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Integrative learning in US undergraduate public health education: Effective high-impact practices

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Harver, A. (2020). Integrative learning in US undergraduate public health education: Effective high-impact practices. Frontiers In Public Health. https://doi.org/doi:10.3389/978-2-88963-426-2
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Description

This current Research Topic does not derive directly from Boyer’s Model of
Scholarship, but nonetheless represents a well-timed exploration and example
of where higher education has progressed in bringing the innovative, integrative
conceptualization of higher education scholarship and practice laid out by Boyer,
to realization through the growing arena of undergraduate public health programs.
At the same time, the authors included here were invited to specifically address a
second arena of scholarly practice associated with additional elements of Boyer’s
legacy, effective High-Impact Practices (HIPs) - practices that engage students,
faculty and often broader communities in integrative learning that connect academic
and extra-academic learning environments. 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.

Details
Title

Integrative learning in US undergraduate public health education: Effective high-impact practices

Author(s)

Harver, Andrew

UNC Charlotte Affiliate Type

Faculty

Publisher

Frontiers

Extent

1 online resource

Date Published

2020-01

Material Type

Other
Book

Genre

e-books

Resource Type

text

Abstract

This current Research Topic does not derive directly from Boyer’s Model of Scholarship, but nonetheless represents a well-timed exploration and example of where higher education has progressed in bringing the innovative, integrative conceptualization of higher education scholarship and practice laid out by Boyer, to realization through the growing arena of undergraduate public health programs. At the same time, the authors included here were invited to specifically address a second arena of scholarly practice associated with additional elements of Boyer’s legacy, effective High-Impact Practices (HIPs) - practices that engage students, faculty and often broader communities in integrative learning that connect academic and extra-academic learning environments. 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.

Subjects--Topics

Public health--Study and teaching (Higher)
Interdisciplinary approach in education

Is Part Of

Frontiers in public health

ISSN

1664-8714

Language

English

Published Version (Please cite this version)

doi:10.3389/978-2-88963-426-2

Publisher's Version

https://doi.org/10.3389/978-2-88963-426-2

Permalink

http://hdl.handle.net/20.500.13093/work:96

Rights

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