Introduction: "Why Are We Here?" Embracing a New Culture of Teaching
Section 1: Foundations of Faculty Learning
1. From Mandate to Community: Fostering Permanent Inquiry Through Faculty Learning
2. The RIDLE Methodology and the Power of Rethinking: Guiding Theories and Program Design Principles
3. From to Strategy to Sustainability: Building Faculty Communities to Enact Creative and Lasting Improvements in Student Learning - an Administrator's Perspective
Section 2: The Promise and Perils of the Flipped Classroom
4. Flipping the 500+ Seat Lecture: Redesigning for Historical Thinking Through In-Class Activities
5. Flexible Modalities and Dynamic Approaches for Lecture Courses
6. Flipping Statistics: Promoting Student Engagement for Online Introductory Statistics
Section 3: Rethinking Assessment: Mastery, Ungrading, and Reflection
7. Leveraging AI for Mastery Grading in Large-Enrollment General Chemistry
8. Integrating Flexible Grading and Formative Assessment to Promote Learning and Engagement
9. On Not Measuring Dancing: Creative Re-Design in an Online Dance Studies Class
10. Integration of Active Learning and Metacognitive Practice into Introduction to Cell and Molecular Biology
Section 4: Narrative, Storytelling, and Sensemaking in the Sciences
11. Public Access Pedagogy: Storytelling as an Act of Sensemaking in Introductory Biology
12. Redesigning Introductory Genetics: Complexity and the Strange Allure of Cats
13. CipherAR: Engaging Students in Cryptography with AR and AI-Driven Storytelling
Section 5: Fostering Inclusive Communities and Normalizing Struggle
14. Beyond the Code: Fostering Inclusivity and Skill Development in Engineering Education
15. Enhancing Engagement and Equity through RIDLE: The Story of Curricular Changes in Cultural Anthropology Course (ANTH001-UC1)
16. From Flashcards to Frameworks: An Equity-Driven Approach to a STEM Major
Section 6: Scaling Up: Institutional Impact and Permanent Inquiry
17. Redrawing Course Lines: A Blueprint for Empathy
18. Leveraging RIDLE Methodologies to Redesign Writing Course Sequences, Granulate Learning Outcomes, and Expand Learning Opportunities
19. Equity, Evidence, and Effectiveness: Assessment & Evaluation of the RIDLE Program Using's WSCUC's ALA 3E Framework
20. Conclusion - From Paper Airplanes to Community: A Flight Plan for Sustainable Faculty Development
Technology Appendix
Index
