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research, global learning, service-learning and community-based learning, internships, ePortfolios, and capstone or culminating experiences (Kuh 2008 Watson, Kuh, Rhodes, Light, and Chen 2016). According to Kuh (2008), high-impact educational practices include practices that emphasize collabo- rative learning, critical inquiry, information literacy, frequent writing, and other skills that develop students’ intellectual competencies and real-world learning. Findings suggest that high-impact educational practices positively affect student learning, including their critical-thinking skills, intercul- tural effectiveness, and engagement (Bonet and Walters 2016 BrckaLorenz, Garvey, Hurtado, and Latopolski 2017 Kilgo, Ezell Sheets, and Pascarella 2015). In addition, high-impact educational prac- tices have been shown to increase student retention and provide students with career-related advantages (Bonet and Walters 2016 Miller, Rocconi, and Dumford 2017). Kuh (2008) and Watson, Kuh, Rhodes, Light, and Chen (2016) discuss how high-impact educational practices can support the Essential Learning Outcomes. Table 1.1 shows how high-impact educational practices can support the Essential Learning Outcomes (Kuh 2008 Watson, Kuh, Rhodes, Light, and Chen 2016). Kuh (2008, 2) notes that “the development of intellectual powers and capacities ethical and civic preparation personal growth and self-direction” are fundamental and necessary elements in an excellent education. Other elements change with time, depending on the needs and circumstances of the changing world. THE FRAMEWORK FOR 21ST CENTURY LEARNING Similar to the AAC&U’s goal of ensuring college students are able to succeed and contribute in today’s global society, the Partnership for 21st Century Learning (founded by a coalition of busi- ness and educational leaders and policy makers) developed the Framework for 21st Century Learn- ing to ensure K–12 students are prepared for the demands of the 21st century. The Framework for 21st Century Learning, created in collaboration with educators, nonprofits, foundations, and corpo- rate members, describes outcomes and support systems designed to help K–12 students develop the skills and knowledge needed to succeed in the 21st-century global and technology-based workplace and society. The Framework for 21st Century Learning consists of two sections: Student Outcomes and Support Systems (Partnership for 21st Century Learning 2007). The 21st Century Student Out- comes are as follows: 1. Content Knowledge and 21st Century Themes Disciplines include English, reading or language arts world languages arts mathematics economics science geography history and government and civics. Twenty-first-century interdisciplinary themes include global awareness financial, economic, business, and entrepreneurial literacy civic literacy health literacy and environmental literacy. 2. Learning and Innovation Skills Emphasis is on creativity and innovation, critical thinking and problem solving, communication, and collaboration. 3. Information, Media, and Technology Skills This includes information literacy, media literacy, and information and communi- cation technologies (ICT) literacy. 4. Life and Career Skills Students must be able to demonstrate flexibility and adaptability, initiative and self- direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. High-Impact Educational Practices 3