Engaging Communities of Practice to Increase Student Engagement in Large-Enrollment Courses
Abstract
Miami University’s Top 25 Project sought to redesign our largest-enrollment courses around engaged, student-centered learning and inquiry. Led by a central team, department-level teams carried out the work of redesign. The authors discuss the structure of this effort, the institutional support, the nature of the communities of practice that were involved, and the impact of the project on student learning.
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