This book promises to make a useful contribution to the field of undergraduate educational reform. It takes a systemic approach to the implementation of high-impact practices within an institution, an approach often missing in other treatments. Along with a description of selected high-impact practices, the book also describes the kind of institutional support and structure a campus needs to implement them effectively.
The book is seasoned with excerpts from faculty and student interviews and almost constant reference to the last thirty years of research on academic practice.
Taking advantage of the unique and powerful learning environment of their institution, Rogers and Galle thoughtfully review student and faculty perspectives on the institutional values, structures, and practices that make HIPs achieve their fullest benefit for today's students. This book is a wonderful guide for staff and faculty who want to extract the most value from high impact practices for their students.
HIPs are the attractive new promise of 21st century pedagogy. By these practices the student is no longer the passive lecture-attendee but an engaging and inquiring scholar with critical thinking skills and a keen interest in creative synthesis, connecting ideas from multiple disciplines. Students of all disciplines, regardless of major, can benefit from this new mode of learning.
We've reached a second phase in the conversations about high-impact practices (HIPs). First came the AAC&U’s materials, including pamphlets, research reports, and multi-institutional studies, all of which effectively argue for implementing these practices across campuses. However, many of the conversations have remained disconnected from the daily teaching routines of faculty. What we need is what this book promises: on-the-ground analyses of how multiple HIPs have been intentionally adapted. Such reflection and coordination as that documented by Oxford College of Emory University would serve as a model for other institutions.
The premise of this book is both exhilarating and timely. Traditional methods of instruction (such as the 'sage on the stage' lecture) are often mismatched with current student needs. Today’s students seek greater engagement and learn best when they are challenged more directly and personally. As faculty, we all can see the need for fresh approaches, but often lack the necessary tools. I am excited that this book has been published and will share it with colleagues across my university as we develop innovative new curricula.
How to be a “HIP” College Campus is a most welcome addition to the crowded field of texts designed to maximize undergraduate student success on today’s college campuses. With impressive skill and clarity, Rogers and Galle have successfully woven together original findings from high-impact practices as they are viewed through the variable lenses of faculty, administrators, and students. Too often, efforts to improve student learning through use of one or more such tactics are ad hoc, uncoordinated, and thinly assessed; this new book, however, will provide architects of undergraduate programs with ample reason to believe that a much more intentional approach can yield sustainable gains. Although derived from experiences at the somewhat unique context of Emory University’s Oxford College, the nuggets of discovery will most certainly be of value to those building programs across a wide variety of institutions, both public and private. I fully endorse the idea and the outcome of this book, and I would encourage academic deans, department chairs, program directors, and teaching faculty to absorb its lessons.
How to be a "HIP" College Campus is a most welcome addition to the crowded field of texts designed to maximize undergraduate student success on today's college campuses. With impressive skill and clarity, Rogers and Galle have successfully woven together original findings from high-impact practices as they are viewed through the variable lenses of faculty, administrators, and students. Too often, efforts to improve student learning through use of one or more such tactics are ad hoc, uncoordinated, and thinly assessed; this new book, however, will provide architects of undergraduate programs with ample reason to believe that a much more intentional approach can yield sustainable gains. Although derived from experiences at the somewhat unique context of Emory University's Oxford College, the nuggets of discovery will most certainly be of value to those building programs across a wide variety of institutions, both public and private. I fully endorse the idea and the outcome of this book, and I would encourage academic deans, department chairs, program directors, and teaching faculty to absorb its lessons.
HIPs are the attractive new promise of 21st century pedagogy. By these practices the student is no longer the passive lecture-attendee but an engaging and inquiring scholar with critical thinking skills and a keen interest in creative synthesis, connecting ideas from multiple disciplines. Students of all disciplines, regardless of major, can benefit from this new mode of learning.
Taking advantage of the unique and powerful learning environment of their institution, Rogers and Galle thoughtfully review student and faculty perspectives on the institutional values, structures, and practices that make HIPs achieve their fullest benefit for today's students. This book is a wonderful guide for staff and faculty who want to extract the most value from high impact practices for their students.
The book is seasoned with excerpts from faculty and student interviews and almost constant reference to the last thirty years of research on academic practice.
The premise of this book is both exhilarating and timely. Traditional methods of instruction (such as the 'sage on the stage' lecture) are often mismatched with current student needs. Today's students seek greater engagement and learn best when they are challenged more directly and personally. As faculty, we all can see the need for fresh approaches, but often lack the necessary tools. I am excited that this book has been published and will share it with colleagues across my university as we develop innovative new curricula.
This book promises to make a useful contribution to the field of undergraduate educational reform. It takes a systemic approach to the implementation of high-impact practices within an institution, an approach often missing in other treatments. Along with a description of selected high-impact practices, the book also describes the kind of institutional support and structure a campus needs to implement them effectively.
We've reached a second phase in the conversations about high-impact practices (HIPs). First came the AAC&U's materials, including pamphlets, research reports, and multi-institutional studies, all of which effectively argue for implementing these practices across campuses. However, many of the conversations have remained disconnected from the daily teaching routines of faculty. What we need is what this book promises: on-the-ground analyses of how multiple HIPs have been intentionally adapted. Such reflection and coordination as that documented by Oxford College of Emory University would serve as a model for other institutions.