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Showing 1 to 15 of 109 results
Peer reviewed
Direct linkFlorman, Jean C. – New Directions for Teaching and Learning, 2014
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…
Descriptors: Active Learning, Technology Integration, Classroom Techniques, Adoption (Ideas)
Baepler, Paul; Walker, J. D. – New Directions for Teaching and Learning, 2014
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.
Descriptors: Active Learning, Classroom Environment, Educational Change, Peer Relationship
Beichner, Robert J. – New Directions for Teaching and Learning, 2014
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.
Descriptors: Active Learning, Educational Development, Classroom Environment, Classroom Design
Zajonc, Arthur – New Directions for Teaching and Learning, 2013
During the last fifteen years a quiet pedagogical revolution has taken place in colleges, universities, and community colleges across the United States and increasingly around the world. Often flying under the name "contemplative pedagogy," it offers to its practitioners a wide range of educational methods that support the development of student…
Descriptors: Higher Education, College Instruction, Educational Change, Metacognition
Britton, Willoughby B.; Brown, Anne-Catharine; Kaplan, Christopher T.; Goldman, Roberta E.; DeLuca, Marie; Rojiani, Rahil; Reis, Harry; Xi, Mandy; Chou, Jonathan C.; McKenna, Faye; Hitchcock, Peter; Rocha, Tomas A.; Himmelfarb, Josh; Margolis, David M.; Niles, Halsey F.; Eckert, Allison M.; Frank, Tana – New Directions for Teaching and Learning, 2013
Contemplative practices, which engage the subjective or "first-person" perspective, are being incorporated into systems of higher education that have traditionally relied on didactic or "third-person" approaches (Dederer 2007; Kroll 2010; Repetti 2010; Roth 2006; Shapiro, Brown, and Astin 2011; Smith 2006; Zajonc 2006). The students who are…
Descriptors: Higher Education, Teaching Methods, Educational Change, Metacognition
Schumann, David W.; Peters, John; Olsen, Taimi – New Directions for Teaching and Learning, 2013
The advent of faculty development centers that focus on the improvement of teaching skills and better understanding of student learning concepts dates back to the 1960s. These centers were initiated from a realization that the effectiveness of a faculty member resulted from growth and maturity over time and that certain support systems were…
Descriptors: Higher Education, Stakeholders, Educational Change, Instructional Improvement
Miranda, Twyla T. – New Directions for Teaching and Learning, 2012
What is transformative professional development for educators? Ideally, teachers and school leaders are given multiple opportunities to revisit schemas about themselves and their learning communities, with the intent to transform practice, the school environment, and even themselves. In practice, three cohorts of teachers and school leaders…
Descriptors: Educational Environment, Professional Development, Educational Change, Transformative Learning
Holloway, Elizabeth L.; Alexandre, Laurien – New Directions for Teaching and Learning, 2012
This chapter explores relational boundary crossing in doctoral education as a way to improve student learning and faculty satisfaction. A brief introduction sets the stage by articulating a recognized set of challenges for student learning in the current context of U.S. doctoral education. The chapter then introduces elements of an innovative…
Descriptors: Doctoral Programs, Interdisciplinary Approach, Graduate Students, Student Attitudes
Espinoza, Chip – New Directions for Teaching and Learning, 2012
Students' relationships with authority and information are changing rapidly, and this presents a new set of interpersonal boundary challenges for faculty. The topic of setting boundaries often conjures up thoughts of how to protect oneself. The intent of this chapter is to explore how good rapport between teacher and student can be developed and…
Descriptors: Higher Education, College Faculty, Teacher Student Relationship, Teacher Attitudes
Carstens, Lisa; Howell, Joyce Bernstein – New Directions for Teaching and Learning, 2012
The term "assessment" sends shivers down academic spines. For faculty, it signals marching orders from external parties who may or may not appreciate the subtle and not always quantifiable value of faculty efforts. For administrators, it means the dual challenge of recalibrating internal measures to meet external mandates but also inspiring…
Descriptors: Faculty Development, Educational Change, Accreditation (Institutions), Educational Improvement
Love, Anne Goodsell – New Directions for Teaching and Learning, 2012
This article discusses the growth and current state of learning communities (LCs) in higher education. It reviews literature on the impact of LCs, highlighting a sample of single-institution studies and describing results from multi-institutional studies. LCs have been a growing movement aimed at educational reform for decades, and evidence…
Descriptors: Academic Achievement, Higher Education, Evidence, Educational Change
Matthews, Roberta S.; Smith, Barbara Leigh; MacGregor, Jean – New Directions for Teaching and Learning, 2012
This volume focuses on learning communities at the beginning and at the culmination of work in the major of psychology and reflects a commitment to good practice both within and outside the classroom. Its comprehensive approach attests to the power of learning communities within the discipline and is a fine example of their evolution. In this…
Descriptors: Communities of Practice, Educational Development, Psychology, Best Practices
Fraser, Kym; Gosling, David; Sorcinelli, Mary Deane – New Directions for Teaching and Learning, 2010
Educational development, which the authors use to refer to the field of professional and strategic development associated with university and college learning and teaching, can be described in many ways by referring to its different aspects. In this article the authors endeavor to categorize many of the models that have been used to describe…
Descriptors: Educational Development, Educational Change, Teaching Methods, Models
Cowart, Monica R. – New Directions for Teaching and Learning, 2010
While numerous professors and administrators can agree upon the benefits of infusing the curriculum with experiential learning, a commonly stated obstacle to widespread curricular reform is funding. Specifically, given that external institutional support can be difficult to procure, especially in uncertain economic times, institutions might…
Descriptors: Strategic Planning, Experiential Learning, Educational Change, Faculty Development
Johnson, James R.; Kovach, Ronald J.; Roberson, Patricia N. – New Directions for Teaching and Learning, 2010
This article is the third of three case studies of successful implementation of experiential education at very different types of institutions. This case study discusses the use of David A. Kolb's Experiential Learning Model in the implementation of innovative graduation requirements in experiential education that began in 2008. Purdue University…
Descriptors: Graduation Requirements, Experiential Learning, Organizational Change, Educational Change
