Much scholarship available on team-teaching focuses on K-12 programming, with limited examples in post-secondary education. Adding to the growing research on college-level team-taught courses, this reflection describes how interdisciplinary team-teaching can offer not only a pedagogically innovative experience for students but also highlight the…

This article details decisions made to flip a small, public administration graduate-level course in real time. Interweaving student feedback with instructor notes and reflections gives a unique, personal look into a scenario-based course that changed weekly. We detail this dynamism, highlighting successes and failures in flipping the classroom.…

The Scholarship of Teaching and Learning (SoTL) arose, in part, out of a need to rebalance the triadic mission of large academic institutions that have traditionally emphasized research over teaching and service. But how do you encourage SoTL when the faculty reward structure is weighted toward traditional research? Therein lies the SoTL paradox.…

An interdisciplinary professional development initiative targeted faculty teaching undergraduate liberal arts courses with the goal of enhancing the critical-thinking skills of learners. The authors emphasize innovative teaching strategies and educational technology. Results indicate that the institute promoted the adoption of learner-centered…

A college teacher and student describe the rationale behind collaborative test taking and their efforts to implement it in a freshman English course. The approach, in which students learn to work collaboratively from the beginning of the course, allows participants to solve problems related to a writing task and teaches real-world work skills.…