High-Impact Practices for Student Engagement in the Research University

Abstract

The authors describe students’ engagement in high-impact practices that promote positive student perceptions of campus climate and sense of belonging at one research university. Hutson and Williford used data collected through the Student Experience in the Research University (SERU) instrument to explore students’ level of engagement and their self-reported perception of campus climate and sense of belonging. Four demographic variables including academic classification, gender, ethnicity, and social class were also considered when examining students’ different levels of engagement and perceptions of campus climate. The authors provide discussion and implications for higher education professionals based on the use of the SERU data.