Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
NSF Grantees Poster Session
(NSF S-STEM project) High-Impact Practices (HIPs) will ensure that students have access to well-designed, engaging academic experiences. Incorporating HIPs into courses can increase student engagement and learning. The HIPs approach promotes active learning characterized by: a) an emphasis on the interaction of students with their instructor through in-class activities; b) collaborative instruction between the student, the instructor and peers about substantive matters; c) instruction providing heads-on and hands-on experiences; d) frequent feedback and guidance for improvement; and, e) connections of disciplinary content and applications of knowledge and skills to real-world problems. However, HIPs can only make a difference if the faculty are equipped with the proper pedagogical tools to adopt them in their classrooms. To support the faculty in developing HIPs in their courses, the New York Institute of Technology Center for Teaching and Learning conducted a 5-day summer Course Redesign Institute. During the Institute, participating faculty members reimagined their courses from the learner’s point of view and redesigned them to promote significant and enduring learning. In this paper, we describe the multi-step process for course design and the “spiral approach” for course redesign. Lessons learned from previous semesters are incorporated into any needed redesign and/or refinements of the HIPs as part of the process for updating each course syllabus each semester. Two courses serve as examples to demonstrate how to implement HIPs in basic STEM engineering courses.
Gu, H., & Artan, N. S., & Dong, Z., & Amineh, R., & Cao, H., & McPherson, S. (2020, June), Course Redesign – Embedding High-impact Practices (HIPS) in STEM Courses Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34341
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