The learning partnership model was dynamic in the design of a master's degree program for practising k-12 teachers. The process of designing experiences that explicitly support teachers to reflect on their assumptions, consider alternative perspectives, develop a language and make explicit connections between theory and practice will be discussed. A variety of reflective tools encourage a movement in teacher's development toward becoming self-authoring; these tools are essential to sustaining continuous improvement. Over time, teachers demonstrated ownership of pedagogical understandings and the transfer of knowledge into practice. The impact of modeling the reflective feedback cycle by university faculty enhances the learning process toward transformative teacher development. IntroductionLearning Partnerships are complex course designs which are inclusive of the student/ faculty interaction. Baxter Magolda (2004) identifies three aspects necessary in a creating a learning partnership: 'help learners meet the challenge by validating their ability to learn, situating learning in the learners' experience and defining learning as a collaborative exchange of perspectives' (p. xviii). The purpose is to promote independence for learning and at the same time shape student assumptions. One key element in examining and shaping one's own assumptions in new and creative ways is the use of reflection.Reflection has quickly become the latest buzz word in the educational repertoire. However, reflection as a recap of events does not influence individual perspectives. Productive reflection requires individuals to consider alternative perspectives, the onus of responsibility and the roles of power to name just a few. Brookfield (2000) states that without the further examination of hegemonic implications of teacher practice, reflection loses the intended transformational purpose. The intention of this paper is to weave together the theories of critical reflection (Bolton, 2005) and a feedback cycle based on Brookfield's (1995) critical incident model through a learning partnership (Baxter Magolda, 2004) to better impact teacher development. These three theories intertwined, model and value reflective practice in the university teaching and learning process.

As institutions look for ways to increase enrollment and students seek greater flexibility in their learning environments, blended learning is emerging as the best of both worlds. This chapter will discuss why both students and instructors choose blended learning (BL) and the benefits of BL pedagogically. The layers of software required to support BL will be briefly described for the purpose of supporting a discussion of the tools used to design online learning. The role of assessment and the need to create communities of practice within a BL environment will be illustrated. With a changing emphasis from software and function to one of learning outcomes, this chapter will present Learning Activities Management Systems (LAMS) and the International Society for Technology in Education (ISTE) standards which focus on the advancement of instructional design. ISTE will be introduced as a framework for students and instructors to gauge their teaching and learning goals.

The purpose of this chapter is to make explicit how faculty members at one institution adopted the cognitive apprenticeship model as a way to support doctoral students' development from student to scholar. The efforts in doing so focus heavily on dissertation thinking and writing because the dissertation is such a significant, culminating element in any doctoral student's experience. Writing a dissertation is something one only does once, and the process is typically designed to be an individual test of the ability to make connections between theory and practice, conduct research, and communicate about research in a scholarly manner. The isolation of dissertation writing often results in doctoral students' remaining ABD (all but dissertation). Most professors who have mentored a doctoral student through the dissertation process can attest that success in completing coursework does not necessarily lead to success in completing a dissertation. Because dissertation writing is markedly different from other kinds of academic and professional writing, many doctoral students need explicit support such as cognitive apprenticeship to guide their journey through the dissertation writing process.

Indeed, educators as well as students construct meaning of their experiences; and just as the ways students interpret events shape their reactions to these events, so too do the ways educators interpret pedagogical models shape whether and how they choose to use them in their own practice.Baxter Magolda and King (2004, 303) Mercer University-Atlanta I am constantly seeking equilibrium. I want balance, but some teaching days are anything but balanced. I planned, I expected good class interaction and it was ok but not what I had hoped for in my mind' s eye. On other occasions, a risky lesson plan evolves into an exceptional teaching and learning experience. It turns out I'm not alone. Faculty across campus are asking the same questions and having similar experiences. Mercer University is a Baptist affiliated private university in Atlanta, Georgia. The Atlanta campus consists primarily of professional, graduate programs. The university does not have a Center for Teaching and Learning, yet several colleges (Nursing, Pharmacy and Health Service, Education, and Continuing and Professional Studies) promote the Scholarship of Teaching and Learning in their tenure and promotion process. There is no centralized office or designated faculty to provide professional development, organize resources, or provide teaching and learning support.Two workshops were offered to any interested faculty to begin conversations based on the Scholarship of Teaching and Learning model. These sessions were designed to inform participants on how to use course management software, such as Blackboard, to gather data from their students to explore the student learning experience. The goals were to demonstrate how to use adult development and learner-centered literature in any discipline and to analyze classroom data for the purpose of creating rich experiences. The purpose for choosing adult learning theory was to provide NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 139, Fall 2014

The purpose of this chapter is to make explicit how faculty members at one institution adopted the cognitive apprenticeship model as a way to support doctoral students' development from student to scholar. The efforts in doing so focus heavily on dissertation thinking and writing because the dissertation is such a significant, culminating element in any doctoral student's experience. Writing a dissertation is something one only does once, and the process is typically designed to be an individual test of the ability to make connections between theory and practice, conduct research, and communicate about research in a scholarly manner. The isolation of dissertation writing often results in doctoral students' remaining ABD (all but dissertation). Most professors who have mentored a doctoral student through the dissertation process can attest that success in completing coursework does not necessarily lead to success in completing a dissertation. Because dissertation writing is markedly different from other kinds of academic and professional writing, many doctoral students need explicit support such as cognitive apprenticeship to guide their journey through the dissertation writing process.