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.

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

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.

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…

This chapter is a description of the utilization of SoTL concepts and Brookfield's Critical Incident Questionnaire in an evidence-based medicine course in physician assistant education.

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.

This chapter provides the structure of a Community of Learners using a Scholarship of Teaching and Learning framework.

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.

Though there is a scarcity of literature on teaching pedagogy in counselor education, accountability in teaching future counselors is a responsibility of all counselor educators. Though no two educators are identical, there are some commonalities in the approaches used to effectively engage students in learning and gaining the knowledge, skills,…

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…

This chapter is designed to provide a stimulus for reflective thinking. The intent is to encourage teachers to reflect upon--even question--a teaching methodology that recognizes and builds upon the learning potential inherent in a cacophony of voices, paradoxical worldviews, and divergent ways of personal being. A pedagogical possibility is…

Dewey (1916) described the attainment of education as a necessary tool for the establishment and sustainability of progress. Education, attending to the good of the public, is designed to instill knowledge in the constituencies it serves (Kezar 2005). Further, Woods (2004) described the design of education, its services and responsibilities, as an…

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…