This chapter describes a locally developed model for professional learning, whose purpose is to facilitate faculty participants' implementation of UDL. The model is grounded in attributes of long-term, job-embedded professional learning and principles of adult learning theory. Recommendations for scaling-up faculty professional learning programs…

This chapter describes specific examples of the implementation of TSPACK framework in Foundry-guided contexts using a case study approach, featuring applications in both regional and international contexts. As education shifts toward active learning, discovery processes, and collaboration across disciplines, a space that fosters the facilitation…

Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1-1 single faculty-student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the…

This chapter applies John Keller's MVP model and, specifically, adapts the ARCS-V components of that model--defined and described in Chapter 1 of this issue of "New Directions for Teaching and Learning"--as a frame for exploring practical, research-based assessment, and feedback strategies and tools teachers can use to help students…

This chapter describes a transformative model for preparing graduate student instructors in any discipline to design and teach inclusive courses through a social justice framework.

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 explores the move toward a constructivist paradigm and collaborative knowledge construction in the broader institutional context of education.

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

This chapter argues that the first year of college needs to be reconsidered. The authors offer, as an alternative, a new kind of course, one created by groups of faculty members from different campuses, multidisciplinary in focus, delivered in a blended format, focused on civic outcomes, and intended primarily for first-year students.

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 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…

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.

In 1995 when "New Directions" issue No. 63, "Understanding Self-Regulated Learning," was published, the issue editor, Paul Pintrich, was one of the leaders in studying how college students learn and what helps or hinders them during the process. His contributions to the field have been tremendous and very significant both theoretically and…

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.