How to be a "HIP" College Campus
Maximizing Learning in Undergraduate Education
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Higher Education, Administration
| Author: | Satu Rogers, Jeffery Galle | ISBN: | 9781475819038 |
| Publisher: | Rowman & Littlefield Publishers | Publication: | July 1, 2015 |
| Imprint: | Rowman & Littlefield Publishers | Language: | English |
| Author: | Satu Rogers, Jeffery Galle |
| ISBN: | 9781475819038 |
| Publisher: | Rowman & Littlefield Publishers |
| Publication: | July 1, 2015 |
| Imprint: | Rowman & Littlefield Publishers |
| Language: | English |
Through the voices of dozens of seasoned college faculty and junior and senior students, this book shares insights and practical examples on how a college campus can be “HIP”—utilizing high-impact educational practices widely and effectively. The book’s strength is numerous hands-on examples about HIPs’ implementation in and out of the classroom.
HIPs have been proven to improve student learning, yet practical examples of their implementation are still few. This book fills that gap. Covering seven (sets of) HIPs, we ask such questions as: What do creative assignments based on active learning look like? How does one teach the “whole student?” How does and should student diversity affect teaching?
The book is most beneficial to current and future instructors of college courses, especially those wanting to use more active learning pedagogies. It will also benefit university administrators and staff by identifying campus priorities, culture, and structure that support the effective implementation of HIPs. It makes the case for a campus-wide adoption of high-impact practices, across disciplines and in both academic and co-curricular life.
Through the voices of dozens of seasoned college faculty and junior and senior students, this book shares insights and practical examples on how a college campus can be “HIP”—utilizing high-impact educational practices widely and effectively. The book’s strength is numerous hands-on examples about HIPs’ implementation in and out of the classroom.
HIPs have been proven to improve student learning, yet practical examples of their implementation are still few. This book fills that gap. Covering seven (sets of) HIPs, we ask such questions as: What do creative assignments based on active learning look like? How does one teach the “whole student?” How does and should student diversity affect teaching?
The book is most beneficial to current and future instructors of college courses, especially those wanting to use more active learning pedagogies. It will also benefit university administrators and staff by identifying campus priorities, culture, and structure that support the effective implementation of HIPs. It makes the case for a campus-wide adoption of high-impact practices, across disciplines and in both academic and co-curricular life.
