References
- Abell, M., L. Braddy, D. Ensley, L. Ludwig, H. Soto, and Project Leadership Team. 2018. Instructional Practices Guide. MAA Notes #89, Washington, DC, MAA Press.
- Aguilar, L., G. Walton, and C. Wieman. 2014. Psychological insights for improved physics teaching. Physics Today. 67(5): 43–49. doi: 10.1063/PT.3.2383
- Bressoud, D., V. Mesa, and C. Rasmussen, eds. 2015. Insights and Recommendations From the MAA National Study of Calculus. MAA Notes #84, Washington, DC, MAA Press.
- Carney, D., N. Ormes, and R. Swanson. 2015. Partially flipped linear algebra: A team-based approach. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies. 25(8): 641–654. doi: 10.1080/10511970.2015.1047545
- Daly, C. J. 2011. Faculty learning communities: Addressing the professional development needs of faculty and the learning needs of students. Currents in Teaching & Learning. 4(1): 3–16. doi: 10.7459/lt/4.1.01
- Dewar, J., and C. Bennett, eds. 2015. Doing the Scholarship of Teaching and Learning in Mathematics. Mathematical Association of America. http://www.jstor.org/stable/10.4169/j.ctt15r3zpg.
- Freeman, S., S. Eddy, M. McDonough, M. Smith, N. Okoroafor, H. Jordt, and M. Wenderoth. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences. 111(23): 8410–8415. doi: 10.1073/pnas.1319030111
- Hagedorn, L. S. 2000. Conceptualizing faculty job satisfaction: Components, theories, and outcomes. New Directions for Institutional Research. 2000(105): 5–20. doi:10.1002/ir.10501.
- Hake, R. 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics. 66(1): 64–74. doi: 10.1119/1.18809
- Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
- Henderson, C., and M. Dancy. 2011. Increasing the impact and diffusion of STEM education innovations. Commissioned paper for National Academy of Engineering Forum – The Impact and Diffusion of Transformative Engineering Education Innovations. New Orleans, LA, Feb. 7–8, 2011. Washington, DC: National Academy of Engineering.
- Kuh, G. D., S. O. Ikenberry, N. Jankowski, T. R. Cain, P. T. Ewell, P. Hutchings, and J. Kinzie. 2015. Using Evidence of Student Learning to Improve Higher Education. San Francisco, CA: Jossey-Bass.
- Prince, M. 2004. Does active learning work? A review of the research. Journal of Engineering Education. 93(3): 223–231. doi: 10.1002/j.2168-9830.2004.tb00809.x
- Talbert, R. 2014. Inverting the linear algebra classroom. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies. 24(5): 361–374. doi: 10.1080/10511970.2014.883457
- Wiggins, G., and J. McTighe. 1998. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).