june 2, 2013 strategies that engage adult learners cristie mcclendon

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JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

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Page 1: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

JUNE 2, 2013

Strategies that Engage Adult Learners

Cristie McClendon

Page 2: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Outcomes for the Session

Identify the characteristics of excellent faculty members;

Differentiate between a fixed and growth mindset;

Compare and contrast mastery learners, strategic learners and performance avoiders;

Identify four stages of learning;Preview instructional strategies that engage

adult learners

Page 3: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Icebreakers

Page 4: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Icebreakers

Benefit: Requires only the ability to express oneself

Allows the learners to get to know one another before they resort to learning style and competition

Humanizes the learning experience and builds trust

Sets the tone for future communication in the course

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 5: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

In a Word…

Purpose: Students introduce themselves to others in a new and innovative way

Instructions: Think of one word that best describes you or your

life right now. Write it on an index card. Find someone else whose word “resonates” with

you. Pair up with them and come up with two other

words that you have in common.

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 6: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Name that Show

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 7: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Effective Icebreakers

Should be fun and nonthreateningFocuses on the learners instead of contentRequires learners to interact with one

another or read one another’s posts (online)Requires the learner to find something they

have in common with at least 10% of the class

Requires learners to be creative, and express genuine emotions and openness

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 8: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Advanced Organizer

1. Left-brained learners need to see the big picture first so they will be able to pay attention to the presentation.

2. When we present, we usually teach to our right, so we need to be sure and make a concerted effort to look to the left periodically.

3. A good way to see if your audience is paying attention and comprehending your presentation is to monitor their blink rate.

4. Interpersonal learners need time at the end of a presentation to reflect and digest the information in order to retain it.

5. Instructors often have to mismatch their own preferred learning style in order to meet the needs of their learners.

Page 9: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Active and accomplished researchers and scholars

Follow the current developments and research in their field

Engage in reflection and metacognition within the discipline

Use knowledge to build their own understanding and abilities

Transmit this knowledge to students in a way they can understand

Know how to build foundational knowledge and scaffold content for student understanding

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press.

Page 10: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Realize knowledge is constructed, not receivedRealize questions and caring are important

The more questions we ask, the more we can index thoughts in memory.

Ask questions, but teach students to develop their own as well

Students have to want to go beyond just memorizing information for the test.

We have to motivate them.

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 11: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Page 12: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Realize mental models change slowlyThree prerequisites for deep learning:

Students must face a situation does not work; Students must care enough that it doesn’t work to

grapple with the issue at hand; Students must be able to handle emotional trauma

that comes with challenging long-held beliefs.

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 13: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Motivation is important. Verbal reinforcement and social approval motivate

students Motivation and performance decrease when students

feel someone is trying to control them. If students only study to get a good grade or to be

the best in class, they do not achieve as much as they do when they actually learn.

They cannot analyze, synthesize with the same level of mental skill, nor will they take on challenges.

Feel smart only when they engage in activities that they can succeed in avoid struggling grappling and making mistakes’ want to appear smart

Person praise (you are so smart) versus task praise (you did a great job on that paper)

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 14: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Realize people come to and move between the levels

Have a strong sense of who learners are Tailor approaches based on how students

learn; incremental steps Help students believe that they can learn,

build confidence and encourageHelp students craft a notion as to what it

means to be intelligent and educated Help students learn their strengths and

contributions they can make

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 15: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Give students as much control over education as possibleOffer nonjudgmental feedback on work and how then

how to improveAvoid dividing students into groups based on level of

achievementEncourage cooperation and collaboration versus

competitionAvoid grading on a curve and grade based on mastery of

criterionGive students multiple opportunities to show what they

knowTalk about the promises of the course rather than a long

list of requirementsMeaningful connections to the course and student prior

knowledge

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 16: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

How Would You Rate Yourself?

On a scale of 1-5 with five being the highest, how would you rate yourself on how well you could identify the stage of learning your students are in?

What is your best attribute?Where might you be able to grow?

Page 17: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Mindset

Page 18: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Activity

Fixed or growth mindset quiz

Page 19: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Application Cards

Purpose: New content in the form of theories, principles, or procedures is presented to students.

Instructor hands out index cards and has students write down one real, world application for what they have learned

What have you learned about growth and fixed mindsets?

Page 20: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Video

Page 21: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Think-Pair-Share

How are adult learners similar to and different from the traditional students you might

have in class now?If adult learners were surveyed for this video, what might they say?How might this information change

your teaching?

Page 22: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Types of Learners

Page 23: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Three Kinds of Learners

Mastery learners Respond to the challenge of mastering something Get inside the subject and try to examine its

complexity Believe they can become more intelligent by learning Work to develop their thinking competence Establish individual learning goals Engage for the sake of learning Take more risks in learning, try harder tasks

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 24: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Three Kinds of Learners

Strategic Learners Focus on doing well; want high grades React to competition Avoid challenges that will harm their academic

performance and record Fail to develop deep understanding View intelligence as fixed Often develop a sense of helplessness Want tasks that they find easy, make them feel

smart and require little effort Don’t want to grapple with the content to

change their own perceptions

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 25: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Performance avoiders…. Surface learners, Don’t want to invest of themselves to probe deeper Fear failure Stick with trying to survive Memorize and reproduce what they hear Avoid competition Pursue answers to questions rather than learning the

information

Three Kinds of Learners

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 26: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Four Stages of Learning

Stage 1: Received knowers View learning as a matter of checking with the experts

to get the right answers and then memorizing them Truth is external Sit and get Poised and ready to take notes Ingest information but cannot evaluate or create it for

herself Banking model: professor deposits the answers into

their heads

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 27: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Four Stages of Learning

Stage 2: Subjective knowers All knowledge is a matter of opinion Use feelings to make judgments An idea is right if it feels right If they get low grades, they say the professor doesn't

like their opinion.

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 28: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Four Stages of Learning

Stage 3: Procedural knowers Learn to play the game of the discipline, program or

class Learn criteria for making judgments and use those

standards in their papers. Sharp students What they learn in class doesn’t influence what they

do outside of class No sustained influence on what they think, act or feel

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 29: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Four Stages of Learning

Stage 4: Separate Knowers and Connected Knowers Commitment; independent, critical and creative thinkers Value ideas and ways of thinking to which they are

exposed and consciously and consistently try to use them Aware of their own thinking and correct as they go. Separate knowers detach themselves from an idea,

remain objective and are skeptical and willing to argue on a topic

Connected knowers look at the merits of other people’s ideas but instead of trying to shoot them down, they deliberately bias themselves in favor of that they are examining

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 30: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Page 31: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Treat their content and presentations as serious endeavors

Go beyond the mechanics of teaching Think content of lectures, number of students,

assigned readings

They expect more, but not in terms of piling on content without a focus on learning

Favor objectives that will prepare students to know how think and prepare for life

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 32: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Begin with the end in mind What do I want my students to know, think and be

able to do when they leave class? What big questions will my course help students

answers? What information will they need to know in order

answer the questions? What reasoning abilities do students need to have in

order to answer the questions? What mental models might students bring with them

that I want to challenge? How do I construct that intellectual challenge?

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 33: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Create an environment that fosters authentic, critical learning

Five steps:1. Start with an intriguing question or problem2. Guide students to understand the importance of the

question3. Engage students in higher-order intellectual

activities; grapple with ideas with authentic and challenging tasks

4. Challenge students to develop their own explanations and defend them

5. Leave students with a question: What happens next?

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 34: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Start with the students..not the contentStart with something students know about,

care about, know or think they know rather than just laying out a blueprint for the class

Predict the paradigms students are going to bring to class and prepare to challenge it

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 35: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Ask students for a commitment to the class and to their learning

Lay out promises and plans for the courseSpell out specific obligations they see as part

of a student’s decision to join the classDon’t try to command students; ask for their

commitment if they plan to take the class and pursue those goals

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 36: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Engage students in disciplinary thinkingUse class time to help students think about

the information the way researchers and scholars in the field do

Engage in metacognition and think about processes

Offer explanations analogies and questions that help students learn and solve problems on their own

Create diverse learning experiences

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 37: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Believe students want to learn and assume all students can learn

Display openness and share their own challenges and successes, academically and professionally

Share their passion and enthusiasm for discipline and life

Treat students with decency

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 38: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

All have a systematic program to assess their efforts and teaching

Avoid judging students on arbitrary standardsAssessment flows from objectivesDon’t blame students for failures or

difficultiesA strong commitment to the larger academic

community rather than to individual classroom success: beyond isolated wonderfulness

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 39: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Reflections

Page 40: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Current Issues Reflections/Journal

Purpose: Identify a course-related topic. Students write a journal or blog on the topic and how it relates to their learning

Define the requirements for the journal or blog entry

Decide how often students make entriesDefine what an entry will look like

Date of entry and source Summary (5Ws: who, what, when, where, why, how Discussion of how course concepts relate to the event Discuss how this impacts learning and practice

Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass Publishers

Page 41: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Effective Reflections

Require a synthesis of learning experienceRequire learner to share his or her

experienceRequire learner to provide feedback for the

instructor for future course developmentAllow for honest and open responsesInsightful and nonthreatening formatCompleted over several days or weeks in the

course

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 42: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Is the material worth learning?Are the students learning what the course is

supposedly teaching?Am I helping and encouraging students to

learn or do they do it despite me?Have I harmed my students? …Fostered short

term learning rather than stimulating additional interest?

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 43: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Light bulb or “Aha” Moments

Purpose: Learners reflect on and record moments when something or course content suddenly becomes clear

Post aha’s in a designated place in the classMini epiphanies

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 44: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

How is my Navigation?

Purpose: Students engage in formative evaluation of course

Faculty member asks students to provide feedback on the course.

Students offer professional and candid feedback, and instructor makes the commitment to take that into consideration and use that feedback to improve the teaching and possibly change the course.

Divide class into groups of four. Teams discuss strengths and opportunities for improvement for the course, along with potential solutions. Post the summary to designated area of forum.

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 45: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Insights-Resources-Applications

Purpose: helps students reflect on and identify what they learned in course readings and connect it to prior knowledge and experience. They also must seek out additional sources on the topic.

Insights: Provide 3 insights (one sentence bullet points) that represent new understandings you now have about the reading or topic.

Resource: Provide 1 additional resource that you have identified that amplifies your understanding of the reading or topic.

Application: Briefly discuss how this learning relates to your current or past experiences with concrete examples.

Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass Publishers

Page 46: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Autobiographical Reflections

Self-reflection and self-awareness are important factors for students to engage in as they move through a degree program.

Students write about their own history or background experiences regarding a course concept or topic.

Identify a topic and parameters of the self-reflection. Do you want to limit it to prior experiences? Academic? Family? Professional? Similar courses?

Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass Publishers

Page 47: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Doctoral Self-Assessment

We give a self-assessment at the beginning of the program (first class) and then again in the fifth class to see how learners perceive they are growing as doctoral students.

Page 48: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Learning Audit

What do you know now that you didn’t know this time last week?

What can you do now that you couldn’t do this time last week?

What can you teach someone else to know or do now that you couldn’t teach them this time last week?

Brookfield, Stephen. (2006). The skillful teacher: On trust, technique and responsiveness in the classroom. San Francisco: Jossey Bass.

Page 49: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Survival Memo

Write a memo to the learners who are taking the next session of this class.

Some items you will want to cover in your memo are: Outline as specifically as you can what the

characteristics of a graduate of this course are. What are the things students will learn in the class

that will help with their success in the doctoral program?

What advice do you have for the next group of learners?

Brookfield, Stephen. (2006). The skillful teacher: On trust, technique and responsiveness in the classroom. San Francisco: Jossey Bass.

Page 50: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Partner and Team Activities

Page 51: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Effective, Authentic Activities

Is the activity original, inductive, problem-based?

Learners work together and use their experiences as a starting point.

Students are allowed to learn from their mistakes.

Activity has value beyond the course or learning setting

Builds skills that students can take beyond the life of the class

Learners have a way to implement their outcomes in a meaningful way.

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 52: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Effective Partner Activities

Should be academically oriented, focused on content

Requires learners to interact, communicate and read others’ posts

Requires learners to express what they agree with or like about one another’s work

Requires express what they would improve upon their peer’s work

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 53: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Physical or Online Stations

Purpose: Allow students to engage with content using visuals, artifacts and symbols to examine and exchange ideas.

Identify a suitable topic and identify items (pictures, videos, documents) that can be used in an exhibit. An option is to give students the topic and have them generate the visuals.

Have students generate a collage of pictures for the topic and reflect on them.

Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass Publishers

Page 54: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Say it With Pictures– Boomers and Net Generation Collage

Page 55: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Think About It

Purpose: This activity is designed to have students reflect on a statement and decide on its merit or truth and then to substantiate their opinion with evidence.

Identify a common misconception about a topic or discipline. Record as a statement.

Have students read and take a poll on who agrees or disagrees.

After the poll, tell students that the statement is not a fact and have them complete a task to prove it is not true.

Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass Publishers

Page 56: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Effective Group Activities

Consist of more than questions and answersFocused on course contentRequire learners to interact with one

another/read and reply to postsRequire each team member to think criticallyTeam must construct a synthesized response

or productTeam members are individually held

accountable for their contributions to the project or discussion.

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Page 57: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Team or Dyad Debates

Learning stylesMultiple intelligencesUse of animals for medical testingIdeas?

Page 58: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Discussion Web

Adapted from Alvermann, D.E. (1991). The Discussion Web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92–99.

Page 59: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Teaching the Adult Student

AN APPROACH TO TEACHING ( 5 'R's )RespectResearchResponsivenessRelationshipsReflection

Siebert, A. and Karr, M. (2008, August 10). An instructor’s manual to accompany: The adult student’s guide to survival & success (6th ed.). Portland, OR: Practical Psychology Press. Retrieved November 1, 2009 from http://www.adultstudent.com/eds/im/

Page 60: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Teaching the Adult Student

Learn to be flexibleLearn to reflectChunk informationUse active learning strategiesMake it real and relevantMake it immediately applicableInclude team learning projects;Support theory with real-life examples; Make class sessions interactive; andProvide frequent positive feedback.

What would you add?

Page 61: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

Teaching the Adult Student

Attention: 90:20:8 Rule Adults can listen with understanding for 90

minutes and with retention for 20 minutes,so try and involve them every 8 minutes.

Instruction should be focused and diffused.Those who do the processing do the learning.Chunk lectures and make them interactive.

Siebert, A. and Karr, M. (2008, August 10). An instructor’s manual to accompany: The adult student’s guide to survival & success (6th ed.). Portland, OR: Practical Psychology Press. Retrieved from http://www.adultstudent.com/eds/im/

Page 62: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

The Best Faculty

Teaching is not just about delivering information or transmitting knowledge.

Teaching is about helping and encouraging students to learn.

Teaching occurs only when learning takes place.

Create conditions where most students will realize their potential to learn

Use failures to gain further insightAlways have something new to learn

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Page 63: JUNE 2, 2013 Strategies that Engage Adult Learners Cristie McClendon

References

Conrad, R. and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning.

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press

Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass Publishers

Brookfield, Stephen. (1995). Becoming a critically reflective teacher. San Francisco: Jossey Bass.

Brookfield, Stephen. (2006). The skillful teacher: On trust, technique and responsiveness in the classroom. San Francisco: Jossey Bass.