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Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill development. [ABSTRACT FROM AUTHOR]

This chapter compared views of US‐ and foreign‐educated faculty who teach in American universities on what represents excellent teaching using an online version of the teacher behavior checklist (TBC). Demographic criteria (including prior graduate training in teaching, rank, and teaching experiences) were used as bases for comparison. Both groups agreed on eight qualities of excellent teaching (although in different order) and the results underscore the role of prior graduate training in teaching, rank, and years of teaching experience in how faculty perceive excellent teaching. The results contribute novel and useful insights into the literature on master teaching as well as to faculty/instructional developers in higher education. [ABSTRACT FROM AUTHOR]

Abstract: Four TBC studies investigating faculty and student perceptions of the qualities of excellent teachers yielded consistent results, although student responses revealed a greater range of qualities. Students included more items from the caring and supportive subscale whereas faculty tended to focus more on items from the professional competency subscale. [ABSTRACT FROM AUTHOR]

Abstract: This chapter identifies perspectives of excellent teaching among faculty from Saudi Arabia using the Teacher Behavior Checklist. Faculty ranked knowledgeable, promotes critical thinking, current, enthusiastic, and creative and interesting as top qualities of master teachers. [ABSTRACT FROM AUTHOR]

Abstract: Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill development. [ABSTRACT FROM AUTHOR]