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.

This chapter provides the structure of a Community of Learners using a Scholarship of Teaching and Learning framework.

This article focuses on curriculum-based learning communities (LCs). In these LCs, manipulation of the curriculum is intentional and often innovative, with the overarching goals of developing meaningful connections among students, between students and faculty, and between students and their coursework. The variety of curriculum-based models…

Concerned that her students "knew" Spanish but could not use it in real life situations, the author created new learning goals, new learning activities, and new assessment activities. As a graduate student at the University of Illinois, the author was introduced to "Creating Significant Learning Experiences" (Fink, 2003) while studying with Steven…

The relationship between collaborative learning and some major theoretical and empirical approaches to fostering critical thinking are examined. Three frameworks for combining collaborative learning and critical thinking are suggested: use of mental models, creation of discourse communities, and creation of disciplinary discourse communities. (MSE)

The principle of athletic coaching is applied by analogy to first year community college writing instruction. The role of the coach and five essential elements are discussed: practice and drill (nongraded exercises); fouling out (assessment); playbooks and plays (resources and strategies); big games (formal research papers); and postmortem (review…

The Middle College High School on the LaGuardia Community College's campus demonstrates what can be done for high risk students by a full integration of high school, college, and the world of work. The Middle College features flexible pacing, broad curriculum, career education, and a college environment. (Author/MLW)

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)