This chapter revisits a developmental model of professors-as-teachers that provides a useful framework for considering emotion in teaching and learning.

This chapter contains an overview of the MVP model that is used as a basis for the other chapters in this issue. It also contains a description of key steps in the ARCS-V design process that is derived from the MVP model and a summary of a design-based research study illustrating the application of the ARCS-V model.

This final chapter synthesizes the findings and implications derived from applying the Decoding the Disciplines model across disciplines and within communities of practice. We make practical suggestions for teachers and researchers who wish to apply and extend this work.

This chapter explores three key features of integrative learning practice that play a vital role in fostering student success: guidance and support through critical transitions; entire development of the student; and engagement in project-based learning that connects learning to complex, real-world problems, and opportunities that can have…

This chapter demonstrates how Decoding work can be used productively within a curriculum change process to help make design decisions based on a more nuanced understanding of student learning and the relationship of a professional program to the field.

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

This chapter draws on other authors' ideas in this issue, describing parallels and outlining distinctions toward a synthesized model for the development of SoTL initiatives at the institutional level and beyond.

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