In this chapter, the authors describe the theory of change behind a regional cross-institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution-level support initiatives and programming.

This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship…

Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity. [This is a reprint of an article originally published in "New Directions for Teaching…

This article highlights the utilization of Missouri Community Action Network's Poverty Simulation within an Interprofessional Education program to teach students about the complexities of poverty and enhance the development of professional identity.

This chapter describes how faculty at the University of Vermont are trained to teach their university-wide sustainability general education requirement and how they execute teaching in the classroom.

This chapter describes a short course model of pedagogical training for graduate student instructors that offers a primer on course design. Participants engage in an intensive community-based program and gain knowledge and confidence in implementing evidence-based teaching approaches.

This chapter discusses how the community college represents a potentially ideal educational setting for hybrid learning to thrive. The multimodal nature of hybrids, combining both online and face-to-face learning, affords the opportunity to engage students in a variety of ways. Further, many community college students can benefit from the…

In this chapter we describe the Decoding the Disciplines Faculty Learning Community at Mount Royal University and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum, and research projects that are presented in detail in subsequent chapters.

This chapter is designed to provide a stimulus for reflective thinking. The intent is to encourage teachers to reflect upon--even question--a teaching methodology that recognizes and builds upon the learning potential inherent in a cacophony of voices, paradoxical worldviews, and divergent ways of personal being. A pedagogical possibility is…

There are many ways to construct classroom-based learning communities. Nevertheless, the emphasis is always on cooperative learning. In this article, the authors focus on three teaching methods--interteaching, team-based learning, and cooperative learning in large, lecture-based courses--that they have used successfully to create classroom-based…

The question of how best to fulfill the academy's role in civic life animates many discussions about the identity and function of higher education in the twenty-first century. Service-learning is emerging as a central component of efforts to connect both disciplinary learning and general education with this historic and increasingly salient…

In this article, the author describes how she used integrated course design to design a course that would help special education teachers satisfy the "Highly Qualified Teacher" (HQT) requirement established by No Child Left Behind (NCLB) in the area of English/language arts. The approach she chose was based on principles advanced by Fink…

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 pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…