Multipedagogies for College Teaching Forging a Culture of Instructional Innovation

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

Biography

Richard Edwards is the Founding Executive Director of the XCITE Center for Teaching and Learning at University of California Riverside. He is an Associate Adjunct Professor in the Department of Theatre, Film, and Digital Production.

Constance Nugent is currently an Associate Professor in the Department of Molecular, Cellular and Systems Biology at the University of California Riverside with nine years of administrative leadership experience overseeing student academic success at both the graduate and undergraduate levels.

Lash Keith Vance is an Associate Professor of Teaching at the University of California, Riverside, where he has taught over 50,000 students since 1996. Holding a Ph.D. and M.A. in English, a M.Ed., and a M.S. in Instructional Design, he serves as the Director of Computer-Assisted Assessment and Instruction and directs the Writing Placement Process.