Subject Index
2023; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s2055-364120230000051017
ISSN2055-365X
Tópico(s)Higher Education Learning Practices
ResumoCitation (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 Book Chapters 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
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