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Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities
High-impact practices (HIPs) can improve the rigor, quality, and outcomes of undergraduate education. Several high-impact practices are explicitly woven into the overarching goals, learning objectives, and curricular competencies for undergraduate public health degree programs, while others are natu...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9530270/ https://www.ncbi.nlm.nih.gov/pubmed/36203660 http://dx.doi.org/10.3389/fpubh.2022.958184 |
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author | Przybyla, Sarahmona M. Cprek, Sarah E. Kiviniemi, Marc T. |
author_facet | Przybyla, Sarahmona M. Cprek, Sarah E. Kiviniemi, Marc T. |
author_sort | Przybyla, Sarahmona M. |
collection | PubMed |
description | High-impact practices (HIPs) can improve the rigor, quality, and outcomes of undergraduate education. Several high-impact practices are explicitly woven into the overarching goals, learning objectives, and curricular competencies for undergraduate public health degree programs, while others are natural fits. However, capitalizing on the value of HIPs for public health undergraduates requires a conscious effort in the process of curriculum design, course delivery, and administration of these programs. In this paper, we discuss both conceptual approaches and practical steps involved in the integration of HIPs in curriculum design and implementation. We discuss two exemplars of undergraduate programs that incorporate high-impact practices, illustrating how the same practices can be developed and implemented in different but equally effective ways across programs. We close with practical suggestions for designing or refining an undergraduate program to maximize the inclusion and effectiveness of high-impact practices. |
format | Online Article Text |
id | pubmed-9530270 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-95302702022-10-05 Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities Przybyla, Sarahmona M. Cprek, Sarah E. Kiviniemi, Marc T. Front Public Health Public Health High-impact practices (HIPs) can improve the rigor, quality, and outcomes of undergraduate education. Several high-impact practices are explicitly woven into the overarching goals, learning objectives, and curricular competencies for undergraduate public health degree programs, while others are natural fits. However, capitalizing on the value of HIPs for public health undergraduates requires a conscious effort in the process of curriculum design, course delivery, and administration of these programs. In this paper, we discuss both conceptual approaches and practical steps involved in the integration of HIPs in curriculum design and implementation. We discuss two exemplars of undergraduate programs that incorporate high-impact practices, illustrating how the same practices can be developed and implemented in different but equally effective ways across programs. We close with practical suggestions for designing or refining an undergraduate program to maximize the inclusion and effectiveness of high-impact practices. Frontiers Media S.A. 2022-09-20 /pmc/articles/PMC9530270/ /pubmed/36203660 http://dx.doi.org/10.3389/fpubh.2022.958184 Text en Copyright © 2022 Przybyla, Cprek and Kiviniemi. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Public Health Przybyla, Sarahmona M. Cprek, Sarah E. Kiviniemi, Marc T. Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities |
title | Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities |
title_full | Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities |
title_fullStr | Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities |
title_full_unstemmed | Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities |
title_short | Infusing high-impact practices in undergraduate public health curricula: Models, lessons learned, and administrative considerations from two public universities |
title_sort | infusing high-impact practices in undergraduate public health curricula: models, lessons learned, and administrative considerations from two public universities |
topic | Public Health |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9530270/ https://www.ncbi.nlm.nih.gov/pubmed/36203660 http://dx.doi.org/10.3389/fpubh.2022.958184 |
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