In this chapter, I consider what might happen if the pandemic acts as a portal for teaching and learning in higher education. I suggest the need to make commitments to five interlocking characteristics of post-pandemic pedagogy: Context, Learning, Equity, Agency, and Relationships. The future of teaching and learning, in short, is CLEAR.

This chapter explains that the core principles and practices of social and emotional learning should be used to support doctoral students and enhance their personal welfare and academic performance in graduate school.

Problem-Based Learning (PBL) is an increasingly popular interdisciplinary pedagogy. In this chapter, we discuss its roots, benefits, and potential trade-offs and give practical advice applicable to a variety of academic disciplines.

We compared twenty-six TBC-based studies across different countries to investigate whether there might exist universal principles of excellent teaching. We found several qualities that both faculty and students in these studies endorsed as universal or near-universal principles. Our findings provide a compelling starting point for teachers seeking…

This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.

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…

Astronomy classes that teach students to read and write images, diagrams, and plots offer an ideal venue to teach visual literacy.

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.

This chapter presents the case study of Renaissance College at the University of New Brunswick, discussing the faculty's achievements, challenges, and outlook for the future in the context of the scholarship of teaching and learning in Canada.

This chapter describes the processes and pedagogies used by one school in transitioning from lecture halls to collaborative learning environments.

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

Although there is much interest in teaching mindfulness to college students and other emerging adults, traditional methods of teaching mindfulness and meditation are not always effective for reaching this age group. Koru is a program, developed at Duke University, that has been specifically designed with the developmental characteristics of…

The social basis of learning is a concept that has been embraced by the higher educating community. Since the 1980s, there has been exciting growth and the development of specific practices that better engage students in academic content. The purpose of this review of the social basis of learning is to summarize contributions on this topic to the…

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…

Can one appropriately teach with the spirit in a secular classroom? This chapter addresses the question by exploring how the concepts of serendipity and stewardship encourage a form of spirituality that is inclusive and appropriate for the university setting. Serendipity and stewardship work hand in hand. Stewardship resists the temptation of…