STEM Central

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Seeking High-Quality, High-Impact Learning: The Imperative of Faculty Development and Curricular Intentionality

In 2008, the Association of American Colleges and Universities (AAC&U) published High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh. This publication prompted dialogue across the country on the use of certain educational practices that research demonstrates have an impact on student learning outcomes and progress toward graduation. These practices—now commonly known as “high-impact practices” or HIPs (see chart on page 5)—include such things as first-year seminars, service-learning, writing-intensive courses, learning communities, undergraduate research, and capstone experiences. Increased attention to these practices also has sparked new interest in faculty and staff professional development to prepare faculty to implement the practices. An array of evidence points to the value and utility of HIPs in providing an improved learning experience for all students. In fact, HIPs can provide students exactly the kinds of active and engaged learning experiences that help them develop the skills and knowledge essential for success in work, life, and citizenship.

Reference Information

  • Author(s)

    McNair, T.B. and S. Albertine

  • Journal

    Peer Review

  • Title

    Seeking High-Quality, High-Impact Learning: The Imperative of Faculty Development and Curricular Intentionality

  • Volume

    14

  • Year

    2012