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.

The purpose of this chapter is to present the results of a multi-institutional study of undergraduates who participated in service-learning abroad. Data were derived from the Student Experience in the Research University (SERU) survey, which was administered to undergraduates enrolled at 14 large, public research-extensive universities (n = 12,744) in the United States (US) during Spring 2013. The results of hierarchical linear regression analyses suggested that students who participated in service-learning abroad (11.79% of students) were significantly more likely to develop multicultural competence, global and intercultural skills, and leadership skills over their undergraduate peers who did not participate in service-learning abroad.