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…

This chapter uses the figure of the "organic intellectual" to provide a model for political speech and action by educational developers.

This chapter reviews the history and various definitions of student engagement and proposes a multidimensional model from which one can develop a variety of engagement opportunities that lead to a rich and challenging higher education experience.

This chapter underscores the importance of conceptualizing student engagement as a responsibility shared by all members of the academy and describes how Groccia's multidimensional model can serve as blueprint for future thinking and research on student engagement.

This chapter revisits a developmental model of professors-as-teachers that provides a useful framework for considering emotion in teaching and learning.

This chapter describes a transformative model for preparing graduate student instructors in any discipline to design and teach inclusive courses through a social justice framework.

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.

This chapter contains an overview of the MVP model that is used as a basis for the other chapters in this issue. It also contains a description of key steps in the ARCS-V design process that is derived from the MVP model and a summary of a design-based research study illustrating the application of the ARCS-V model.

This chapter describes the ways in which the MVP model relates to recent research on neuroscience and learning, and demonstrates how those relationships may be used to better understand physiological impacts on motivation, and to facilitate improved learning.

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.

This chapter applies John Keller's MVP model and, specifically, adapts the ARCS-V components of that model--defined and described in Chapter 1 of this issue of "New Directions for Teaching and Learning"--as a frame for exploring practical, research-based assessment, and feedback strategies and tools teachers can use to help students…

This chapter discusses teaching and learning in the affective domain and the development of beliefs, values, and behaviors common in professional school education. We use Keller's MVP model as the basis for designing a teacher education course where professional "dispositions" are critical learning outcomes.