This chapter describes a program aimed to help international graduate students navigate linguistic, pedagogical, and cultural challenges they face as new college instructors by connecting them with undergraduates who share personal insights and campus resources.

This chapter describes a professional development program that integrates training in college teaching with an authentic classroom teaching experience. Benefits to graduate students in the program and undergraduate students in the linked disciplinary first-year seminar are discussed.

This chapter describes how faculty at the University of Vermont are trained to teach their university-wide sustainability general education requirement and how they execute teaching in the classroom.

In this chapter, we reflect on and analyze the impact of a confluence of events that led us to reconceptualize our approach to supporting the Scholarship of Teaching and Learning at our institution.

This chapter describes a SoTL program at Simon Fraser University that focuses on the importance of analyzing the internal coherence and alignment of the program design and the thinking underpinning the design as the first steps in evaluating effectiveness or impact.

This paper presents the results of a quantitative study that comprehensively assessed the level and extent to which the Scholarship of Teaching and Learning (SoTL) was being conducted amongst faculty and staff at the University of Saskatchewan, and identifies the barriers and challenges faced by SoTL practitioners.

This chapter explores the ways in which a relational understanding of the education process and the use of collaborative technologies in the connectivist tradition might inform and transform university teaching.

This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

Educators believe that rather than being a mere possibility to improve as teachers, it is always "necessary" to improve. One way of improving teaching is to adopt teaching methods that are based on or supported by evidence of success in enhancing student learning. Most teachers base their instructional practices on tradition, the opinion of…

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…

During the last fifteen years a quiet pedagogical revolution has taken place in colleges, universities, and community colleges across the United States and increasingly around the world. Often flying under the name "contemplative pedagogy," it offers to its practitioners a wide range of educational methods that support the development of…

Technology and its uses have undergone significant change in the past several decades. Although the technology of 2010 has changed in ways unimaginable in 1960, the promise of technology today is similar to the promise of technology then. The achievement of student learning seems more likely to lie in the minds of the people who use the technology…

There are unique moments in curriculum development when an opportunity for a fresh start or a major turn in design fleetingly presents itself. These moments opened up in different locations across McMaster University at different times and eventually led to several quite different initiatives in inquiry-guided learning (IGL). Well-travelled…

This chapter provides an overview and implementation guidelines of Just-in-Time Teaching (JiTT), an interactive engagement pedagogy used across disciplines and across the academy, now in its fourteenth year. The heart of JiTT pedagogy is Web-based pre-instruction assignments called warm-ups, with some colorful local variations, such as GeoBytes in…

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…