Journal
HIGHER EDUCATION PEDAGOGIES
Volume 5, Issue 1, Pages 165-181Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/23752696.2020.1810096
Keywords
Teaching and learning; high impact practices; cross-cutting skills; self-regulated learning
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This conceptual article focuses on teaching and learning strategies aimed at helping students in higher education develop cross-crossing skills such as communication, critical thinking, teamwork, problem-solving, and working with diverse others. Within the framework of high impact practices and their elements, the article shares practical ideas for developing and responding to assignments that emphasize cross-crossing skills and measuring associated learning outcomes. The article focuses on developing assignments with an emphasis on designing and structuring team ePortfolios, collaborative projects, peer review tasks, and reflection; responding to assignments with techniques such as rubrics, course communications, and self-regulation strategies; and measuring outcomes to determine the effectiveness of assigned tasks with the goal of informing curricular and pedagogical modifications.
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