This chapter describes the University of Minnesota Preparing Future Faculty program, focusing on pedagogical approaches and assignments that have made the program relevant for over 20 years. It concludes with a look at the future facing graduate student professional development.

In this chapter, a team of academic librarians offers strategies to address four common challenges instructors face when incorporating digital literacy into their courses.

Building on an initiative of the National Institute for Learning Outcomes Assessment, Washington State University faculty have worked to develop more effective integrative capstone assignments in ways that support ongoing improvement.

This article describes the use of feedback-oriented online assignments in large classes of undergraduate students studying anatomy and physiology to promote active learning, critical thinking, and effective written communication skills.

This chapter describes changes in the thinking and practice of eight early-childhood teachers after they used visual data to complete a teacher research assignment in a community college teacher-education course.

This chapter will describe the evolution of a study of graduate education students' needs as writers. Recognizing that many of my students--who would soon be teaching children to write--struggled with various aspects of writing, I began a Scholarship of Teaching and Learning (SoTL) study to examine (a) my students' perceptions of…

Focusing on the transition from school to work, the 21st Century Workforce Commission has recommended closer linkages between secondary schools and colleges and between colleges and the workplace as a means of motivating students toward higher personal goals linked to the world of work. In negotiating the increasingly complex demands of college…

This chapter provides an overview and implementation guidelines of Just-in-Time Teaching (JiTT), an interactive engagement pedagogy used across disciplines and across the academy, now in its fourteenth year. The heart of JiTT pedagogy is Web-based pre-instruction assignments called warm-ups, with some colorful local variations, such as GeoBytes in…

Faculty in higher education may find themselves reading student work or hearing students' voices in class or in online course discussion boards that reveal a lot of personal information, information that they think might be better kept private, information that may be concerning or even threatening. In their attempts to create richer learning…

Scholars who study teaching and learning have provided the academy with a range of progressive pedagogies that move beyond traditional ways of teaching. In the call for the use of diverse classroom practices in higher education, many have highlighted the benefits and challenges that come with collaborative teaching models. In this chapter, the…

The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy…

To think like a historian, students must select and assess evidence that supports interpretations of the meaning of the past. Three historians focus on aspects of this task and pursue different approaches to teach their students to use evidence. (Contains 2 figures.)

This chapter argues that the use of debates in a core world history course can foster both authentic learning in the discipline and progress toward intellectual and ethical maturity.

Laptops helped two faculty members adapt a highly challenging, critical computer science course to increasing enrollment. Among the course enhancements the technology made possible were daily quizzes, animation-based demonstrations and exercises, and more authentic assessment. (Contains 2 tables.)