This chapter describes the Integrated Online Team-Based Learning (IO-TBL) model, an online TBL course design which utilizes both asynchronous and synchronous modes of engagement to maximize the benefits of TBL in an online environment. Students' perceptions of the effective and ineffective aspects of the IO-TBL model are also reported.

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.

Making self-authorship a goal of an interdisciplinary multisemester general education program shows great promise for meeting desired undergraduate learning outcomes for citizen-learners. (Contains 1 table.)

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

Describes and compares five major types of college learning-community curricular models: linked courses; learning clusters; freshman interest groups; federated learning communities; and coordinated studies. Characteristics of each model are outlined concerning institution size, basic unit of instruction, number of students involved, faculty roles,…