How to be a "HIP" College Campus: Maximizing Learning in Undergraduate Education

by Satu Rogers, Jeffery W. Galle PhD, director, Center for Academic Excellence, Oxford College of Emory Univ

Overview

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.

Product Details

ISBN-13:	9781475819038
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	07/01/2015
Sold by:	Barnes & Noble
Format:	eBook
Pages:	120
File size:	2 MB

About the Author

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).

Table of Contents

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

Editorial Reviews

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.

Mary Stewart

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.

Virginia S. Lee

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.

Reflective Teaching

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.

William M. Downs

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.

Charles Blaich

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.

Pangratios Papacosta

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.

Nancy Chick

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.

From the Publisher