High-quality instruction is often exemplified by the use of innovative classroom teaching practices, allowing for both instructor-directed and self-regulated learning. Results of studies examining pedagogical innovation support the establishment of good balance among the three dimensions of classroom teaching practices: (a) enhanced activities including challenging tasks and content, (b) student- oriented, supportive practices and (c) teacher-directed practices that provide structure and clarity. Multiple innovative practices have been introduced over recent years (Vieluf, Kaplan, Klieme & Bayer, 2012).
Evidence suggests that innovative pedagogy delivered through integrative learning models is a highly effective approach used across general education, majors, and the co-curriculum, as well as prior professional, academic, and life experiences inside and outside the classroom. Integrative models allow students to apply the knowledge and skills they are learning in real-world contexts as they collaborate to develop solutions to complex and urgent problems encountered in globalized workplaces and civic life (AAC&U, 2016).
Opportunities for faculty development in Pedagogical Innovation are included here: