This chapter introduces a University of Iowa effort to enhance and support active learning pedagogies in technology-enhanced (TILE) classrooms and three elements that proved essential to the campus-wide adoption of those pedagogies. It then describes the impact of those professional development efforts on the curricula and cultures of three…

A case study is described that examines the beliefs and practices of a university instructor who teaches regularly in an active learning classroom. His perspective provides insights into the pedagogical practices that drive his success in these learning spaces.

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

This concluding chapter helps us look toward the future of active learning spaces as they enter the mainstream.

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

This chapter explores whether a new learning space, designed to be more like a café than a classroom, provides an environment that facilitates active and collaborative learning.

In the post 9/11 world, a nonnative US teacher who attempts to challenge existing cultural assumptions may easily trigger hostility and suspicion in the classroom. This chapter conveys the experience of a college professor whose approach often deliberately crosses that line.

This chapter presents findings from a qualitative study which investigated the perceptions of twenty-five ITAs toward US American undergraduates. The participant cohort comprised fourteen PhD and eleven master's students, of which, three were male and twenty-two were female ITAs teaching oral communication or a communication course requiring…

This chapter will describe the evolution of a study of graduate education students' needs as writers. Recognizing that many of my students--who would soon be teaching children to write--struggled with various aspects of writing, I began a Scholarship of Teaching and Learning (SoTL) study to examine (a) my students' perceptions of…

Librarians are continually teaching students and faculty how to identify and access learning resources. They teach during individual reference consultations, through presentations to classes, and through library website content they create. Are librarians well prepared to design and deliver well-crafted instruction? Academic librarians have…

Two educators provide an overview of what they have learned about the Scholarship of Teaching and Learning related to the education of future physical therapists and describe how they and their colleagues on faculty are integrating it into their academic lives.

Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity.

In a real teaching and learning community of learners, the belief exists that all can and will learn, that the teacher has the ability to connect new information with the knowledge base of each student, and that students will become empowered to make their own connections. This premise is built on a foundation that sees each student as a unique…

Racial awareness is a critical foundation to racial sensitivity, and it is a necessity for future professionals who want to be prepared to succeed in an increasingly diverse society. Several factors have been shown to influence racial awareness in professionals including their own race, their personal experience with racism, and the amount/quality…

In a context that is increasingly becoming more diverse, we consider it essential to promote activities to develop linguistic and cultural awareness among preservice teachers. This chapter is based on the narratives of college students who when enrolled in an English as a Second Language class participated in a project where they accompanied newly…