This chapter introduces Universal Design for Learning, outlining the key elements and ideas behind UDL, with some examples from the author's own teaching practice in a postgraduate business school class illustrating the application of UDL. A toolkit of some useful resources for newcomers to UDL is also provided.

This chapter discusses three important pedagogical strategies: integrating students' funds of knowledge throughout the learning process; exposing students to dominant and critical disciplinary knowledge; and envisioning academic content as a tool supporting students' self-growth, contributions to community/society, and potential contributions to…

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.

In this article, the author discusses the multi-year implementation of essential learning outcomes at Stockton University. The implementation process included strategies for generating faculty buy-in, creation of a University-wide steering committee, facilitating summer workshops, and planning for assessment.

This final chapter highlights seven general suggestions and strategies for faculty (and others) working to develop visual literacy in classrooms and across the curriculum. The chapters throughout this volume illustrate and elaborate on these strategies; they are condensed here as a quick guide to effective practice.

We discuss how a professor worked with six students to design and implement a complex teaching strategy for a course, and used the students' assistance to create a sustainable model for future iterations of the course.

This chapter demonstrates how Decoding work can be used productively within a curriculum change process to help make design decisions based on a more nuanced understanding of student learning and the relationship of a professional program to the field.

Astronomy classes that teach students to read and write images, diagrams, and plots offer an ideal venue to teach visual literacy.

This chapter draws on other authors' ideas in this issue, describing parallels and outlining distinctions toward a synthesized model for the development of SoTL initiatives at the institutional level and beyond.

This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

This chapter offers strategies for engaging Millennial students in ways that affirm, rather than challenge, students' egos.

This chapter suggests solutions to common practical problems in designing SoTL studies. In addition, the advantages and disadvantages of different types of designs are discussed. [Part I available at EJ1029363.]

Coordinating SoTL and assessment efforts strengthens the processes of inquiry, evidence, and innovation that lead to the continual improvement of student learning. Examples are provided for how to work collaboratively with colleagues to use these processes to continually inform the teaching practices within classrooms, academic programs, and…

This volume focuses on learning communities at the beginning and at the culmination of work in the major of psychology and reflects a commitment to good practice both within and outside the classroom. Its comprehensive approach attests to the power of learning communities within the discipline and is a fine example of their evolution. In this…

This article focuses on curriculum-based learning communities (LCs). In these LCs, manipulation of the curriculum is intentional and often innovative, with the overarching goals of developing meaningful connections among students, between students and faculty, and between students and their coursework. The variety of curriculum-based models…