This chapter describes important considerations for higher education administrators and other leaders as they design, develop, and implement a comprehensive hybrid learning initiative.

This chapter discusses common tools and resources for building a hybrid course in a higher education setting and provides recommendations for best practices in Learning Management Systems and Open Educational Resources.

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 article focuses on curriculum-based learning communities (LCs). In these LCs, manipulation of the curriculum is intentional and often innovative, with the overarching goals of developing meaningful connections among students, between students and faculty, and between students and their coursework. The variety of curriculum-based models…

At Wagner College, students are required to participate in a series of three curriculum-based learning communities (C-BLCs) as the core of the undergraduate curriculum known as the Wagner Plan for the Practical Liberal Arts. This article describes the senior learning community (LC) in psychology at Wagner College, which is an example of a…

This chapter provides an overview and implementation guidelines of Just-in-Time Teaching (JiTT), an interactive engagement pedagogy used across disciplines and across the academy, now in its fourteenth year. The heart of JiTT pedagogy is Web-based pre-instruction assignments called warm-ups, with some colorful local variations, such as GeoBytes in…

The purpose of assembling this "New Directions in Teaching and Learning" volume was to introduce college and university teachers to a broad range of approaches that reflect evidence-based teaching (EBT). As each of the preceding chapters has shown, EBT not only can increase student learning across a variety of measures, it also can increase…

The focus of this paper is the curriculum development process that led to the intentional integration of knowledge, skills, and values in every course at a newly created institution, the University of Guelph-Humber (G-H). Among the many unique features of G-H, the integration of theory and practice in each course is one of the most important. The…

This article provides an overview of one Canadian provincially initiated curriculum reform effort in which several generic learning outcomes were established. It also presents a flexible, practical, and integrated framework for the development, implementation, and evaluation of program-level learning outcomes in undergraduate curricula contexts.…

Introduces the value of applying research findings about human learning to the design of instruction. Briefly summarizes the journal's other chapters. (EV)

Suggests that service learning, as an innovative practice in college teaching, challenges faculty in complex ways and proposes a matrix to help conceptualize different focus areas in service learning (student, expertise, sponsor, or common good) and instructional concerns (values development, pedagogical strategies, academic culture, and community…