This book is for current and future instructors of college courses, especially those wanting to use more active learning pedagogies. It makes the case for a campus-wide adoption of high-impact practices, across disciplines and in both academic and co-curricular life.
This book is for current and future instructors of college courses, especially those wanting to use more active learning pedagogies. It makes the case for a campus-wide adoption of high-impact practices, across disciplines and in both academic and co-curricular life.
Dr. Satu Rogers established and led for 6.5 years the Office of Institutional Research at Oxford College of Emory University, where she held a lead role in assessment of student learning and educational research. She holds a PhD in political science (Georgia State University), and is also the author of Democratic participation in rural Tanzania and Zambia: The impact of civic education. Dr. Jeffery Galle is Associate Professor of English and Director of the Center for Academic Excellence at Oxford College of Emory University. In addition to his teaching at Oxford College of Emory University, Galle organizes a number of faculty development initiatives, including the annual Institute for Pedagogy in the Liberal Arts (IPLA).
Inhaltsangabe
Acknowledgments Foreword: Making College Impactful Preface HIPs and Why They Matter Our Contribution The Context: Oxford College of Emory University Notes Introduction Organization of the Book Note Chapter 1: High Expectations High Expectations in Higher Education Faculty Implementation of High Expectations, and Student Response Notes Chapter 2: Support through Interaction Past Studies on Student-Faculty Interaction Creating and Sustaining High-Quality Relationships with Students Notes Chapter 3: Effective Teaching Strategies Studies and Trends: Effective Teaching Effective Teaching in Practice Notes Chapter 4: The Undergraduate Research Experience Trends, Practices, and Past Studies in Undergraduate Research Institutional and Faculty Strategies in Undergraduate Research Instruction Notes Chapter 5: Collaborative Learning and Leadership Development The Development and Use of Collaboration as Pedagogy Benefits of Collaborative Learning Research on Leadership Experience Teaching and Learning Collaboration and Leadership Notes Chapter 6: Teaching the Whole Student: Taking Learning into the Realm of Experience Past Studies and Practices in Teaching the Whole Student Past Studies, Practices, and Trends in Experiential Learning, Service Learning Examples of Teaching the Whole Student and Experiential Learning Notes Chapter 7: Putting HIPs in Context: (Interactions with) Diversity The Need for Diversity and the Role of a College Students' Role Benefits of Diversity Student and Faculty Views and Best Practices with Diversity Notes Chapter 8: Summary and Conclusions Findings Further Implications for Other Institutions References About the Authors
Acknowledgments Foreword: Making College Impactful Preface HIPs and Why They Matter Our Contribution The Context: Oxford College of Emory University Notes Introduction Organization of the Book Note Chapter 1: High Expectations High Expectations in Higher Education Faculty Implementation of High Expectations, and Student Response Notes Chapter 2: Support through Interaction Past Studies on Student-Faculty Interaction Creating and Sustaining High-Quality Relationships with Students Notes Chapter 3: Effective Teaching Strategies Studies and Trends: Effective Teaching Effective Teaching in Practice Notes Chapter 4: The Undergraduate Research Experience Trends, Practices, and Past Studies in Undergraduate Research Institutional and Faculty Strategies in Undergraduate Research Instruction Notes Chapter 5: Collaborative Learning and Leadership Development The Development and Use of Collaboration as Pedagogy Benefits of Collaborative Learning Research on Leadership Experience Teaching and Learning Collaboration and Leadership Notes Chapter 6: Teaching the Whole Student: Taking Learning into the Realm of Experience Past Studies and Practices in Teaching the Whole Student Past Studies, Practices, and Trends in Experiential Learning, Service Learning Examples of Teaching the Whole Student and Experiential Learning Notes Chapter 7: Putting HIPs in Context: (Interactions with) Diversity The Need for Diversity and the Role of a College Students' Role Benefits of Diversity Student and Faculty Views and Best Practices with Diversity Notes Chapter 8: Summary and Conclusions Findings Further Implications for Other Institutions References About the Authors
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