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…

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 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 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.