High-Impact Practices at California State University, Fresno

Higher education in the United States has experienced a loss of financial support, accompanied by an increasing criticism of cost and a questioning of effectiveness regarding student success (Gelman, Holland, & Soring, 2018). The level of knowledge and skills necessary for individuals to thrive in our global community is increasing (Fisk, 2012). As a result, budgeting models, curriculum, and institution culture are all taking on changes in an effort to meet the expectations of the 21st century (Gelman et al., 2018). High-Impact Practices (HIPs) are programs and activities aimed at increasing student engagement with course material, fostering supportive mentorships with faculty, encouraging cooperation and teamwork among peers, and increasing graduation rates, GPA and retention (Academic High-Impact Practices and Activities, 2018; Kuh, 2008). Research has found that while all students serve to benefit from these practices, underserved populations, such as first-generation students, stand to benefit to a greater degree, as it is these populations that encounter additional barriers to college success. A total of 637 undergraduates at California State University, Fresno were surveyed regarding their opinions and experiences with High-Impact Practices. Results were analyzed and compared by first-generation status and gender. The aim of this research lies in gaining a deeper understanding regarding the current state of High-Impact Practices at Fresno State.