This chapter describes the implementation and impact of a remediation program in the health sciences. Lessons learned are explored based on common academic difficulties students experience in remediation programs with an emphasis on self-regulated learning outcomes.

The Unlearning Cycle offers a way to help educators identify some of the underlying assumptions and beliefs we bring to our pedagogical design. In a field so focused on learning, it is actually unlearning we need to focus on. This chapter shares research and strategies to trade up for new ways of teaching and designing for inclusive, rigorous…

The affordances of computer-based learning environments make them powerful tools for conveying information in higher education. However, to most effectively use these environments, students must be adept at self-regulating their learning. This self-regulation is effortful, including a myriad of processes, including defining tasks, making plans,…

This chapter presents team-based learning (TBL) as a teaching strategy to support self-regulated learning in a community of inquiry. It argues for the inclusion of self-regulated learning as an essential component of Garrison's community of inquiry model, and illustrates how TBL supports and improves the delivery of this online model.

This introductory article provides a comprehensive overview of student engagement by reviewing student engagement conceptions and aspects influencing student engagement. The article concludes by highlighting considerations for student engagement and technology-facilitated education.

This chapter examines specific Universal Design for Learning (UDL) principles, guidelines, and checkpoints that support the removal of barriers to reading to learn efforts. The chapter will also offer practical examples of relevant curricular moves to support student learning from texts.

This article describes pedagogical teaching and learning strategies that facilitate transformative learning for RN-BSN students in the online program.

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 presents the case study of Renaissance College at the University of New Brunswick, discussing the faculty's achievements, challenges, and outlook for the future in the context of the scholarship of teaching and learning in Canada.

This chapter is a description of the utilization of SoTL concepts and Brookfield's Critical Incident Questionnaire in an evidence-based medicine course in physician assistant education.

This chapter advocates for a more contemporary ecological neuropsychology approach, where brain-learner-environmental interactions are the focus of study, assessment, and evidence-based intervention.

Recently, there has been a surge of interest in employing contemplative teaching and learning practices in college classrooms. The authors define contemplative pedagogy as a teaching and learning experience that involves the learner in a participatory epistemology characterized by a deeply immersed, insightful learning experience fostered through…

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

This chapter examines how SoTL has been integrated and supported at the University of Guelph based on three catalysts: (1) leadership commitment, (2) reward and recognition, and (3) integrated networks for sustained development.

This chapter introduces a University of Iowa effort to enhance and support active learning pedagogies in technology-enhanced (TILE) classrooms and three elements that proved essential to the campus-wide adoption of those pedagogies. It then describes the impact of those professional development efforts on the curricula and cultures of three…