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…

This article provides an overview of the unique model and comprehensive approach to tracking, enhancing, and assessing students' global learning outcomes at the University of Pittsburgh's University Center for International Studies (UCIS). In the conclusion, the authors provide a discussion of strengths and challenges of this model that will be…

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 describes a Reading and Study Skills program and course that are offered to first-year students who are underprepared or reluctant and who may be at risk for failure in other courses as well as at risk for long-term retention and graduation. The course is discussed with respect to its parallels to the MVP model, and initial evidence…

This chapter will provide potential models for analyzing learning data through a discussion of screening data and then analyzing that data using appropriate statistical techniques.

In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25…

Although the causes of achievement are many and varied, it is widely assumed that "motivation" and "self-regulation" are crucial determinants of academic performance. Substantial evidence indicates that students who focus on learning and understanding course material are more likely to perform well academically (Dweck and Leggett, 1988).…

This article is the third of three case studies of successful implementation of experiential education at very different types of institutions. This case study discusses the use of David A. Kolb's Experiential Learning Model in the implementation of innovative graduation requirements in experiential education that began in 2008. Purdue University…

Discusses the special needs and opportunities for effective faculty and graduate-student mentoring of undergraduates within an interdisciplinary model. The model was used in a series of large, science-based, interdisciplinary, introductory courses at the University of Michigan, but any interdisciplinary faculty team can apply the lessons learned…

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

Offers suggestions on how the scholarship of teaching could be built into graduate and faculty development programs, and introduces a model that could serve as a framework for courses on learning to teach in higher education. (EV)

Focused on an interdisciplinary graduate program in water resources management, this case study illustrates how theory-into-practice integration occurred in a field course and clarified students' expectations that faculty model interdisciplinary ways of knowing.

A course at Hampshire College was designed to simulate the decision-making environment in which constituencies in a medium-sized city would respond to the closing and relocation of a major corporate plant. The project, constructed as a role simulation with a computer component, is described. (MLW)