This article describes the development and assessment of teaching strategies to enhance student professional identity development by shifting the pedagogical focus from content knowledge to the practice of interpersonal and conflict resolution skills, and reflection to create awareness, observe growth, and find meaning.

This chapter focuses on intentional educational development activities designed to prepare faculty for effective teaching and assessment of student learning. Some benefits of such activities include improved alignment of courses with programmatic outcomes, higher success rates in course reviews, and better demonstration of student learning on…

This article describes the integration of self-authorship theory to aid post-professional healthcare students in the continued development of professional identity. Specific teaching and instructional strategies are provided along with curricular development using a self-authorship framework.

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.

We discuss how a professor worked with six students to design and implement a complex teaching strategy for a course, and used the students' assistance to create a sustainable model for future iterations of the course.

This final chapter highlights seven general suggestions and strategies for faculty (and others) working to develop visual literacy in classrooms and across the curriculum. The chapters throughout this volume illustrate and elaborate on these strategies; they are condensed here as a quick guide to effective practice.

In this chapter, we describe strategies teaching and learning centers can use in partnering with programs to conduct action-oriented assessment projects. We illustrate these strategies with examples from an evaluation of a social engagement requirement for art and design students.

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 offers a theoretical rationale and an explanation of evidence for using research-validated, learner-centered principles and practices in online course development, highlighting the evidence-based practices that have been used successfully to develop online courses that engage and retain students.

A number of universities in the United Kingdom (UK) have launched institution-wide initiatives recently to embed inquiry and research more firmly into the student experience. Among these, the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) led a five-year development program at The University of Sheffield (TUOS) between…

Inquiry-guided learning (IGL) has widespread appeal in higher education as a suite of teaching strategies that promotes learning through students' increasingly independent investigation of questions, problems, and issues using the methods of inquiry of the disciplines. Framed as especially appropriate for research universities, IGL has been…

This chapter reveals how thoughtful course redesign that specifically addresses the physical environment of a learning space can significantly improve student learning.

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…

The term "assessment" sends shivers down academic spines. For faculty, it signals marching orders from external parties who may or may not appreciate the subtle and not always quantifiable value of faculty efforts. For administrators, it means the dual challenge of recalibrating internal measures to meet external mandates but also…

New Zealand is unique in the global tertiary education environment because there is a legislative requirement that teaching and research are closely interdependent and that most teaching in universities and all degree-granting institutions should be done by people who are active in advancing knowledge. Moreover, the Tertiary Education Strategy…