This chapter reviews the history and various definitions of student engagement and proposes a multidimensional model from which one can develop a variety of engagement opportunities that lead to a rich and challenging higher education experience.

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 describes the ways in which the MVP model relates to recent research on neuroscience and learning, and demonstrates how those relationships may be used to better understand physiological impacts on motivation, and to facilitate improved learning.

This final chapter synthesizes the findings and implications derived from applying the Decoding the Disciplines model across disciplines and within communities of practice. We make practical suggestions for teachers and researchers who wish to apply and extend this work.

As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.

This chapter explores three key features of integrative learning practice that play a vital role in fostering student success: guidance and support through critical transitions; entire development of the student; and engagement in project-based learning that connects learning to complex, real-world problems, and opportunities that can have…

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.

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

Since the 1980s, advocates for change in higher education have called for double-loop learning. One of the main criticisms of the evaluation of colleges and universities was that they measured inputs rather than the outputs. Higher education now needs to apply the lessons of learning and change to campus leadership and organization.

Educational development, which the authors use to refer to the field of professional and strategic development associated with university and college learning and teaching, can be described in many ways by referring to its different aspects. In this article the authors endeavor to categorize many of the models that have been used to describe…

This article maps the Association of College and Research Libraries' Information Competency Standards for Higher Education to the cognitive development levels developed by William G. Perry and Patricia King and Karen Kitchener to suggest which competencies are appropriate for which level of cognitive development. (Contains 1 table.)

Institutional and programmatic effectiveness in promoting self-authorship requires an understanding of how to assess self-authorship. (Contains 2 tables.)

A procedure for developing a comprehensive faculty evaluation program is described with examples of various components. Procedures for implementing such a program are discussed. Determining and weighting faculty roles, defining roles and gaining information, and arriving at a matrix are described. (Author/MLW)

The purpose of this chapter is to draw some general lessons on curricular evolution processes and practices at the faculty level emerging from the creation of Renaissance College at the University of New Brunswick and the implementation of its BPhil program. The authors proceed by induction, working from the specific case of Renaissance College to…

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award are listed. Their descriptions of the teacher who most influenced them during their undergraduate years, and the reasons, are presented. (MSE)