2024

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December 2024
Wingate, U. (2007) A Framework for Transition: Supporting ‘Learning to Learn’ in Higher Education.
Higher Education Quarterly, 61: 391-405.
https://doi.org/10.1111/j.1468-2273.2007.00361.x

November 2024
Field-based local stream research in undergraduate classes: an inquiry-based approach
Sarah Praskievicz (2023) Field-based local stream research in undergraduate classes: an inquiry-based approach
Journal of Geography in Higher Education, 47:4, 677-684
https://doi.org/10.1080/03098265.2022.2065667

October 2024
Shinneman, A. L. C., Loeffler, S., & Myrbo, A. E. (2020).
Self-guided field trips allow flexibility in undergraduate student introductory field experiences.
Journal of Geoscience Education, 68(4), 371–379.
https://doi.org/10.1080/10899995.2020.1768006

September 2024
Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation
Vansteenkiste, Lens & Deci (2006).
https://doi.org/10.1207/s15326985ep4101_4

August 2024
Chris S. Hulleman, Judith M. Harackiewicz,
Promoting Interest and Performance in High School Science Classes.
Science 326, 1410-1412 (2009).
https://www.science.org/doi/abs/10.1126/science.1177067

May 2024
From authentic assessment to authenticity in assessment: broadening perspectives,
R. Ajjawi et. al,  Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2023.2271193

April 2024
Contracts for promoting teamwork, starting from this example:

https://www.eur.nl/en/impactatthecore/knowledge-platform-impact-driven-education/designing-impact-driven-education/building-learning-environments-communities/team-contract-activity

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For a more in depth discussion, see: https://doi.org/10.1108/S1085-4622(2009)0000010006

March 2024
Understanding the scope of undergraduate research: a framework for curricular and pedagogical decision-making.
A. Brew, High Educ 66, 603–618 (2013).
https://doi.org/10.1007/s10734-013-9624-x

February 2024
Do students develop teamwork skills during geoscience fieldwork? A case study of a hydrogeology field course
Samuel Cornelius Nyarko and Heather L. Petcovic
Journal of Geoscience Education 71(2), 145-157 (2023)
https://doi.org/10.1080/10899995.2022.2107368

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2023

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December 2023
Two Models of Educational Assessment
Paul Hager and Jim Butler
Assessment & Evaluation in Higher Education, 21(4) 367-378 (1996)
https://doi.org/10.1080/0260293960210407

November 2023
Physics Exams that Promote Collaborative Learning,
C. E. Wieman, G. W. Rieger and C. E. Heiner,
Phys. Teach., 52, 51 (2014)
https://doi.org/10.1119/1.4849159

October 2023
Teaching With Rubrics: The Good, the Bad, and the Ugly,
Heidi Goodrich Andrade
College Teaching, 53:1, 27-31 (2005)
https://doi.org/10.3200/CTCH.53.1.27-31

September 2023
Activity bingo: Nudging students to make the most out of fieldwork.
M. S. Glessmer, L. Latuta, F. Saltalamacchia, and K. Daae
Oceanography (2023),
https://doi.org/10.5670/oceanog.2023.217.

August 2023
Chapter 6: Education as Relational Process
Kenneth J Gergen
in An Invitation to Social Construction (2015)
Book DOI: https://doi.org/10.4135/9781473921276
Chapter DOI: https://doi.org/10.4135/9781473921276

June 2023
Using the history of plate tectonics to teach the nature of science,
Samuel Cornelius Nyarko & David Wyss Rudge
International Journal of Science Education, 44(12) 1958-1977 (2022)
https://doi.org/10.1080/09500693.2022.2105977

May 2023
Sharon Stein, Vanessa Andreotti, Rene Suša, Cash Ahenakew & Tereza Čajková
From “education for sustainable development” to “education for the end of the world as we know it”
Educational Philosophy and Theory, 54(3) 274-287 (2022)
https://doi.org/10.1080/00131857.2020.1835646

March 2023
Mandatory coursework assignments can be, and should be, eliminated!
John Haugan, Marius Lysebo and Per Lauvås
European Journal of Engineering Education, 42(6) 1408–1421 (2017)
https://doi.org/10.1080/03043797.2017.1301383

February 2023
Transforming the lowest-performing students: an intervention that worked
Louis Deslauriers, Sara Harris, Erin Lane, Carl Wieman
Journal of College Science Teaching, 41(6) 76 (2012)
https://www.jstor.org/stable/43748583

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2022

December 2022
Going solo: students’ strategies for coping with an independent GIS project', Duncan Whyatt, Gemma Davies & Gordon Clark, 2022, Journal of Geography in Higher Education,
https://doi.org/10.1080/03098265.2022.2065668

November 2022
The Messy Teaching Conversation: Toward a Model of Collegial Reflection, Exchange, and Scholarship on Classroom Problems
by H. L. Johnsen, M. Pacht, P. van Slyck, and T. M. Tsao
Teaching English in the Two-Year College, 37(2), 119 (2009)

September 2022
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences
K. J. van der Hoeven Kraft et al,
Journal of Geosciences Education, 59, 71-84 (2011)
https://doi.org/10.5408/1.3543934a

June 2022
The Curious Construct of Active Learning
D. Lombardi, T. F. Shipley and discipline teams.
Psychological Science in the Public Interest, 22(1) 8-43 (2021)
https://doi.org/10.1177%2F1529100620973974

May 2022
Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning,
April N. Grissom, C. Douglas Czajka & David A. McConnell
Journal of Geoscience Education, 63(4) 285-296 (2015)
https://doi.org/10.5408/14-050.1

March 2022
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin
PNAS, 116(39) 19251-19257 (2019)
https://doi.org/10.1073/pnas.1821936116

February 2022
Active learning increases student performance in science, engineering, and mathematics
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth
PNAS, 111(23) 8410-8415 (2014)
https://doi.org/10.1073/pnas.1319030111

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