This chapter describes a locally developed model for professional learning, whose purpose is to facilitate faculty participants' implementation of UDL. The model is grounded in attributes of long-term, job-embedded professional learning and principles of adult learning theory. Recommendations for scaling-up faculty professional learning programs…

This chapter describes specific examples of the implementation of TSPACK framework in Foundry-guided contexts using a case study approach, featuring applications in both regional and international contexts. As education shifts toward active learning, discovery processes, and collaboration across disciplines, a space that fosters the facilitation…

This article provides a general overview of professional identity formation (PIF) in health professions education, a summary of relevant theories related to PIF, and a description of pedagogical models which promote PIF.

This article provides an overview of the unique model and comprehensive approach to tracking, enhancing, and assessing students' global learning outcomes at the University of Pittsburgh's University Center for International Studies (UCIS). In the conclusion, the authors provide a discussion of strengths and challenges of this model that will be…

This chapter uses the figure of the "organic intellectual" to provide a model for political speech and action by educational developers.

Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1-1 single faculty-student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the…

This chapter reviews the history and various definitions of student engagement and proposes a multidimensional model from which one can develop a variety of engagement opportunities that lead to a rich and challenging higher education experience.

This article focuses on professional development by exploring two faculty education programs that create opportunities for faculty to learn best practices for mentoring students in scholarly work. These programs promote the inclusion of diverse and underrepresented student populations in research experiences; help faculty develop as effective,…

This chapter underscores the importance of conceptualizing student engagement as a responsibility shared by all members of the academy and describes how Groccia's multidimensional model can serve as blueprint for future thinking and research on student engagement.

This chapter revisits a developmental model of professors-as-teachers that provides a useful framework for considering emotion in teaching and learning.

This chapter describes a transformative model for preparing graduate student instructors in any discipline to design and teach inclusive courses through a social justice framework.

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 offer a brief history of the study of excellence in college and university teaching. We review major examinations of teaching excellence and summarize key characteristics of model teachers.

This chapter contains an overview of the MVP model that is used as a basis for the other chapters in this issue. It also contains a description of key steps in the ARCS-V design process that is derived from the MVP model and a summary of a design-based research study illustrating the application of the ARCS-V model.

This chapter describes the ways in which the MVP model relates to recent research on neuroscience and learning, and demonstrates how those relationships may be used to better understand physiological impacts on motivation, and to facilitate improved learning.