Abstract
The purpose of this study was to explore the relationships between college students’ participation in high-impact educational practices and their self-reported development of leadership skills and multicultural competence. Analyses of data from the multi-institutional Student Experience in the Research University (SERU) survey ( n = 11,997) suggest students who participated in several high-impact educational practices, including common book experiences, service-learning, and courses involving themes related to diversity or global learning had significantly higher perceived development in leadership and multicultural competence. Students who participated in first-year seminars, study abroad, and international programs also reported significantly higher development in multicultural competence while students who participated in learning communities, community service, and internships reported significantly higher leadership skills compared to their peers.
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