Peer Review, Summer 2012
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Summer2012Vol.14No.3

Frontiers of Faculty Work: Embracing Innovation and High-Impact Practices

This issue centers on how faculty are using high-impact educational practices in individual classrooms across an array of disciplines. It will address the challenges and opportunities to implementing more engaged forms of learning in individual classes taught as part of the regular curricula.

Table of Contents

From the Editor

Analysis

Seeking High-Quality, High-Impact Learning: The Imperative of Faculty Development and Curricular Intentionality

Tia Brown McNair and Susan Albertine, both of the Association of American Colleges and Universities

Practice

Empathy and Engagement: Using Avatars to Bring Students into History

Steven S. Volk, Oberlin College

Interdisciplinary Teaching through Learning Communities: A Perspective from a Part-Time Faculty Member

Jillian Abbott, Queensborough Community College

Intensive Study Abroad for First-Generation College Students

George J. Sanchez, University of Southern California

Embracing Innovation and Broadening Student Engagement for STEM Majors

Saundra F. DeLauder and Gail P. Hollowell, North Carolina Central University

Teaching with High Impact Within a Splintered Culture

David Reinhart, University of Wisconsin–Whitewater

Research

Faculty Perceptions of General Education and the Use of High-Impact Practices

Karen Paulson, National Center for Higher Education Management Systems

Reality Check

Toward High-Impact Non-Tenure-Track Faculty

Adrianna Kezar, University of Southern California

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