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Direct linkCulver, K. C.; Braxton, John M.; Pascarella, Ernest T. – Journal of Higher Education, 2021
Academic rigor has long been considered important for students' learning and development in higher education. However, findings about students' outcomes from previous studies of rigor are mixed, in part because of varying conceptions of what constitutes rigor. In quantitative research, rigor is often operationalized in one of two ways: through…
Descriptors: Academic Standards, Difficulty Level, Undergraduate Students, Cognitive Development
Pascarella, Ernest T.; Blaich, Charles; Martin, Georgianna L.; Hanson, Jana M. – Change: The Magazine of Higher Learning, 2011
The publication of Richard Arum and Josipa Roksa's influential new book, "Academically Adrift: Limited Learning on College Campuses," the findings of which were summarized in an article by the same authors in the March/April "Change," has caused a national furor centering around their multi-institutional findings that the…
Descriptors: Undergraduate Study, Postsecondary Education, College Students, Campuses
Seifert, Tricia A.; Pascarella, Ernest T.; Colangelo, Nicholas; Assouline, Susan G. – Journal of College Student Development, 2007
Using multi-institution data and a longitudinal, pretest-posttest design, this study investigated the impact of honors programs on student experiences of good practices in undergraduate education as well as cognitive development in the first year of college. We found students in honors programs advantaged in terms of the good practice measures…
Descriptors: Program Effectiveness, Cognitive Development, Educational Practices, Honors Curriculum
