What does "high-impact" mean in extra-curricular experiences?

Abstract

This study, conducted by a small group in a master’s level class taught by Dr. Christine Wilson, assessed extracurricular experiences at a large, public university to identify potential alignment with characteristics of “high-impact practices” as defined by the Center for Postsecondary Education (2015). Students engaged in extracurricular experiences tentatively defined as high-impact were invited to participate via surveys and interviews. Results and findings indicated significant alignment, and two additional potential characteristics: a sense of belonging and purpose.

An interpretative phenomenological analysis of first-generation college students' involvement experiences during the COVID-19 pandemic

“…Involvement experiences increase positive attitudes toward academic success (Berger & Milem, 2002), help develop a more favorable perception of faculty (Gibbons et al, 2016;Umbach & Wawrzynski, 2005), and correlate with higher grade point averages (Kulp et al, 2021). This is possible because cocurricular involvement is proven to support the development of skills that assist in completing college-level academic tasks, including critical thinking, time management, and learning through projectbased, outside-the-classroom settings even without grading expectations (Baker, 2008;Camerato et al, 2019;Gist-Mackey et al, 2018;Webber et al, 2013;Umbach & Wawrzynski, 2005).…”