In this chapter, the authors describe the theory of change behind a regional cross-institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution-level support initiatives and programming.

Learning can happen anywhere but it often happens best when it occurs in connection with others. When the COVID-19 pandemic happened and caused many institutions to move all instruction to virtual modalities, many faculty and students expressed feelings of isolation and loneliness. In addition to that, anecdotal conversations with faculty and…

Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity. [This is a reprint of an article originally published in "New Directions for Teaching…

This chapter highlights community building as a pedagogical foundation for effective integration of service-learning and community engagement practices in higher education.

This article highlights the utilization of Missouri Community Action Network's Poverty Simulation within an Interprofessional Education program to teach students about the complexities of poverty and enhance the development of professional identity.

This chapter describes a program where graduate students serve as instructional technology consultants on educational projects that enhance the student-learning experience. In the process, they develop skills to prepare them for a variety of academic and professional settings.

Student engagement in the local community comes with both risks and rewards. This chapter explains the cognitive, behavioral, and affective outcomes of student learning in the community, along with noting the importance of preparation and reflection.

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.

ePortfolio practice and assessment of essential learning outcomes (ELOs) are well established at LaGuardia Community College (LAGCC). The way in which these practices intersect is via the assessment of authentic student artifacts generated from assignments aligned with ELOs. Student artifacts are deposited into the Core ePortfolio for college-wide…

This chapter considers the role an academic residential learning community can play in helping new undergraduates examine their motives for attending college.

This chapter describes a short course model of pedagogical training for graduate student instructors that offers a primer on course design. Participants engage in an intensive community-based program and gain knowledge and confidence in implementing evidence-based teaching approaches.

This final chapter synthesizes the findings and implications derived from applying the Decoding the Disciplines model across disciplines and within communities of practice. We make practical suggestions for teachers and researchers who wish to apply and extend this work.

An annual Learning, Teaching, and Assessment Forum supports peer-led conversations among faculty about their own evidence-based assessment initiatives and promotes dialogue about the value of assessment for improving learning and teaching.

This chapter describes four new leadership areas in the development of faculty learning community programs and provides perspectives and resources that these leaders can use to engage their work.

The Center for University Teaching, Learning, and Assessment facilitates an annual peer review of assessment to nurture a culture of assessment and develop faculty skill with assessment. Faculty representatives meet annually for a campus-wide discussion of assessment and student learning. Faculty engage in peer instruction on effective assessment…