Resources / Workshops
Workshops
Workshops forthcoming
Toolkits
Association of American Colleges and Universities. (n.d.). Dive deep into high-impact educational practices. Liberal Education.
Association of College and University Educators. (2024). Student success through faculty transformation toolkit (Version 2.1).
Resources
Brown, C. L., Grussendorf, J., Shea, M. D., & DeMas, C. J. (2022). Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes. Journal of Political Science Education, 18(3), 301–326.
Cleary-Holdforth, J. (2007). Student non-attendance in higher education: A phenomenon of student apathy or poor pedagogy? Level 3, 5(1), Article 2.
McNair, T. B., Bensimon, E. M., & Malcom-Piqueux, L. (2020). From equity talk to equity walk: Expanding practitioner knowledge for racial justice in higher education. Jossey-Bass.
From Equity Talk to Equity Walk: Expanding Practitioner… | AAC&U
Miller-Cotto, D., & Schunn, C. (2022). Mind the gap: How a large-scale course re-design in economics reduced performance gaps. The Journal of Experimental Education, 90(4), 783–796.
Roberts, J. A., Olcott, A. N., McLean, N. M., Baker, G. S., & Möller, A. (2018). Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses. Journal of Geoscience Education, 66(4), 304–318.
Theobald, E. J., Hill, M. J., Tran, E., & Freeman, S., et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483.
Vyas, V. S., & Reid, S. A. (2023). What moves the needle on DFW rates and student success in general chemistry? A quarter-century perspective. Journal of Chemical Education, 100(4).
