This chapter describes assessment strategies as applied through a course redesign in an undergraduate Social Problems course that features local, national, and international topics. The alignment between the assessment strategies used in this course and the pedagogical improvements implemented is intentionally directed at the development of…

This chapter describes the Integrated Online Team-Based Learning (IO-TBL) model, an online TBL course design which utilizes both asynchronous and synchronous modes of engagement to maximize the benefits of TBL in an online environment. Students' perceptions of the effective and ineffective aspects of the IO-TBL model are also reported.

We discuss how a professor worked with six students to design and implement a complex teaching strategy for a course, and used the students' assistance to create a sustainable model for future iterations of the course.

This chapter demonstrates how Decoding work can be used productively within a curriculum change process to help make design decisions based on a more nuanced understanding of student learning and the relationship of a professional program to the field.

This chapter reveals how thoughtful course redesign that specifically addresses the physical environment of a learning space can significantly improve student learning.

Racial awareness is a critical foundation to racial sensitivity, and it is a necessity for future professionals who want to be prepared to succeed in an increasingly diverse society. Several factors have been shown to influence racial awareness in professionals including their own race, their personal experience with racism, and the amount/quality…

The initiative to revise Texas Christian University's (TCU) general education curriculum was one of the outcomes of an institutional strategic planning process in 2000, the Commission on the Future of TCU. Coincident with this planning process, TCU developed a new institutional mission statement that focused on preparing students for becoming…

A college education has never been so necessary, or so expensive. It is incumbent upon us, the educators, to do it the best we can. The products of our work are not the buildings on our campuses but our students who go out into this complicated and exciting world to serve as its leaders, its citizens, and its workers. The Bates College general…

Team-based learning (TBL) may rely on small group interaction more heavily than any other commonly used instructional strategy in postsecondary education. This conclusion is based on three facts: (1) Group work with TBL is central to exposing students to and improving their ability to apply course content; (2) Majority of class time with TBL is…

This chapter explores the extent to which project-based science (PBS) curricula designed with supports for students' inquiry into complex scientific data can help urban students make sense of such data and promote their deep understanding of standards-based content. We review qualitative and quantitative data from classroom enactments of a PBS…

Making self-authorship a goal of an interdisciplinary multisemester general education program shows great promise for meeting desired undergraduate learning outcomes for citizen-learners. (Contains 1 table.)

Innovative educational practice reveals the secrets to enabling complex learning and self-authorship.

Faculty need to be supported and encouraged to integrate disciplinary research and scholarship into undergraduate courses and programs in ways that are beneficial to their students' learning. (Contains 1 figure.)