This chapter discusses how community-based narrative encounters can enhance medical students' narrative humility, the practice of recognizing the value of multiple narratives of health and reducing narrative privileging. The study in this chapter suggests that through exposure to individuals' lived experience of health, medical students are able…

In this chapter, the authors describe the theory of change behind a regional cross-institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution-level support initiatives and programming.

Learning can happen anywhere but it often happens best when it occurs in connection with others. When the COVID-19 pandemic happened and caused many institutions to move all instruction to virtual modalities, many faculty and students expressed feelings of isolation and loneliness. In addition to that, anecdotal conversations with faculty and…

This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship…

This chapter presents team-based learning (TBL) as a teaching strategy to support self-regulated learning in a community of inquiry. It argues for the inclusion of self-regulated learning as an essential component of Garrison's community of inquiry model, and illustrates how TBL supports and improves the delivery of this online model.

Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity. [This is a reprint of an article originally published in "New Directions for Teaching…

This chapter highlights community building as a pedagogical foundation for effective integration of service-learning and community engagement practices in higher education.

International students bring rich and complex experiences to postsecondary education in the United States. Unfortunately, they too often encounter many challenges along their academic journeys. This article suggests that the practice of mentoring might be enhanced by deploying Yosso's theory of community cultural wealth as a way for faculty…

This article highlights the utilization of Missouri Community Action Network's Poverty Simulation within an Interprofessional Education program to teach students about the complexities of poverty and enhance the development of professional identity.

This chapter describes a program where graduate students serve as instructional technology consultants on educational projects that enhance the student-learning experience. In the process, they develop skills to prepare them for a variety of academic and professional settings.

This chapter describes a faculty learning community formed at our university, in partnership with local Indigenous communities, as part of our response to Canada's Truth and Reconciliation Commission Calls to Action. We interviewed participants about their experiences in this group, including their challenges and transformations.

This article views student engagement through the lens of a university wide blended learning initiative. Using the Community of Inquiry framework, student voices help us understand how professors and the institution can increase active learning. Attention is also given to the development of higher order thinking skills as a means of increasing…

Student engagement in the local community comes with both risks and rewards. This chapter explains the cognitive, behavioral, and affective outcomes of student learning in the community, along with noting the importance of preparation and reflection.

This chapter describes how faculty at the University of Vermont are trained to teach their university-wide sustainability general education requirement and how they execute teaching in the classroom.

ePortfolio practice and assessment of essential learning outcomes (ELOs) are well established at LaGuardia Community College (LAGCC). The way in which these practices intersect is via the assessment of authentic student artifacts generated from assignments aligned with ELOs. Student artifacts are deposited into the Core ePortfolio for college-wide…