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Faculty Resources--Teaching & Learning

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Team-Based Learning

  • Clark, M. C., Nguyen, H. T., Bray, C., and Levine, R. (2008), Team-based learning in an undergraduate nursing course. Journal of Nursing Education, 47(3), 111-117. 
  • Dana, S. W. (2007), Implementing Team-based learning in an introduction to law course. Journal of Legal Studies Education, 24, 59-108.
  • Keeler, C. and Steinhorst, K. (1995),.Using small groups to promote active learning in the introductory statistics course: A report from the field. Journal of Statistics Education, 3(2). Retrieved from http://www.amstat.org/publications/jse/v3n2/keeler.html
  • Koles, P. G., Stolfi, A., Nelson, N. J., and Parmelee, D. X. (2010). The impact of team-based learning on medical students academic performance. Academic Medicine, 85, 1739-45. 
  • Lasserre, P. (2009). Adaption of team-based learning on a first term programming class. ITiCSE '09 Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education. Paris, France.
  • Michaelsen, L.K. (2002). Getting started with team-based learning. In Michaelsen, L. K., Knight, A. B., and Fink, L. D. (Eds.) Team-Based Learning: A Transformative Use of Small Groups (27-51). Westport, CT: Praeger Publisher
  • Michaelsen, L. K., Knight, A. B., and Fink, L. D. (eds.).(2004), Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing, LLC. 
  • Michaelsen, L. K. and Sweet, M. (2008), The Essentials of Team-Based Learning. New Directions for Teaching and Learning, 116, 7-27.
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Case/Problem-Based Learning

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., and Palincsar A. (1991). Motivation Project-based Learning: Sustaining the doing, supporting the learning. Educational Psychologist, vol. 26(3and4), 369-398.

Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70

Epstein, R. (January 9, 2004). Learning from the problems of problem-based learning. BMC Medical Education, 4(1)

Hmelo, C. (1995). Problem-based learning: Development of knowledge and reasoning strategies. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society. Hillsdale NJ: Erlbaum

Irby, D. (December, 1994). Three exemplary models of Case-Based Teaching. Academic Medicine, 69(12), 947-953

Nadershahi, N and Beck, L. (2013). An overview of Case-Based and Problem-Based Learning Methodologies for Dental Education. Journal of Dental Education, 77(10), 1300-1305

Examples:

Further Resources:


 

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Experiential Learning

  • Cowan, J. 1998. On becoming an innovative university teacher: Reflection in action. Milton Keynes, UK: Open University
  • Kolb, D. A., Rubin I. M., and McIntyre, J. (1971). Organizational psychology: An experiential approach. Englewood Cliffs, NJ: Prentice Hall
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall
  • Levett-Jones, T. (March, 2007). Facilitating reflective practice and self-assessment of competence through the use of narratives. Nurse Education in Practice, 7(2), 112-119
  • Saddington, J. A. (1992). Learner experience: A rich resource for learning. In J. Mulligan and C. Griffin (Eds.), Empowerment through experiential learning: Explorations of good practice (pp.37-49). London, UK: Kogan Page
  • Tsingos, C., Bosnic-Anticevich, S. & Smith, L. (February 12, 2014). Reflective practice and its implications for pharmacy education. American Journal of Pharmaceutical Education, 78(1), 18
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Blended Learning

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General

Threshold Concepts, Goals and Objectives

  • Donald, J. (2001). Learning to think: Disciplinary perspectives. San Francisco, CA: Jossey-Bass​
  • Felton, P. (June 20, 2013). Threshold concepts: Student & faculty perspectives. Center for Engaged Learning, Elon University
  • Flanagan, M. (n.d.). Threshold concepts: Undergraduate teaching, postgraduate training, professional development & school educationUniversity College of London. Retrieved from http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html 
  • Land, R., Meyer. J., & Baillie, C. (2010). Editors' preface. In R. Land, J. Meyer and C. Baillie, (Ed.s), Threshold concepts and transformational learning. (pp ix-xlii). Rotterdam, Netherlands: Sense Publishers
  • Land, R., Meyer, J. & Smith, J. (2008). Threshold Concepts within the Disciplines Rotterdam, Netherlands: Sense Publishers
  • Meyer, J. and Land, R. (2003) Threshold concepts and troublesome knowledge:Linkages to ways of thinking and practicing within the disciplines. ETL Occasional Report 4, May Enhancing Teaching and Learning Environments in Undergraduate Courses. Edinburgh UK: Teaching and Learning Research Programme, University of Edinburgh
  • Moulton, S., Turkay, S. & Kosslyn, S. (July 5, 2017). Does a presentation’s medium affect its message? PowerPoint, Prezi, and oral presentationsPLOShttps://doi.org/10.1371/journal.pone.0178774
  • Perkins, D. (2006). Constructivism and troublesome knowledge In J.H.F. Meyer and R. Land (Eds.) Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. (pp 33-47). London: Routledge​
  • Schwartzman, L. (2010). Transcending disciplinary boundaries: A proposed theoretical foundation for threshold concepts. In R. Land, J. Meyer, and C. Baillie, (Ed.s), Threshold concepts and transformational learning. (pp 21-44). Rotterdam, Netherlands: Sense Publishers