Educators in higher education often seek innovative pedagogies to include in their classrooms. This article describes an integrative learning experience and details the planning, implementation, considerations, and benefits of creating a major-specific undergraduate research day. The event created an opportunity for students to gain confidence and…

This article describes a year-long doctoral course on ethnographic case study research in which a communities of practice approach helped non-traditional students manage the challenging identity negotiations of entering a new academic field. Co-taught by faculty in two disciplines--Rhetoric and Composition and Teaching, Learning, and Culture--the…

This case study contributes to the higher education curriculum development literature by showing how a faculty-led short-term study abroad experience can become the catalyst for student research and offer students an international perspective. The authors analyze students' reflections and provide data collected over the years of taking…

Teachers' competence in launching and managing pedagogical change collaboratively is crucial for the continuous development of their work as well as for meaningful student learning. However, research on how teachers can thrive in their profession in the changing higher education environment is limited. This study investigated the experiences of…

In 2009, the National Academy of Sciences (NAS) called for more interdisciplinary and community-engaged approaches to teaching and learning in the agricultural and life sciences to better respond to the food system challenges of the 21st century. As a result, institutions from across the nation have responded with a number of experiential learning…

Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…

In this study, we explored cogenerative dialogue (cogen) as a tool for learner-centered teaching in graduate education. Cogen consists of small group dialogues among instructors and students for the purposes of improving course processes. We engaged cogen during a semester-long, graduate-level campus environments course. Using the theoretical…

Two professors from two disciplines--education and sociology--analyzed the commonalities, differences, successes, and challenges of conducting cross-disciplinary Scholarship of Teaching and Learning (SoTL) research at the course level (micro-level). This case study of their collaboration resulted in a series of lessons learned which add to the…

The purpose of the current comparative multiple-case study was to understand graduate students' perceptions of the collaborative construction of course assignments. Data were gathered from the graduate student interviews, class observations, and relevant student artifacts. With this collected data, six case studies were generated. The study…

This paper examined professors' conceptions of effective teaching in the context of a course they were teaching in active learning classrooms and how the conceptions related to the perceived role and use of computers in their teaching. We interviewed 13 professors who were teaching in active learning classrooms in winter 2011 in a large research…

This paper presents a methodology developed by members of the Research Centre for Learning and Teaching (RCfLAT) to collaborate with university teaching colleagues to produce theoretically- and pedagogically-based case studies of innovations in teaching and learning. The Equal Acclaim for Teaching Excellence (EquATE) project investigates…

This case study of an American professor's teaching experience in Sweden analyzes classroom communication using relational dialectics theory and cultural values theory. Tensions of hierarchy vs. equality and autonomy vs. connection were described through classroom processes such as greeting practices, dress, grading, attendance, gendered language…

In Bhutan relatively few studies at the higher education level have been done and fewer still reported in international journals. This pilot study highlights the present practices and culture of teaching and learning at one of the teacher education colleges of the Royal University of Bhutan (RUB). It looks broadly across the issues of…

Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future…

The purpose of this study was to investigate the effects of a student-centered faculty development model on the conceptions of teaching of participating US Arts and Sciences faculty members. "Student-centered learning models are widely accepted as catalysts for improved learning and psychosocial outcomes, and their use is especially important…