This chapter compared views of US- and foreign-educated faculty who teach in American universities on what represents excellent teaching using an online version of the teacher behavior checklist (TBC). Demographic criteria (including prior graduate training in teaching, rank, and teaching experiences) were used as bases for comparison. Both groups…

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 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…

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 chapter reports the results of a series of surveys that investigated the locations and attributes of FLCs, including type of institution and FLC sizes, budgets, participants, and activities. (Contains 12 tables.)

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.…

A general overview of the SI model is provided, including the SI philosophy, essential components of the program, program structures, key roles, outcomes, and evaluation. A review of what we have learned about the importance of planning SI sessions, providing ongoing training for leaders, conducting regular SI program assessments, and implementing…

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

The advent of technology-assisted teaching calls for new thought about evaluating teaching: (1) How do new technology environments affect teaching and learning in ways that have implications for evaluation? (2) How might technology tools help facilitate the representation and evaluation of teaching? (3) What issues should institutions consider in…