Subject Index
High Impact Practices in Higher Education: International Perspectives
ISBN: 978-1-80071-197-6, eISBN: 978-1-80071-196-9
ISSN: 2055-3641
Publication date: 27 September 2023
This content is currently only available as a PDF
Citation
(2023), "Subject Index", Sengupta, E. (Ed.) High Impact Practices in Higher Education: International Perspectives (Innovations in Higher Education Teaching and Learning, Vol. 51), Emerald Publishing Limited, Leeds, pp. 245-254. https://doi.org/10.1108/S2055-364120230000051017
Publisher
:Emerald Publishing Limited
Copyright © 2023 Enakshi Sengupta
INDEX
Academic class discussions as exemplar of active learning
, 68–70
Academic context
, 192–193
Academy of Human Resource Development (2008)
, 189
Accreditation Board for Engineering and Technology (ABET)
, 48
Action competence
, 116
Active consumption
and evaluation of information
, 80
of information
, 70–71
Active learning (see also Civic learning; Work-based learning (WBL))
academic class discussions as exemplar of
, 68–70
pedagogical approach
, 92
pedagogy
, 88
phases
, 93–94
workshop to address visual plagiarism
, 93
Active memory
, 112
Activity Theory (AT)
, 173, 181
Actualized competence
, 115
Alumni
, 163
American Association of Colleges and Universities (AAC&U)
, 47
American Evaluation Association
, 193
American Institute of Steel Construction steel bridge competition
, 59
American Society of Civil Engineers concrete canoe competition
, 59
Analogies
, 116
ANOVA
, 134
Art, Design & Media (ADM)
, 89, 91
ADM BFA
, 90
Associated Schools of Construction (ASC)
, 59
Association of American Colleges and Universities (AAC & U)
, 10
Association to Advance Collegiate Schools of Business International (AACSB)
, 209
Augmentation
, 73
Australia’s Tertiary Education Quality Standards (TEQSA)
, 30
Australian Football League (AFL)
, 97
Bachelor of Design
, 40
Bachelor of Fine Arts Programme (BFA)
, 89–90
Bachelor of Laws (LLB)
, 36
communities of practice
, 37–39
continuous evaluation of impact
, 39–40
early strategic engagement through FFCF
, 37
foundations for sustainable practice and transferability held in face of rapid change
, 40–41
Honours
, 39, 40
program reaccreditation cycle
, 37
reaccreditation case study
, 36
Behavioral learning
, 110–111
Behavioral management
, 117
Biology
, 133
Bloom’s taxonomy
, 111, 129, 184
Bridging theory to practice
, 196–198
British Council (2021)
, 152
British Council report, The
, 152
British Psychological Society (BPS)
, 133
Business and Technology Education Council (BTEC)
, 9, 128
qualifications
, 130
Business schools
, 216
California State University (CSU)
, 170
strategic plan for community service learning stresses
, 170
California State University’s service learning internship community engagement
, 170
Campus
, 211–220
Capstone course
, 59–61
and projects
, 92–93
Cardiff Metropolitan University (CMU)
, 16, 18
investigating public health challenges module
, 18
module
, 17
teaching rooms
, 22
Careers
, 195
Case study design
, 209
Center of Sustainable Development Goals for Latin America (CSDG)
, 217
Centers for Disease Control and Prevention
, 189
Chartered Institution of Railway Operators (CIRO)
, 154
Chemistry knowledge
, 132
Chomsky’s model of linguistic competence
, 115
Chrome extensions
, 77
Cisco Jabber
, 20
Civic learning, 170, 172, 178–179 (see also Active learning; Work-based learning (WBL))
central themes
, 173–174
civic learning
, 178–179
community-based learning
, 180–181
conceptual
, 177–178
critical thinking
, 179–180
findings
, 173
grading
, 181–183
methods
, 173
objectives
, 182
pedagogical
, 175
problem statement
, 171
purpose of study, 172–
, 173
required readings
, 177
research questions
, 173
significance of problem
, 172
social justice
, 180
student learning objectives
, 175
writing assignments
, 176–177
Classic learning curves
, 114
Clinical techniques
, 162
Clustering analysis
, 160
Co-design process
, 38
Cognitive learning
, 110–112
Cognitive process
, 32
Collaboration
, 101
Collaborative assignments and projects
, 91
Collaborative online international learning (COIL)
, 11, 209–210
methodology
, 216
Collaborative work
, 25
Communal dialogue as teachers, students, and scholars
, 198
exercises
, 201
experiences
, 199–201
hope
, 201–202
Communication
, 25
Communities
, 109
curriculum
, 170
engagement
, 170
objectives
, 182
Community learning
, 172
Community of Practice (CoP)
, 32
Community-based Learning (CBL)
, 5, 92, 173, 180–181
Competence
, 111
action competence
, 116
cognitive aspects
, 115
competence-performance approach
, 115
history on
, 113
meta-competence
, 116–117
objective competence
, 115
vocational and Institution-specific competencies
, 116
Competency
, 114
Conceptual theme
, 173, 177
Concrete beam activity
, 52
Concrete beam testing and performance
, 54
Concrete pavement systems
, 57
Contact Theory
, 25
Correlations
, 136
Course
activities
, 52–54
assessment
, 57
COVID-19
, 194
lockdown
, 72
pandemic
, 91, 107
Creation process
, 88
Creative communication
, 73, 80
Critical thinking
, 179–180
Critiquing theory
, 196–198
in practice-based fields
, 197
Crucible project, The
, 60
Culture
, 211–220
Curriculum
, 188, 193, 201–202, 211–220
design studio construct as strategic enabler of curriculum communities
, 33
delivery
, 158
design process
, 32
linkages
, 57–58
Curriculum Design Studio (CDS)
, 33, 35–36, 38–39
construct as strategic enabler of curriculum communities
, 33
Design Art (DA)
, 90
Design process
, 60
Design Week
, 96
Development
, 109
Digital technologies
, 109
Digitalisation
, 109–110
Direccion de Programas Internacionales (DIPI)
, 219
Director of Extension, Consulting, and Research (DIECI)
, 215
Disciplinary context
, 189
Discovery learning activity
, 52
Diversity
, 91
on US campuses
, 68
Doctoral students
, 192
Doctrines of postmodernism
, 88
E-portfolios
, 91–92
Education
, 208
Educational methods
, 108
Educational psychologists
, 5
Engineering Accreditation Commission (EAC)
, 48
Engineering education
, 52
English as a Second Language (ESL)
, 88
Enhanced Cornell notes
, 76
Epistemological competence
, 115
Equality
, 25
Equitable teaching practices
, 71
Equity
, 25
ERASMUS + European partnership scheme
, 16
European Credit Transfer and Accumulation Scheme
, 18
European Union’s ERASMUS+ program
, 15
Evaluation
, 192
strategy
, 35
theory
, 197
Evaluation studies (ES)
, 192
faculty
, 188
Example selection process
, 193
Executive Committee
, 212
Experiences
, 209
Experiential learning
, 52
model
, 210
Extended project (EPQ)
, 130
Felten’s principles
, 39
Field
field-based “experiential learning”
, 170
field-based learning
, 5
trips
, 52
Field Engineering and Readiness Laboratory (FERL)
, 49–50
course
, 56–57
program
, 54
Final Year Projects (FYP)
, 92
Fink’s circular description
, 188
First-Year Composition (FYC)
, 10
syllabi grading
, 181
Flexible curriculum design framework
, 10
Free trade agreements
, 208
Functional competence
, 111
Future Focused Curriculum Design Framework (FFCF)
, 7, 30–31
early strategic engagement through
, 37
to guide program development
, 33
ongoing and appropriate evaluation of impact
, 34–36
process
, 35–36, 38
Geography
, 130
Glasgow Caledonian University (GCU)
, 10, 151
Global interdependence
, 5
Global knowledge
, 89
Global learning
, 91
Global Partners in Education Consortium (GPE Consortium)
, 218
Global understanding in business, environment, education, and health through international virtual exchange project (Global BEEHIVE)
, 218
project
, 219
Globalization
, 208, 210
Google Cardboard
, 23
mobile phone application
, 22
Google Hangouts
, 20
Grade point averages (GPA)
, 128–129
Grading
, 181–183
Graduate education, high impact practices in
academic context
, 192–193
adaptations
, 194–195
bridging theory to practice and critiquing theory
, 196
communal dialogue as teachers, students, and scholars
, 198–202
disciplinary context
, 189
doctoral-level
, 197–198
example selection process
, 193
high impact educational experiences
, 188–189
master’s-level
, 197
reflection memos
, 193–194
structured reflections
, 193
student-led job search and overt course alignment
, 195
time commitment and maintenance
, 195–196
Graphics
, 116
Grounded Theory methods
, 93
Health and Social Care BTEC, The
, 134, 142
Heuristic competence
, 115
High impact program design framework
curriculum design studio construct as strategic enabler of curriculum communities
, 33
FFFCF to guide program development
, 33–36
high impact activities
, 31–33
from theory to practice
, 36–41
High impact educational experiences
, 32, 188–189
High impact practice (HIP)
, 4, 10, 59–63, 89
applied arts as
, 90
in civil engineering major at the united states air force academy
, 7
in graduate education
, 11
High-quality educational experiences
, 195
Higher education (HE)
, 106, 171
behavioral control, culture, and social initiative
, 118–119
behavioral learning
, 110
competence
, 111
digitalisation and HE
, 109–110
evolution of knowledge building and knowledge management
, 110
history on competence
, 113–117
intelligence
, 112
international relations and networks
, 218–220
internationalization in
, 210–211
knowledge
, 112–113
learning concept
, 111–112
overview of HE in developing countries
, 107
sector
, 128
social competence
, 117–118
technological impact in HE
, 108
UDEM in world
, 213–218
Higher education institutions (HEI)
, 4, 208
Higher Education Statistics Agency (2011) (HESA)
, 131
Hogans
, 57
Holistic program design
, 42
HTC Vive
, 22
Humanitarian Engineering
, 58
Hybrid formats
, 222
In situ testing techniques
, 57
In-person exchange
, 15
Inclusion, activating transparency for greater
, 73–74
Inclusive curriculum design framework
, 10
Inclusive environment
, 80–81
Inclusive learning environment
, 75
Inclusive teaching practices
, 71
Inductive approach
, 160
Inductive coding approach
, 156
Information literacy
academic class discussions as exemplar of active learning
, 68–70
activating all course participants in discussions
, 71–73
activating transparency for greater inclusion
, 73–74
active consumption and evaluation of information
, 80
active consumption of information
, 70–71
conceptual framework
, 68
data analysis
, 80
data collection
, 80
inclusive environment
, 80–81
increasing self-efficacy
, 81–82
method
, 75
model to facilitate academic class discussions, 75–
participants
, 75
procedure and materials
, 75–79
results
, 80
significance of transparency
, 80
Information Technology (IT)
, 132
Innovative learning
, 210
Institute for University to Business Education (IU2B)
, 151
Institute of International Education (IIE)
, 212
Institution-specific competencies
, 116
Institutional culture
, 218
Intellectual exchange
, 15
Intellectually disciplined process
, 179
Intelligence
, 112
Inter-American Development Bank (IDB)
, 209, 217
research studies
, 219
Intercultural skills
, 216
Interdisciplinary Seminar (IDS)
, 91–92
Internal Review Board (IRB)
, 75
International agencies
, 14
International Baccalaureate (IB)
, 9, 128
International campus concept
, 217
International knowledge
, 210, 216
International learning
, 5
International programs
, 15
International relations and networks
, 218–220
International Society for Technology in Education (ISTE)
, 73
International students
, 74
International travel
, 15
Internationalization at home (IaH)
, 209, 220
Internationalization of higher education at home (IatH)
, 219
Internationalization strategies
, 208
in HE
, 11, 210
of HE
, 211–220
Universidad de Monterrey in Mexico
, 211
Internships
, 92
Interpersonal skills
, 170
Japanese Olympic committee, The
, 96
Job markets
, 195
Joint Problem Space
, 24
Knowledge
, 110, 112
creation
, 109
evolution of knowledge building
, 110–114
management
, 106, 110
retention
, 112
skills
, 113
types of
, 113
Knowledge, skill, and competence (KSCs)
, 111
Knowledge, skills, and attitudes (KSAs)
, 111
Kolb’s experiential learning theory
, 55
Laboratory experiences
, 52
Latam COIL Network Conference (2022)
, 209
Leaders Encouraging Airmen Development (LEAD)
, 47
Leadership opportunities
, 56
Learning
, 50, 131, 142
benefits
, 61–63
cognitive learning
, 111–112
communities
, 5, 108
concept
, 111
curriculum linkages
, 57–58
experiences
, 188–189
experiences with diversity
, 58–59
interaction with faculty and professionals
, 55–56
knowledge retention
, 112
leadership opportunities
, 56
low-stakes assessments
, 57
management content
, 170
process
, 222
service learning
, 56–57
theory and specific learning benefits
, 54
Learning management systems (LMS)
, 72
Lebanese public health professionals
, 17
Liberal education
, 47
Liberal Education and America’s Promise (LEEP)
, 47
Liberalization
of economy
, 208
policies
, 208
Local, Definition, Honesty and Education (LDHE)
, 90, 93
framework
, 99–100
Los Angeles (LA)
, 178
river
, 177
Low-stakes Assessments
, 57
Massive open online courses (MOOCs)
, 107
Master’s students
, 192
Mathematics
, 130
Mauritian education system
, 107
Mauritius (island)
, 107
Media Art (MA)
, 90
Meta-cognition
, 158
Meta–competence
, 116–117
Mexico, Universidad de Monterrey in
, 211
Mobility
, 211–220
Modern University for Business and Science (MUBS)
, 16
teaching rooms
, 22
Modular object-oriented dynamic learning environment (Moodle)
, 107
Motor skill acquisition
, 114
Nanyang Technological University (NTU)
, 90
National Audit Office (NAO)
, 130
National Center for Public Policy (NCPP)
, 171
National Survey of Student Engagement
, 5
National Vocational Qualifications (NVQ)
, 134
Naval architecture
, 51
Non-governmental organizations (NGOs)
, 14
Objective selection process
, 157
Ocean engineering
, 51
Oculus Rift
, 22
Office of International Programs, The
, 212
Online
communities
, 109
courses
, 107
Open Source Studio (OSS)
, 91–92
Operations Air Force (Ops Air Force)
, 51
Optometry students and Phelophepa Train in South Africa
, 159–164
Organizational Leadership, Policy, and Development (OLPD)
, 192
Orthoptics students and Phelophepa Train in South Africa
, 159–164
Overt course alignment
, 195
Pacific Alliance COIL Project, The
, 210
Pandemic
, 208
Parallel learning curves
, 114
Participation apprehension
, 69
Pavement design course
, 57
Pedagogical theme
, 173, 175
Pedagogy-oriented professional development
, 72
Personal code of ethics
, 99–100
Personal traits
, 170
Phelophepa clinical environment
, 164
Phelophepa train in South Africa
, 159–164
Pontificia Universidad Católica del Peru (PUCP)
, 209
Postmodernism
, 96
Practice-oriented fields
, 196
Practice-oriented professional development
, 72
Prior knowledge
, 129
Prior learning in sciences
, 131–133
Private business schools
, 210
Problem-based learning
, 18–20
Program design
, 42
Program evaluation
, 189–192
Project-based Learning (PBL)
, 52, 173, 181
Psychobiology
, 134–135
module
, 140–141
Psychology degree programs
academic performance
, 135
current study
, 134
entry qualifications
, 130
factors affecting successful student learning
, 129
hypotheses
, 135
prior learning in sciences
, 131–133
method
, 135–136
qualifications
, 134–135
results
, 136–140
UK University psychology courses
, 133–134
Psychology modules
, 135
Qualitative data
, 160
Qualitative research method
, 11, 209
Quality Assurance Agency
, 18
Quantitative data
, 160
Queensland University of Technology
, 7
Railway Operations Management (ROM)
, 10, 154
case description
, 154–155
findings
, 157
methodology
, 155–156
program
, 10
programs in South Africa
, 154
Real-world learning
, 37–38, 42
Recognition of Prior informal Learning (RPiL)
, 157
Reflection memos
, 193–194
Refugees
, 14
UK Student’s experience of visit to Refugee camp
, 23–24
Regression model
, 140
Relations
, 211–220
Request for proposal (RFP)
, 60
Request for qualifications (RFQ)
, 60
Research
on evaluation
, 192
methods, 133 135
research-based learning
, 5
Reserve Officer Training Corps (ROT C)
, 51
Reverse image search function
, 89
“Round robin” fashion
, 56
“Round robin” schedule
, 52
Scholars, communal dialogue as
, 198–202
Scholarship of Teaching and Learning (SoTL)
, 39
Scholastic Aptitude Test (SAT)
, 129–130
Science, Technology, Engineering, and Mathematics (STEM)
, 132
Science and technology for humanity
, 91
Self-efficacy, increasing
, 81–82
Self-esteem
, 170
Semi-structured reflections
, 193
Service Academy Board, The
, 47
Service learning
, 56–57, 92, 193
Significance
, 201
Significant learning experiences
, 188
Skills
, 113
Skype
, 20
SMU’s Computer Management System
, 179
Social competence
, 9, 117–118
Social justice
, 180
Social psychology
, 135
Society
, 5
of automotive engineers min-Baja competition
, 59
South Africa
optometry and orthoptics students and phelophepa train in
, 159–164
railway operations management programs in
, 154
South African healthcare system
, 163
Southern Regional Education Board (SREB)
, 171
Southwest Indian Foundation (SWIF)
, 56
Statistical Package for Social Sciences software (SPSS software)
, 136
Statistical tests
, 134
Statistics
, 135
Stevens Initiative
, 15
Strategic engagement through FFCF, early
, 37
Strategic frameworks
, 42
Strategic Plan for Internationalization (SPI)
, 212
Strategies of internationalization
, 208–210
Structured reflections
, 193
Student Learning Objectives (SLO)
, 182
Students
, 4, 70, 79
communal dialogue as
, 198–202
feedback
, 24
learning objectives
, 175
mobility
, 213
student-led job search
, 195
students clinical practice experiences
, 162
t-test
, 134
Subjective competence
, 115
Substitution to Augmentation, Modification and Redefinition (SAMR)
, 73
Sustainability
, 91
Syrian refugee camps, public health issues in
exchange from Lebanese Tutor
, 25
exchange from UK Tutor
, 26
in-person exchange and virtual exchange
, 15
virtual exchange applied to complex “wicked” problems
, 16–24
Teachers, communal dialogue as
, 198–202
Teaching techniques
, 208
teaching-learning process
, 210
Technology
, 5
Tertiary Education Commission (TEC)
, 107
Text-based plagiarism
, 89
TFR ROM programme
, 156
Theory
, 195–196
critique
, 197–198
for practice
, 197
theorycrafting
, 197–198
Time commitment and maintenance
, 195
concluding activity
, 196
debrief
, 196
maintenance activity
, 195–196
setup
, 195
Traditional core curriculum
, 5
Transform
, 34
Transnational Education (TNE)
, 151
Transnational work-based education
, 151
Transnet Foundation
, 159
Transnet Freight Rail
, 154
Transnet SOC Ltd
, 159
Transparency
academic class discussions as exemplar of active learning
, 68–70
activating course participants in discussions
, 71–73
activating transparency for greater inclusion
, 73–74
active consumption and evaluation of information
, 80
active consumption of information
, 70–71
conceptual framework
, 68
data analysis
, 80
data collection
, 80
for greater inclusion, activating
, 73–74
inclusive environment
, 80–81
increasing self-efficacy
, 81–82
method
, 75
model to facilitate academic class discussions, 75–
participants
, 75
procedure and materials
, 75–79
results
, 80
significance of
, 80
significance of transparency
, 80
Transparency in Learning and Teaching (TILT)
, 74
in higher education project
, 74
Transparent teaching
, 74
UK student’s experience of visit to refugee camp
, 23–24
UK University psychology courses
, 133–134
UN Sustainable Development Goal (SDG)
, 150
Undergraduate research
, 91
Undergraduate Research Experience on CAmpus Programme (URECA)
, 91
UNESCO
, 208
United Nations High Commissioner for Refugees (UNHCR)
, 14
United States Air Force Academy (USAFA)
, 7, 46
core and majors curriculum overview
, 46–50
course activities
, 52–54
course description and overview
, 50–52
curriculum
, 47
HIP
, 50, 59–61
HIPs and learning benefits
, 61–63
learning theory and specific learning benefits
, 54–59
mission
, 47
superintendent
, 47
USAFA CE
, 51
USAFA’s office of international programs
, 58
United States Coast Guard Academy
, 58
United States Military Academy (USMA)
, 51
United States Naval Academy (USNA)
, 51
United States Space Force (USSF)
, 46
Universidad de Monterrey (UDEM)
, 11, 209, 211, 219
academic organizational structure
, 211
business school
, 11, 209, 211
council
, 212
international programs office
, 214
in Mexico
, 211
world at
, 216–218
Universities and Colleges Admissions Service (UCAS)
, 128
University College London (UCL)
, 133
University of Johannesburg (UJ)
, 154
University of Liverpool
, 135
University of Minnesota (UMN)
, 192
University undergraduate courses
, 131
Validation of prior experience (VAE)
, 120
Virtual exchange
, 6, 15, 17, 25
applied to complex “wicked” problems
, 16
chronological order of learning and teaching activities
, 20–23
coalition
, 15
context of university programs involved
, 16–18
exercise
, 18
in global health
, 6, 16, 19, 24
process
, 26
programs
, 15
UK Student’s experience of visit to refugee camp
, 23–24
virtual exchange and problem-based learning
, 18–20
virtual exchange program at Stanford University
, 16
Virtual reality
, 6
Visual Communication course (VC1)
, 90, 92, 94
course curriculum
, 89
program
, 92
Visual plagiarism
, 88
active learning workshop to address visual plagiarism
, 93–94
applied arts as HIP
, 90
capstone courses and projects
, 92–93
collaborative assignments and projects
, 91
diversity/global learning
, 91
e-portfolios
, 91–92
first-year seminars and experiences
, 90
inspired by or copied from
, 98–99
intellectual experiences
, 91
internships
, 92
limitations
, 100–101
personal code of ethics
, 99–100
service learning, community-based learning
, 92
undergraduate research
, 91
visual prompts as aids to stimulate critical debate
, 95–98
Vocational competencies
, 116
Vocational qualifications
, 9
Water treatment
, 54
activity
, 57
system
, 52
Welsh Baccalaureate (WB)
, 128
WhatsApp
, 20
“Wicked” problems
, 19
Wood-frame activity
, 57
Work-based learning (WBL), 10, 150 (see also Active learning; Civic learning)
case description
, 159–160
findings
, 161–164
inclusive and flexible, WBL curriculum design framework
, 152–154
methodology
, 160–161
optometry and Orthoptics students and Phelophepa train in South Africa
, 159–164
railway operations management programs in South Africa
, 154–159
Work-based Project
, 158
Zero-tolerance policy
, 89
- Prelims
- Part I: Creating Global Citizens
- Chapter 1: Introduction to High Impact Practices in Higher Education: International Perspectives
- Chapter 2: Virtual Reality and Virtual Exchange, Connecting UK and Lebanese Students to Investigate Public Health Issues in Syrian Refugee Camps
- Chapter 3: A High Impact Program Design Framework to Support Future Focused Curriculum Design
- Chapter 4: High Impact Practices in the Civil Engineering Major at the United States Air Force Academy
- Chapter 5: The Significance of Information Literacy and Transparency in Academic Class Discussions
- Chapter 6: Combining High Impact Education Practices and Active Learning Pedagogy to Address Visual Plagiarism in Applied Arts Higher Education
- Chapter 7: The Coevolution of Knowledge, Knowledge Management, and Social Competence in Higher Education
- Part II: Toward a Holistic Curriculum
- Chapter 8: Why Science Qualifications Should be a Prerequisite for Psychology Degree Programs – A Case Study Analysis From a UK University
- Chapter 9: Inclusive and Flexible Curriculum Design Framework in Work-based Learning: Providing High Impact Transnational Education Opportunities in Sub-Saharan Africa
- Chapter 10: An Analysis of First-year College English Composition Course Syllabi Using Civic Learning/Community Engagement as Learning Tools
- Chapter 11: High Impact Practices in Graduate Education: Examples from a Program Evaluation Curriculum
- Chapter 12: Internationalization Strategies in Higher Education in Mexico: Practices and Experiences at Universidad De Monterrey Business School
- About the Authors
- Name Index
- Subject Index