal on Excellence in College Teaching, 21(2), 45–65. (see journal website>>)

Baxter Magolda, M. B., King, P. M., Stephenson, E., Kendall Brown, M., Lindsay, N. K., Barber, J. P., et al. (2007, April). Developmentally effective experiences for promoting self-authorship. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Baxter Magolda, M. B., King, P. M., Taylor, K., & Perez, R. J. (2008, November). Developmental steps within external meaning making. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Baxter Magolda, M. B., King, P. M., Taylor, K., & Wakefield, K. (2010, November). Mapping developmental patterns toward self-authorship. Paper presented at the the annual conference of the Association for the Study of Higher Education, Indianapolis, IN.

Blaich, C. (2011, November). IR and accreditation: Leveraging for sustainable assessment. Presentation conducted at the joint post-conference workshop of the New England Association of Schools and Colleges (NEASC) and the Northeast Association for Institutional Research (NEAIR), Boston, MA. >>

Blaich, C. F. (2008, April). The impact of teaching and institutional conditions on student learning. Slides presented at the conference of the Network for Academic Renewal, Association of American Colleges and Universities, Austin, TX. >> (PDF)

Blaich, C. F. (2009, May/June). Research findings for deepening learning: An ode to high-impact practices. Slides presented at the closing plenary of the AAC&U Institute on General Education and Assessment, Minneapolis, MN. >> (PDF)

Blaich, C. F. (2010, January). Assessing student learning: Lessons learned from the Wabash National Study. In Susan Elrod (Facilitator), A kaleidoscope of perspectives on student learning goals—STEM & beyond. Session conducted at the annual meeting of the Association of American Colleges and Universities, Washington, DC. See presentation slides >> (PDF)

Blaich, C. F. (2010, January). Wabash National Study—Taking seriously the perspectives of others. In Caryn McTighe Musil (Moderator), What do we know about education for personal and social responsibility? Findings from a national research collaborative. Session conducted at the annual meeting of the Association of American Colleges and Universities, Washington, DC. See presentation slides >> (PDF)

Blaich, C. F., & Seifert, T. A. (2009, October). Validation of NSSE with liberal arts outcomes: Findings from the first year of the Wabash National Study of Liberal Arts Education. Slides presented at the NSSE 10th Anniversary Symposium, Indianapolis, IN. >>

Blaich, C. F., & Weisler, S. (2009, January). From data to action: Interpreting complex student learning data and creating data-driven plans to improve student learning. Slides presented at the pre-meeting workshop of the American Association of Colleges and Universities annual meeting, Seattle, WA. >>

Blaich, C. F., & Wise, K. S. (2009). Hampshire and Wabash assessment collaboratives review. Unpublished report, Center of Inquiry in the Liberal Arts at Wabash College, Crawfordsville, Indiana. >> (PDF)

Blaich, C. F., & Wise, K. S. (2010, Winter). Moving from assessment to institutional improvement. In T. A. Seifert, (Ed.). New Directions in Institutional Research: Longitudinal Assessment for Institutional Improvement, 2010(s2), 67–78. (see publisher website)

Blaich, C. F., & Wise, K. S. (2011, April). The Wabash National Study: The impact of teaching practices and institutional conditions on student growth. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. See presentation (PDF) and paper (PDF).

Blaich, C. F., & Wise, K. S. (2011, January). From gathering to using assessment results: Lessons from the Wabash National Study. (NILOA Occasional Paper No. 8). Urbana, IL: University of Illinois and Indiana University, National Institute of Learning Outcomes Assessment. >> (PDF)

Blaich, C. F., Wise, K. S., & Butler, D. A. (2008, April). Engaging institutions in improving student learning through a national study. Paper presented at the annual meeting of the Higher Learning Commission, Chicago, IL. >> (PDF)

Blaich, C. F., Wise, K. S., Weisler, S., & Harrell, A. (2008, October). Using institutional evidence of effective practices and conditions to improve student learning outcomes. Slides presented at the conference of the Network for Academic Renewal, Association of American Colleges and Universities, Long Beach, CA. >> (PDF)

Borst, A. J. (2011). Evaluating academic and student affairs partnerships: the impact of living-learning communities on the development of critical thinking in college freshman (Doctoral dissertation, University of Iowa, 2011). Available at Iowa Research Online: http://ir.uiowa.edu/etd/927

Bost, A. (2007, Fall). The Need for Cognition Scale. Assessment Notes. >>

Bowman, N. A. (2007, November). The development of psychological well-being among college students from working-class and middle-class backgrounds. Paper presented at the annual conference of the Association for the Study of Higher Education, Louisville, KY. 

Bowman, N. A. (2008, November). Can first-year college students accurately report their learning and development? Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL. 

Bowman, N. A. (2009). College diversity courses and cognitive development among students from privileged and marginalized groups. Journal of Diversity in Higher Education, 2, 182–194.

Bowman, N. A. (2010). Assessing learning and development among diverse college students. In S. Herzog (Ed.), New Directions for Institutional Research. Diversity and educational benefits: Expanding the scope, deepening our understanding, 2010(145), 53–71. (See publisher website)

Bowman, N. A. (2010). Can first-year college students accurately report their learning and development? American Educational Research Journal, 47, 466–496. (Available through a subscription to SAGE Journals Online >>)

Bowman, N. A. (2010). Development of psychological well-being among first-year students. Journal of College Student Development, 51, 180–200. (This article can be accessed through a subscription to Project MUSE >>)

Bowman, N. A. (2010). Disequilibrium and resolution: The nonlinear effects of diversity courses on well-being and orientations toward diversity. Review of Higher Education, 33, 543–568. (This article can be accessed through a subscription to Project MUSE >>)

Bowman, N. A. (2011). Validity of college self-reported gains at diverse institutions. Educational Researcher, 40(1), 22–24. >>

Bowman, N. A. (2011, April). The validity of college seniors’ self-reported gains as a proxy for longitudinal growth. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Bowman, N. A. (2011). Examining systematic errors in predictors of college student self-reported gains. New Directions for Institutional Research, 2011(150), 7–19. See journal website>>

Bowman, N. A., & Seifert, T. A. (2011). Can college students accurately assess what affects their learning and development? Journal of College Student Development, 52, 270–290. (Available through a subscription to Project MUSE >>)

Cole, J. S., & Korkmaz, A. (in press). First-year students’ psychological well-being and need for cognition: Are they important predictors of academic engagement? Journal of College Student Development.

DeGraw, J. E., Barber, J. P., & King, P. M. (2007, April). How diversity experiences contribute to deeper understanding of difference: A mixed methods study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Foresman, G., Hornsby, K., Brown, M., Millington, P., & Blaich, C. (2011, January). Engaging student voices in institutional inquiry and assessment. Presentation conducted at the annual meeting of the American Association of Colleges and Universities, San Francisco, CA. See presentation slides >> (PDF)

Goodman, K. M. (2009, November). Does diversity impact all students equally? A critical quantitative analysis of the effects of diversity, race, and class on first-year students' need for cognition. Paper presented at the annual conference of the Association for the Study of Higher Education, Vancouver, British Columbia, Canada.

Goodman, K. M., Baxter Magolda, M., Seifert, T. A., & King, P. M. (2011, March-April). Good practices for student learning: Mixed-method evidence from the Wabash National Study. About Campus, 16(1), 2–9. 

Goodman, K. M., & Jorgensen J. (2008, February). An update and replication: How do race and socioeconomic background influence experiences of liberal education and good practices in undergraduate education? Poster presented at the University of Iowa, College of Education, Martin Luther King, Jr. Research Symposium, Iowa City, IA.

Goodman, K.M., Jorgensen, J., Laskowski, J., Seifert, T. A., & Blaich, C. F. (2007, January). How do race and socioeconomic background influence experiences of good practices in undergraduate education? Slides presented at the annual meeting of the American Association of College and Universities, New Orleans, LA. >> PDF

Goodman, K. M., Martin, G. L., Reams, A. A., & Pascarella, E. T. (2008, November). New evidence on the link between alcohol use and college outcomes. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL. 

Goodman, K. M., & Pascarella, E. T. (2007, November). College student binge drinking and academic achievement: A longitudinal replication and extension. Paper presented at the annual conference of the Association for the Study of Higher Education, Louisville, KY.

Goodman, K. M., & Salisbury, M. H. (2008, October). High-impact educational activities: Do they promote intercultural effectiveness? Poster session presented at the conference of the Network for Academic Renewal, Association of American Colleges and Universities, Long Beach, CA.

Goodman, K. M., & Salisbury, M. H. (2009, April). Activities and practices that affect intercultural effectiveness. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Goodman, K. M., Seifert, T. A., Jorgensen, J. D., Pascarella, E. T., Wolniak, G. C., Blaich, C. F., et al. (2006, November). How do race and socioeconomic background influence experiences of good practices in undergraduate education? Paper presented at the annual conference of the Association for the Study of Higher Education, Anaheim, CA. 

Hu, S., & McCormick, A. C. (2011, May). Exploring the utility of an engagement-based student typology in studying college outcomes. Paper presented at the annual forum of the Association for Institutional Research, Toronto, Ontario.

Hu, S., & McCormick, A. C. (in press). An engagement-based student typology and its relationship to college outcomes. Research in Higher Education.

Hu, S., McCormick, A. C., & Gonyea, R. M. (2011, May). Examining the relationship between student learning and persistence. Paper presented at the annual forum of the Association for Institutional Research, Tornoto, Ontario.

Hu, S., McCormick, A. C., & Gonyea, R. M. (in press). Examining the relationship between student learning and persistence. Innovative Higher Education.

Jiang, X., & Kendall Brown, M. (2008, November). Learning through cross-cultural interactions: A developmental perspective on US and international students. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Kendall Brown, M. (2007, November). College diversity experiences that promote intercultural development. Paper presented at the annual conference of the Association for the Study of Higher Education, Louisville, KY.

Kendall Brown, M. (2008). A mixed methods examination of college students' intercultural development. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.

King, P. M. (2007). Inviting college students to reflect on their collegiate experiences. Paper presented at the Westmont College, Gaede Institute on the Liberal Arts seventh annual Conversation on the Liberal Arts. Retrieved July 24, 2009, from the Westmont College, Gaede Institute Web site: http://www.westmont.edu/institute/conversations/2007_program/pdfs/King.pdf

King, P. M., & Baxter Magolda, M. B. (2007, November). Experiences that promote self-authorship among students of color: Understanding and negotiating multiple perspectives. Paper presented at the annual conference of the Association for the Study of Higher Education, Louisville, KY.

King, P. M., Baxter Magolda, M. B., Barber, J. P., Kendall Brown, M., & Lindsay, N. K. (2009). Developmentally effective experiences for promoting self-authorship. Mind, Brain, and Education, 3, 108–118.

King, P. M., Baxter Magolda, M. B., & Masse, J. (2008, October). And now what? Effects of initial interactions with diverse peers. Presentation at the conference of the Network for Academic Renewal, Association of American Colleges and Universities, Long Beach, CA. >> (PDF)

King, P. M., Kendall Brown, M., Lindsay, N. K., & VanHecke, J. R. (2007). Liberal arts student learning outcomes: An integrated approach. About Campus, 12(4), 2–9.

King, P. M., Perez, R. J., & Shim, W. (2010, November). Exploring college students intercultural experiences. Paper presented at the annual conference of the Association for the Study of Higher Education, Indianapolis, IN.

King, P. M., & VanHecke, J. R. (2006). Making connections: Using skill theory to recognize how students build and rebuild understanding. About Campus, 16(1), 10–16.

Lijana, K. C. & Singh-Siddiqui, R. (2009, November). The effect of student engagement and student work on the psychological well-being of first-year college students. Paper presented at the annual conference of the Association for the Study of Higher Education, Vancouver, British Columbia, Canada.

Lindsay, N. K. (2008, November). Enhancing perpetual learning: The nexus between a liberal arts education and the disposition toward lifelong learning. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Lindsay, N. K., Barnhardt, C., DeGraw, J. E., King, P. M., & Baxter Magolda, M. B. (2007, April). How college students interpret moral experiences: A mixed methods study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Loes, C. (2009). The impact of college residence and diversity experiences on the development of critical thinking in first-year college students (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3373919)

Loes, C., Pascarella, E., & Umbach, P. (2009, November). Effects of diversity experiences on critical thinking skills: Who benefits? Paper presented at the annual conference of the Association for the Study of Higher Education, Vancouver, British Columbia, Canada.

Loes, C., Pascarella, E., & Umbach, P. (2012). Effects of diversity experiences on critical thinking skills: who benefits? Journal of Higher Education, 83, 1–25. Available through a subscription to Project MUSE >>

Martin, G. L. (2011, November). Measuring the impact of student interaction with student affairs professionals on socially responsible leadership development in the first year of college. Paper presented at the annual conference of the Association for the Study of Higher Education, Charlotte, NC.

Martin, G. L., Hevel, M. S., & Asel, A. M. (2008, November). New evidence on the effects of fraternity and sorority affiliation: It's more complicated than you might think. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL. 

Martin, G. L., & Loes, C. N. (2010, Winter). What incentives can teach us about missing data in longitudinal assessment. In T. A. Seifert, (Ed.). New Directions in Institutional Research: Longitudinal Assessment for Institutional Improvement, 2010(s2), 67–78. (see publisher website)

Martin, G. L., & Seifert, T. A. (2011). The relationship between students' interactions with student affairs professionals and cognitive outcomes in the first year of college. Journal of Student Affairs Research and Practice, 48, 389–410. >>

Mayhew, M. J., Seifert, T. A., & Pascarella, E. T. (2008, November). A multi-institutional assessment of moral reasoning development among first-year students. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Mayhew, M. J., Seifert, T. A., & Pascarella, E. T. (2009, April). Answering the call: How college impacts moral reasoning trajectories. Paper presented at the American Educational Research Association, San Diego, CA.

Mayhew, M. J., Seifert, T. A., & Pascarella, E. T. (2010). A multi-institutional assessment of moral reasoning development among first-year students. Review of Higher Education, 33, 357–390. (Available through a subscription to Project MUSE >>)

Mayhew, M. J., Seifert, T. A., & Pascarella, E. T. (in press). How the first year of college influences moral reasoning development for students in moral consolidation and moral transition. Journal of College Student Development.

Mayhew, M. J., Seifert, T. A., Pascarella, E. T., Nelson Laird, T. F., & Blaich, C. F. (in press). Going deep into mechanisms for moral reasoning growth: How deep learning approaches affect moral reasoning development for first-year students. Research in Higher Education, 53(1). (Available through SpringerLink, "Online First" >>)

Nelson Laird, T. F., Seifert, T. A., Pascarella, E. T., Mayhew, M. J., & Blaich, C. F. (2011, November). Deeply effecting first-year students' thinking: The effects of deep approaches to learning on three outcomes. Paper presented at the annual conference of the Association for the Study of Higher Education, Charlotte, NC. >>

Padgett, R. D., Goodman, K. M., Johnson, M. P., Saichaie, K., & Umbach, P. D. (2008, November). The impact of college student socialization and socioeconomic status on cognitive outcomes. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Padgett, R. D., Goodman, K. M., Johnson, M. P., Saichaie, K., Umbach, P. D., & Pascarella, E. T. (2010). The impact of college student socialization, social class, and race on need for cognition. In S. Herzog (Ed.), New Directions for Institutional Research. Diversity and Educational Benefits: Expanding the Scope, Deepening Our Understanding, 2010(145), 99–111. (See publisher website)

Padgett, R. D., & Johnson, M. P. (2008, November). First-generation undergraduate students and the impacts of the first-year of college: Some additional evidence. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Padgett, R. D., Johnson, M. P., and Pascarella, E. T. (in press). First-generation undergraduate students and the impacts of the first year of college: Some additional evidence. Journal of College Student Development.

Padgett, R. D., Johnson, M. P., Saichaie, K., & Paulsen, M. B. (2009, November). The impact of physical health and good practices on psychological well-being. Paper presented at the annual conference of the Association for the Study of Higher Education, Vancouver, British Columbia, Canada. Download slides.

Pascarella, E. T., Blaich, C., Martin, G. L., & Hanson, J. M. (2011, May/June). How robust are the findings of academically adrift? Change: The Magazine of Higher Learning, 43(3). (See abstract)

Pascarella, E. T., & colleagues (2007). Methodological report for the Wabash National Study of Liberal Arts Education. >> (PDF)

Pascarella, E. T., Goodman, K. M., Seifert, T. A., Tagliapietra-Nicoli, G., Park, S., & Whitt, E. J. (2007). College student binge drinking and academic achievement: A longitudinal replication and extension. Journal of College Student Development, 48, 715–727. (Available through a subscription to Project MUSE >>.)

Pascarella, E. T., Salisbury, M. H., & Blaich, C. (2009, November). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Paper presented at the annual conference of the Association for the Study of Higher Education, Vancouver, British Columbia, Canada.

Pascarella, E. T., Salisbury, M. H., & Blaich, C. (2011, January/February). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Journal of College Student Development, 52, 4–19. (Available through a subscription to Project MUSE >>.)

Pascarella, E. T., Seifert, T. A., & Blaich, C. F. (2008, November). Validation of the NSSE benchmarks against liberal arts outcomes. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Pascarella, E. T., Seifert, T. A., & Blaich, C. (2010, January/February). How effective are the NSSE benchmarks in predicting important educational outcomes? Change: The Magazine of Higher Education, 42(1), 16–22. Retrieved from http://www.changemag.org/Archives/Back%20Issues/January-February%202010/full-how-effective.html

Pascarella, E. T., & Terenzini, P. T. (2011, November). Some new evidence on what matters in student learning. Presented at the Council of Independent Colleges 2011 Institute for Chief Academic Officers and Chief Advancement Officers, St. Petersburg Beach, FL. >>

Salisbury, M. H. (2009, May). Wrangling with retention. What does the Wabash National Study data suggest? Recording of presentation at the Center of Inquiry in the Liberal Arts Retention Workshop, Crawfordsville, IN. >>

Salisbury, M. H. (2010, March). Should I stay or should I go now: Identifying the factors that influence your students' decision to persist or withdraw. Slides presented at the Center of Inquiry in the Liberal Arts March 2010 Retention Workshop, Crawfordsville, IN. >>

Salisbury, M. H. (2011). The effect of study abroad on intercultural competence among undergraduate college students (Doctoral dissertation, University of Iowa, 2011). Available at Iowa Research Online: http://ir.uiowa.edu/etd/1073

Salisbury, M. H. (2011, May). Transformation or just a vacation: New evidence regarding the impact of study abroad on the educational outcomes of a liberal arts education. Paper presented at the annual forum of the Association for Institutional Research, Toronto, Ontario.

Salisbury, M. H., & Goodman, K. M. (2009). Educational practices that foster intercultural competence. Diversity and Democracy, 12, 12–13. >>

Salisbury, M. H., Padgett, R. D., & Pascarella, E. T. (2009, June). The effects of work on the educational and liberal arts outcomes of first-year college students. Paper presented at the annual forum of the Association for Institutional Research, Atlanta, GA. 

Salisbury, M. H., Pascarella, E. T., Padgett, R. D., & Blaich, C. F. (in press). The effects of work on leadership development among first-year college students. Journal of College Student Development.

Salisbury, M. H., Umbach, P. D., Paulsen, M. B., & Pascarella, E. T. (2008, May). Going global: Understanding the choice process of the intent to study abroad. Paper presented at the annual forum of the Association for Institutional Research, Seattle, WA.

Salisbury, M. H., Umbach, P. D., Paulsen, M. B., & Pascarella, E. T. (2009). Going global: Understanding the choice process of the intent to study abroad. Research in Higher Education, 50, 119–143.

Salisbury, M. H., Paulsen, M. B., & Pascarella, E. T. (2009, November). To see the world or stay at home: The impact of gender on intent to study abroad. Paper presented at the annual conference of the Association for the Study of Higher Education, Vancouver, British Columbia, Canada.

Salisbury, M. H., Paulsen, M. B., & Pascarella, E. T. (2011). To see the world or stay at home: Applying an integrated student choice model to explain gender gap in study abroad. Research In Higher Education, 51, 615–640. See journal website>>

Seifert, T. A. (2007, November). Does majoring in a "pure" versus "applied" field affect knowledge economy competency development? A multilevel, multi-institutional test of Biglan. Paper presented at the annual conference of the Association for the Study of Higher Education, Louisville, KY. 

Seifert, T. A. (2009, May). Why don't they stay? Fostering student success and retaining students. Recording of presentation at the Center of Inquiry in the Liberal Arts Retention Workshop, Crawfordsville, IN. >>

Seifert, T. A., Goodman, K. M., Edvalson, S., Laskowski, J., Pascarella, E. T., & Blaich, C. F. (2007, November). Why longitudinal research is critical in studying college impact: An example of between-college effects. Paper presented at the annual conference of the Association for the Study of Higher Education, Louisville, KY. 

Seifert, T. A., Goodman, K. M., Jorgensen, J. D., Lindsay, N. K., Wolniak, G. C., Pascarella, E. T., & Blaich, C. F. (2006, November). The effects of liberal arts experiences on liberal arts outcomes. Paper presented at the annual conference of the Association for the Study of Higher Education, Anaheim, CA.

Seifert, T. A., Goodman, K. M., Jorgensen, J. D., Lindsay, N. K., Wolniak, G. C., Pascarella, E. T., & Blaich, C. F. (2007, June). The effects of liberal arts experiences on liberal arts outcomes. Paper presented at the annual forum of the Association for Institutional Research, Kansas City, MO.

Seifert, T. A., Goodman, K. M., King, P. M., Baxter Magolda, M. B. (2010). Using mixed methods to study first-year college impact on liberal arts learning outcomes. Journal of Mixed Methods Research, 4, 248–267. (available through SAGE journals online)

Seifert, T. A., Goodman, K. M., Lindsay, N. K., Jorgensen, J. D., Wolniak, G. C., Pascarella, E. T., & Blaich, C. F. (2008). The effects of liberal arts experiences on liberal arts outcomes. Research in Higher Education, 49, 107–125.

Seifert, T. A., King, P. A., & Baxter Magolda, M. B. (2009, April). Using mixed methods to study college impact. Paper presented at the American Educational Research Association, San Diego, CA.

Seifert, T. A., Pascarella, E. T., Erkel, S. I., & Goodman, K. M. (2010, Winter). The importance of longitudinal pretest-posttest designs in estimating college impact. In T. A. Seifert, (Ed.). New Directions in Institutional Research: Longitudinal Assessment for Institutional Improvement, 2010(s2), 67–78. (see publisher website)

Seifert, T. A., Pascarella, E. T., Goodman, K. M., Salisbury, M. H., & Blaich, C. F. (2008, November). Liberal arts colleges and good practices in undergraduate education: Additional evidence. Paper presented at the annual conference of the Association for the Study of Higher Education, Jacksonville, FL.

Seifert, T. A., Pascarella, E. T., Goodman, K. M., Salisbury, M. H., & Blaich, C. F. (2010, January/February). Liberal arts colleges and good practices in undergraduate education: Additional evidence. Journal of College Student Development, 51, 1–22. This article is available through a subscription to Project MUSE >>

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