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Abstract

I argue for the value of high-impact educational practices as tools to minimize the commoditization of higher education. As a vehicle for doing so, I discuss a travel course to Washington, D.C. that I have led. This course is a significant and meaningful learning experience for the students who participate. In reflecting upon the value of this course, I suggest that scholars of teaching and learning have a particular responsibility to resist the increasing commoditization of higher education. Instead, we must think about embedding significant and transformative elements into the curriculum. Scholars of teaching and learning must help to demonstrate, in our research and in our advocacy work, the value of this work for the learning and transformation of our students. We must work, almost as lobbyists and campaigners, to enhance the perceived value of these experiences in the higher education marketplace.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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