LEADER 03664nam 2200577 450 001 9910798092603321 005 20170918212830.0 010 $a1-4758-1903-X 035 $a(CKB)3710000000539082 035 $a(EBL)4206501 035 $a(SSID)ssj0001591614 035 $a(PQKBManifestationID)16289596 035 $a(PQKBTitleCode)TC0001591614 035 $a(PQKBWorkID)14224934 035 $a(PQKB)11083249 035 $a(MiAaPQ)EBC4206501 035 $a(EXLCZ)993710000000539082 100 $a20160114h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHow to be a "HIP" college campus $emaximizing learning in undergraduate education /$fSatu Rogers and Jeffery Galle 210 1$aLanham, Maryland :$cRowman & Littlefield,$d2015. 210 4$dİ2015 215 $a1 online resource (125 p.) 300 $aDescription based upon print version of record. 311 $a1-4758-1902-1 311 $a1-4758-1901-3 320 $aIncludes bibliographical references. 327 $aContents; Acknowledgments; Foreword; Preface; HIPs and Why They Matter; Our Contribution; The Context: Oxford College of Emory University; Notes; Introduction; Organization of the Book; Note; Chapter One: High Expectations; High Expectations in Higher Education; Faculty Implementation of High Expectations and Student Response; Notes; Chapter Two: Support through Interaction; Past Studies on Student-Faculty Interaction; Creating and Sustaining High-Quality Relationships with Students; Notes; Chapter Three: Effective Teaching Strategies; Studies and Trends: Effective Teaching 327 $aEffective Teaching in PracticeNotes; Chapter Four: The Undergraduate Research Experience; Trends, Practices, and Past Studies in Undergraduate Research; Institutional and Faculty Strategies in Undergraduate Research Instruction; Notes; Chapter Five: 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 Six: Teaching the Whole Student: Taking Learning into the Realm of Experience 327 $aPast Studies and Practices in Teaching the Whole StudentPast Studies, Practices, and Trends in Experiential Learning, Service Learning; Examples of Teaching the Whole Student and Experiential Learning; Notes; Chapter Seven: 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 Eight: Summary and Conclusions; Findings; Further Implications for Other Institutions; References; About the Authors 330 $aThis 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. 606 $aCollege student development programs 606 $aCollege student orientation 606 $aCollege environment 615 0$aCollege student development programs. 615 0$aCollege student orientation. 615 0$aCollege environment. 676 $a378.17 700 $aRogers$b Satu$01579040 702 $aGalle$b Jeffery 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798092603321 996 $aHow to be a "HIP" college campus$93858839 997 $aUNINA