Common Reading Experience: Assessing a Growing High-Impact Practice

Kelly Smith; Denise Rode

doi:10.24926/jcotr.v23i1.2900

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Published

2015-12-01

Issue

Vol. 23 No. 1 (2015)

Section

Campus Notes

License

Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.

How to Cite

Smith, K., & Rode, D. (2015). Common Reading Experience: Assessing a Growing High-Impact Practice. Journal of College Orientation, Transition, and Retention, 23(1). https://doi.org/10.24926/jcotr.v23i1.2900

Common Reading Experience

Assessing a Growing High-Impact Practice

Kelly Smith

Denise Rode

DOI: https://doi.org/10.24926/jcotr.v23i1.2900

Keywords: High-impact practices, common reading experience, assessment procedures

Abstract

High-Impact Practices, like the Common Reading Experience (CRE), are increasingly prevalent on college campuses. Despite the development and growth of CRE programs, assessment procedures struggle to keep pace. This article provides some innovative guidelines on how to effectively assess a high-impact and far-reaching program like the Common Reading Experience.

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