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.

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

This chapter explores emotional intelligence as the glue that binds people together regardless of cultural differences.

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…

The authors are both teachers in the Economics Department at Fairfield University, where they share responsibility for the introductory and intermediate economics courses. Student's comment illustrates that they were apparently not reaching their students in ways that achieved their goals: developing students' abilities to understand economic…

In his book "Creating Significant Learning Experiences" (2003), Dee Fink challenges professors to create a deep vision for the courses they teach. Educators often have a vision for what their courses could be, but often lack a model for instituting change. Fink's book provides that model. In this article, the author describes how this model helped…

Just as the popular television show "Extreme Makeover: Home Edition" targets the demolition and reconstruction of a home so that it better meets the needs of its owners, Fink's approach to integrated course design (ICD; 2003) provides higher education faculty with the tools to deconstruct and do a major remodel of their college courses. Teaching…

This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book,…

The nature of collaborative learning is examined, including some discussion of the role of the instructor. A collaborative learning situation in a women's studies course is described as an example of integration of the approach into content area instruction. (MSE)

Suggests that service learning, as an innovative practice in college teaching, challenges faculty in complex ways and proposes a matrix to help conceptualize different focus areas in service learning (student, expertise, sponsor, or common good) and instructional concerns (values development, pedagogical strategies, academic culture, and community…