Embracing high-impact learning in the classroom

October 26, 2016

Rebecca Pope-Ruark discusses how high-impact learning may not need an extended period of time to be effective, and touches on three ways to bring this form of learning into the traditional classroom. Pope-Ruark points to the hackathon—“a short, highly intensive (and often caffeine-fueled) event during which software developers and designers work on a specific challenge to solve an often ill-defined problem”—and discusses how the model could be adapted for a history course, design course, or statistics course. The author then discusses the potential benefits of assigning time off for innovation in the form of unprogrammed time that students use to work on personal projects related to course material that is later presented to their cohort. Third, Pope-Ruark suggests that sprint prize competitions, where agencies and companies sponsor a competition to seek an innovative solution to a problem, could provide another training ground for students’ skills. Chronicle of Higher Education