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This quality is measured by the energy that students spend engaging in meaningful educational experiences (high-impact practices) during college that have significantly impacted desired learning outcomes and overall student experiences, regardless of institutional type and the individual.
SOTL necessarily builds on many past traditions in higher education, including classroom and program assessment, action research, [3] [4] [5] the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to enhance teaching and learning.
Access to higher education has characterized by some as a rite of passage and the key to the American Dream. Higher education presents a wide range of issues for government officials, educational staff, and students. Financial difficulties in continuing and expanding access as well as affirmative action programs have been the subject of growing ...
George D. Kuh identified High-Impact practices (HIPs) as " a Specific set of practices that tended to lead to meaningful experiences for students." Kuh and his coworkers identified several elements that were important and could be applied in a wide range of learning opportunities. [33]
Active Learning in Higher Education is aimed at all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal aims to focus on all aspects of development, innovations and good practice in higher education teaching ...
The Quality Assurance Agency for Higher Education (usually referred to simply as the Quality Assurance Agency or QAA) is the United Kingdom higher education sector's independent expert quality body. It has a remit to maintain and enhance the quality of teaching and learning in tertiary education in the United Kingdom and beyond. [ 1 ]
The number of students who pursue higher education heavily relies on the number of students that graduate from high school. Since the late 1970s, the rate in which young adults between the ages of 25 and 29 years old have graduated from high school and received a diploma or the equivalent has stagnated between 85 and 88 percent. [ 14 ]
A learning community is a group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education.