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…

The chapter describes the design, implementation, and evaluation of repeated peer review assignments in a health sciences program. Details of the assignment, quantitative and qualitative indirect assessments, and considerations for implementing this type of assignment in other courses are provided.

The purpose of this article is to describe the creation and implementation of a faculty student mentoring program at an accelerated school of pharmacy, and to review 'best practices' relating to mentoring programs.

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 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 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 explores the web presence needed for instructors, students, administrators, and staff as hybrid courses are implemented at the institutional level and discusses the physical presence (office(s) and staff) needed to effectively provide and sustain online support for hybrid education.

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.

This chapter describes important considerations for higher education administrators and other leaders as they design, develop, and implement a comprehensive hybrid learning initiative.

This chapter describes essential components of an all-in-one assessment system used for learning outcomes assessment. The recent review, revision, and implementation of a new general education program led to important illustrations of how this assessment system contributes to course, program, and institutional alignment, access, action, and…

Inquiry-guided learning (IGL) is not new to Texas A&M University, a large research-extensive institution. The ideas of asking questions and seeking answers have always been associated at this university with both learning and discovery. In this article the authors present how, as a natural extension, Texas A&M University infuses IGL more…

Marymount University is a midsized, independent Catholic university whose mission combines a liberal arts foundation with career preparation and opportunities for personal and professional development. The university is moderately selective with a highly diverse undergraduate student population. Approximately half of Marymount undergraduates are…

Learning communities have increasingly become a mechanism for education reform in elementary, secondary, and postsecondary education. Recognizing that learning occurs both inside and outside the classroom, their emergence is partly a response to the critique that undergraduate education at American research universities lacks integrated and…

A number of universities in the United Kingdom (UK) have launched institution-wide initiatives recently to embed inquiry and research more firmly into the student experience. Among these, the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) led a five-year development program at The University of Sheffield (TUOS) between…