This chapter examines specific Universal Design for Learning (UDL) principles, guidelines, and checkpoints that support the removal of barriers to reading to learn efforts. The chapter will also offer practical examples of relevant curricular moves to support student learning from texts.

This chapter describes best practices for adapting traditional, face-to-face, team-based learning principles to develop online application exercise design, support effective facilitation, and use appropriate technology to promote effective online team collaboration. The unique challenges of online TBL applications include maintaining effective…

The purpose of this article is to describe the creation and implementation of a faculty student mentoring program at an accelerated school of pharmacy, and to review 'best practices' relating to mentoring programs.

This chapter describes best practices to address the challenges posed for implementing the second stage of team-based learning (TBL), the Readiness Assurance Process (RAP), in online settings, and uses the experience of expert TBL users to suggest strategies for maintaining the essential aspects of the pedagogy.

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 describes best practices for the peer evaluation process in online team-based learning (TBL). Formative peer evaluation is an essential element of effective course delivery for online TBL classes, and when done well, shapes a group of individuals with a shared set of tasks into an interdependent team of learners. More generally,…

As the final chapter of this special issue, we recognize there are multiple challenges to working in the health professions that impact health professions educators' abilities to teach and support learners. We provide a broad overview of the next generation of learners, in addition to exploring teaching and learning approaches for this population.…

This chapter explores a multidisciplinary approach to teaching empathy in undergraduate and graduate universities. Specific recommended best practices are provided for using postmodernist methods of active teaching and learning on empathy.

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 describes institutional and andragogical best practices for preparing students to succeed in hybrid courses through the programming of academic resource centers, offers information on how to create peer support systems for students, and outlines some of the common pitfalls for students encountering a hybrid course for the first time.

In this chapter, we describe strategies teaching and learning centers can use in partnering with programs to conduct action-oriented assessment projects. We illustrate these strategies with examples from an evaluation of a social engagement requirement for art and design students.

We compared twenty-six TBC-based studies across different countries to investigate whether there might exist universal principles of excellent teaching. We found several qualities that both faculty and students in these studies endorsed as universal or near-universal principles. Our findings provide a compelling starting point for teachers seeking…

This chapter examines the importance of evaluating hybrid courses for their impact on faculty, students, and the institution. Research on best practices in hybrid courses is discussed and examples provided.

This chapter discusses common tools and resources for building a hybrid course in a higher education setting and provides recommendations for best practices in Learning Management Systems and Open Educational Resources.