This chapter introduces Universal Design for Learning, outlining the key elements and ideas behind UDL, with some examples from the author's own teaching practice in a postgraduate business school class illustrating the application of UDL. A toolkit of some useful resources for newcomers to UDL is also provided.

This chapter describes best practices to address the challenges posed for implementing the second stage of team-based learning (TBL), the Readiness Assurance Process (RAP), in online settings, and uses the experience of expert TBL users to suggest strategies for maintaining the essential aspects of the pedagogy.

In this article, the author discusses the multi-year implementation of essential learning outcomes at Stockton University. The implementation process included strategies for generating faculty buy-in, creation of a University-wide steering committee, facilitating summer workshops, and planning for assessment.

This chapter discusses three important pedagogical strategies: integrating students' funds of knowledge throughout the learning process; exposing students to dominant and critical disciplinary knowledge; and envisioning academic content as a tool supporting students' self-growth, contributions to community/society, and potential contributions to…

Outlining one program's history of outcomes-based assessment, the authors examine the relationships among assessment practices, program identity, and program values. Understanding the ways in which past processes of identifying learning outcomes reflected, and failed to reflect, shared values points us toward a new set of strategies for developing…

This chapter demonstrates how Decoding work can be used productively within a curriculum change process to help make design decisions based on a more nuanced understanding of student learning and the relationship of a professional program to the field.

This chapter reviews research linking the importance of community in increasing engagement in online courses from an interdisciplinary perspective. Additionally, we identify applicable teaching strategies that focus on the important elements of community building, namely teaching, social, and cognitive presence.

This chapter examines how SoTL has been integrated and supported at the University of Guelph based on three catalysts: (1) leadership commitment, (2) reward and recognition, and (3) integrated networks for sustained development.

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.

We discuss how a professor worked with six students to design and implement a complex teaching strategy for a course, and used the students' assistance to create a sustainable model for future iterations of the course.

This chapter explores emotional intelligence as the glue that binds people together regardless of cultural differences.

This chapter examines the use of reading and writing activities to promote critical reflection among Asian students in higher education settings.

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

This final chapter highlights seven general suggestions and strategies for faculty (and others) working to develop visual literacy in classrooms and across the curriculum. The chapters throughout this volume illustrate and elaborate on these strategies; they are condensed here as a quick guide to effective practice.

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.