Current evidence from the scholarship of teaching literature demonstrates that eleven teaching and learning practices – together designated as high-impact educational practices – engage students, faculty, and often-broader communities in integrative learning that connect academic and extra-academic learning environments. Moreover, these practices are beneficial for college students from many backgrounds, especially underserved students and non-traditional students who have different needs compared to traditional college students.
A recent collection of articles published by Frontiers in Public Health – “Integrative Learning in US Undergraduate Public Health Education: Effective High-Impact Practices” – explores examples of how public health programs across the country are implementing innovative High-Impact Practices (HIPs) into undergraduate curricula; and examines the effectiveness of representative HIPs within undergraduate public health degree programs. The compilation was edited by Drs. Andrew Harver of University of North Carolina at Charlotte Public Health Programs, Katie Darby Hein of University of Georgia College of Public Health, and Terrel Lee Rhodes of the Association of American Colleges and Universities.
Undergraduate public health programs are perfectly positioned to provide a framework for integrated learning through High-Impact Practices. Such practices encompass not only the essential learning outcomes that employers continue to demand – critical thinking, working with diverse others, written and oral communications, ethics, analysis, etc. – but also a curriculum that is scaffolded and replete with opportunities to practice and enhance performance and application of knowledge and abilities to important personal, social and global challenges and needs.Tags: Friday Letter Submission, Publish on February 14