At North Carolina State University, inquiry-guided learning offered a compelling framework for integrating the undergraduate curriculum across general education and the major. Rather than adopting a definition of inquiry-guided learning as a prescribed set of approaches, participating faculty and staff members agreed on four overarching intended…

This chapter presents the need for the journey of self-authorship and an overview of key concepts and terms explored in this volume.

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

Decisions that involve consideration of inconsistent or contradictory information provide a context for understanding and supporting intellectual development.

Student learning and student development are part of a unified framework rather than separate interests to be pursued independently.

This article provides an overview of one Canadian provincially initiated curriculum reform effort in which several generic learning outcomes were established. It also presents a flexible, practical, and integrated framework for the development, implementation, and evaluation of program-level learning outcomes in undergraduate curricula contexts.…

Innovative educational practice reveals the secrets to enabling complex learning and self-authorship.

What do we learn about interdisciplinary collaboration and faculty learning from the three cases presented in Chapters Three to Five? What ideas will higher education researchers, faculty development practitioners, academic leaders, and professors want to consider?

The development of intellectually challenging and personally supportive faculty-student relationships outside of formal learning contexts is crucial to excellence in honors-level education, and can be fostered through a faculty advising and mentor program. (MSE)

Research and theory suggest that college students' motivation to learn is related to their epistemological beliefs. Faculty can promote student motivation by designing learning activities that facilitate student development of more sophisticated epistemological beliefs. Faculty developers can assist in this by giving special attention to the…

Issues of instructional effectiveness need to be examined at three levels: (1) the context in which instruction takes place and the rewards provided for teaching well; (2) comparison of teaching paradigms; and (3) the knowledge to be learned and the skills that are part of the learning process. (MSE)

Eckerd College's Academy of Senior Professionals brings together retired and semi-retired high-achieving professionals for continuing intellectual and cultural stimulation and to work singly or in groups on projects of personal and social significance. The program includes lectures, colloquia, forums, social and recreational events, and individual…

Honors programs are reviewed that use diversity in presentation, approach, and educational context to foster intellectual development. They individualize instruction and encourage students both to form partnerships in learning and to develop their own strategies for integrating information. (MSE)

College student self-evaluations can assist in institutional outcomes assessment by helping educators understand the content, context, and process of learning at both individual and institutional levels, and from the perspective of either research or assessment. Currently, self-assessment is used primarily in evaluating broad learning outcomes,…

Modeled on the county medical society and bar association, the University of Pennsylvania's Academic Alliances Program brings together teachers from all levels of the educational system. Faculty members from the schools and colleges in a local area, who teach the same academic discipline, are drawn together. (Author/MLW)