Works Cited

Alli, N., Rajan, R., & Ratcliff, G. (2016, March & April). How Personalized Learning Unlocks Student Success. Educause Review, 12-21.

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. & Wenderoth, M. (June 2014). Proceedings of the National Academy of Sciences 111 (23) 8410-8415: Active learning boosts performance in STEM courses; DOI:10.1073/pnas.1319030111

Giuliodori, M. J., Lujan, H. L., & Dicarlo, S. E. (2006). Peer instruction enhanced student performance on qualitative problem-solving questions. AJP: Advances in Physiology Education, 30(4), 168-173. doi:10.1152/advan.00013.2006

Kinzie, J. (2012). High-Impact Practices: Promoting Participation for All Student. Association of American Colleges & Universities, 15 (3). Retrieved from https://www.aacu.org/publications-research/periodicals/high-impact-practices-promoting-participation-all-students

Learning Assistant Alliance

Talbot, R., Hartley, L., Marzetta, K., & Wee, B. (2015). Transforming Undergraduate Science Education with Learning Assistants: Student Satisfaction in Large-Enrollment Courses. Journal of College Science Teaching, 44(5), 24-30. Retrieved from http://www.jstor.org/stable/43631844

Tyton Partners. (2013). Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education.

Wiggins, Grant, and McTighe, Jay. (1998). Understanding by Design (pp. 13-34). ASCD.