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ERIC Number: EJ1000654
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0893-0384
High-Impact Educational Practices: What We Can Learn from the Traditional Undergraduate Setting
Sandeen, Cathy
Continuing Higher Education Review, v76 p81-89 Fall 2012
The higher education ecosystem is shifting. Lines are blurring. Continuing professional education--with its focus on nontraditional students, applied learning, support of workforce development, and use of innovative and technology-based pedagogy--was commonly perceived to function outside the core of the academy, which focused on a liberal-arts education for residential traditional-aged undergraduates. But now one observes traditional higher education becoming increasingly "vocationalized" in order to attract and serve students, in many cases, first-generation or international students. At the same time US employers demand just the opposite of highly specialized professionally-oriented majors. They want broad knowledge and skills associated with a liberal-arts education: critical thinking, communication, problem solving, and an understanding of the historical, economic, scientific, cultural, and global contexts in which people live and work. The purpose of this essay is threefold: to draw attention to some excellent work focused on the liberal arts enhancing high-impact educational practices within the traditional residential undergraduate setting; to explore the extent to which these practices are currently employed in the professional continuing education environment; and to suggest how such practices might be further implemented. Implicit throughout this exploration the author hopes to encourage the continuing professional education community to look outside its own boundaries and to leverage thinking and research from other higher education segments. (Contains 2 endnotes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A