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"Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter By George D. Kuh A Brief Overview The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts. On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices' contribution to students' cumulative learning. However, on almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educational research suggests increase rates of student retention and student engagement. "

An article in EDUCAUSE by Randy Bass. The article is about how the formal curriculum is being disrupted as "high-impact educational practices" and "the experiential co-curriculum" move from the margins of higher education into common practice. He also addresses how the current "participatory culture " and the trend toward "informal learning" are affecting the curriculum. The article concludes with recommendations for instructors on how they can change their teaching practices to "keep pace with our expanded understanding of learning." - the description provided by Christopher Price, Director, Center for Excellence in Learning and Teaching (CELT), The College at Brockport, State University of New York.

The 10 High Impact Educational Practices are excellent filters to run when you are assessing your programs.

This is a great resource introducing inquiry-based learning.