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 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 examines the use of reading and writing activities to promote critical reflection among Asian students in higher education settings.

This chapter describes the processes and pedagogies used by one school in transitioning from lecture halls to collaborative learning environments.

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.]

This chapter examines how SoTL has been integrated and supported at the University of Guelph based on three catalysts: (1) leadership commitment, (2) reward and recognition, and (3) integrated networks for sustained development.

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 article discusses the growth and current state of learning communities (LCs) in higher education. It reviews literature on the impact of LCs, highlighting a sample of single-institution studies and describing results from multi-institutional studies. LCs have been a growing movement aimed at educational reform for decades, and evidence…

The social basis of learning is a concept that has been embraced by the higher educating community. Since the 1980s, there has been exciting growth and the development of specific practices that better engage students in academic content. The purpose of this review of the social basis of learning is to summarize contributions on this topic to the…

The purpose of assembling this "New Directions in Teaching and Learning" volume was to introduce college and university teachers to a broad range of approaches that reflect evidence-based teaching (EBT). As each of the preceding chapters has shown, EBT not only can increase student learning across a variety of measures, it also can increase…

Team-based learning (TBL) may rely on small group interaction more heavily than any other commonly used instructional strategy in postsecondary education. This conclusion is based on three facts: (1) Group work with TBL is central to exposing students to and improving their ability to apply course content; (2) Majority of class time with TBL is…