If you are not Modeling Good Teaching, you are Teaching Something Else: The HUCC Model of Teaching.

While many of us were brought up with the admonition by our parents to, "Do as I say, not as I do," this, in actuality, does not constitute effective teaching. Instructors in higher education, however, are often guilty of providing excellent resources and discourse on effective teaching but fall back on old habits when are teaching that are in conflict with what they have instructed. Confusion ensues. The HUCC Model for Teachng provides instructors with a map for including the following components for effective teaching: Heutagogy or selfdetermined learning. Rather than using a single-loop model of learning in which the learner identifies a problem, takes action, produces an outcome, and then begins again with a new problem, double-loop learning encourages students to reflect on their learning and to assess how it has changed their beliefs and actions and how they can apply what they have learned to other areas. Teachers become facilitators, not as leaders who sit back and let the students "discover" their learning but as leaders who provide appropriate guidance, resources, and models. Universal design for learning (UDL). This encompasses the idea of the architectural term, universal design, in which products that may have been designed for a certain population may, in the long run, be a design that is used by a diverse population. UDL uses this same theory as applied to education. We need to provide not only equal access to materials but equal access to learning. Creative thinking and problem solving. The move from the Information Age to what Pink (2006) refers to as the Conceptual Age calls for learning that engages students in deeper understanding of how to think through problems and produce solutions. Collaboration. Using Clark's tenets for teamwork as a basis for using the above theories in ways that students become accountable, effective team members. By encompassing all four components, instructors can model inclusive, reflective teaching that will provide students with skills that fit into the 21^st century's needs for education. [ABSTRACT FROM AUTHOR]