This chapter describes a program aimed to help international graduate students navigate linguistic, pedagogical, and cultural challenges they face as new college instructors by connecting them with undergraduates who share personal insights and campus resources.

This chapter describes a professional development program that integrates training in college teaching with an authentic classroom teaching experience. Benefits to graduate students in the program and undergraduate students in the linked disciplinary first-year seminar are discussed.

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.

In this chapter, we reflect on and analyze the impact of a confluence of events that led us to reconceptualize our approach to supporting the Scholarship of Teaching and Learning at our institution.

This chapter describes a SoTL program at Simon Fraser University that focuses on the importance of analyzing the internal coherence and alignment of the program design and the thinking underpinning the design as the first steps in evaluating effectiveness or impact.

This paper presents the results of a quantitative study that comprehensively assessed the level and extent to which the Scholarship of Teaching and Learning (SoTL) was being conducted amongst faculty and staff at the University of Saskatchewan, and identifies the barriers and challenges faced by SoTL practitioners.