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…

This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

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 explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.

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 examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

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.

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

This chapter argues that the most important thing for a nonnative English-speaking teacher is to have an open and positive attitude toward students. A teacher's willingness to work out problems with individual students, coupled with openness to students' ideas and criticism, should help improve students' negative attitudes toward…

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 discusses strategies to establish rapport and demonstrate knowledge in order to enhance instructor credibility and create a productive learning environment in the oral performance class.

This chapter examines the negotiated experiences of a female international faculty of color teaching an intercultural communication course from the lens of intersecting cultural identities in the context of a prominently White institution in the United States.

Globalization and recent demographic changes in the United States contribute to an increasing number of nonnative speakers of English in our classrooms. Such multicultural classrooms present different dynamics and challenges. Most teachers don't receive training in college to work with students whose first language and culture are different…