This volume offers the first comprehensive guide to how HIPs are being implemented in online environments and how HIPs can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs.
With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students.
A primary goal of High-Impact Practices Online is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of High-Impact Practices Online also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful.
The book provides guidance on how best to implement HIPs to increase retention and completion for online learners.
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| Foreword |
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ix | |
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| Acknowledgments |
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xi | |
| Introduction |
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1 | (10) |
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Chrysanthemum Mattison Hayes |
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11 | (16) |
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2 Common Intellectual Experience |
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27 | (14) |
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41 | (14) |
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4 Writing-Intensive Classes |
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55 | (16) |
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5 Collaborative Assignments and Projects |
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71 | (14) |
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6 Undergraduate Research in the Humanities |
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85 | (16) |
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7 Undergraduate Research in the Sciences |
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101 | (18) |
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8 Diversity and Global Learning |
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119 | (14) |
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133 | (14) |
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147 | (18) |
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11 Capstone Courses and Projects |
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165 | (18) |
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183 | (14) |
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13 High-Impact Practices and Library and Information Resources |
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197 | (14) |
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| Conclusion |
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Future Directions for High-Impact Practices Online |
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211 | (12) |
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Chrysanthemum Mattison Hayes |
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| Editors and Contributors |
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223 | (10) |
| Index |
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233 | |
Dr. Katie Linder is currently the executive director for program development at Kansas State University Global Campus. Previously, she directed the award-winning Ecampus Research Unit at Oregon State University. Katie is also a Certified Coach through the International Coach Federation. Katie is an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. For the past several years, her work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics related to writing and publication; creativity and productivity; self-promotion and personal branding; and teaching and learning with technology.Her latest works include Going Alt-Ac: A Guide to Alternative Academic Careers (Stylus, 2020; co-authored with Kevin Kelly and Tom Tobin), Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators (Stylus, 2018), High-Impact Practices in Online Education (Stylus, 2018), and The Business of Innovating Online (Stylus, 2019). She is also the author of The Blended Course Design Workbook: A Practical Guide (Stylus, 2016). Katie earned her BA in English Literature from Whitworth University in Spokane, WA, and her MA and PhD in Womens, Gender, and Sexuality Studies from The Ohio State University.Visit her personal website at: https://drkatielinder.com Chrysanthemum Mattison Hayes is associate director for institutional analytics and reporting for Oregon State University. Kelvin Thompson
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