Submissions from 2019
Explicit Attitudes Towards Race: The Impact of Active Learning in Teaching Diversity, Adele Quigley-McBride, Kimberly Rae More, and Curt More
Outcomes of a Course Design Workshop Series Implemented in a Team-Based and Diverse Classroom Setting, Shawana Tabassum, Darren S. Hoffman, Karen Bovenmyer, and Ratnesh Kumar
Submissions from 2018
Evaluation of Confidence Using Motivational Interviewing Skills Before and After In-Person Training Workshop, Jeni E. Lansing, Kathryn J. DeShaw, Maria Perez, Gregory Welk, and Laura D. Ellingson
Peer Health Coach Training Practicum: Evidence from a Flipped Classroom, Kathryn J. Southard, Gregory J. Welk, Jeni E. Lansing, Maria Perez, and Laura D. Ellingson
Submissions from 2017
Are Your Students Flipping Prepared?, Amanda A. Anderson, Libby Franke, and Warren Franke
Assessment of Recall Versus Recognition in Online Learning and the Impact on Retention, Amanda A. Anderson and Warren Franke
Investigating the Language Learning Potential of Data-driven Teaching Materials on Source Use for College Students in a Writing Course, Huong Thi Tram Le
Testing Parkinson's Law in Auto- and Manually Graded McGraw Assignments, Constantine Mantis
Enhancing the effectiveness of case study pedagogy by clubbing complementary teaching strategies for better students learning, Nripendra Singh
Improving student learning and retention in both on- and off-campus learning environments through quiz delivery, Eric Testroet
Submissions from 2016
Peer Evaluations Do Not Improve TA Self-Efficacy Over Self-Reflection, Brent D. Mortensen, Monica Cox, and Sean Satterlee
Investigating the effectiveness of case studies in improving student learning in a 200-level Anatomy course, Jenifer Saldanha and Karri Haen
Professional Development for Freshmen Research Initiative Teaching Assistants, Elizabeth Sandquist
Gathering requirements for the development of an online RAT tool, Jacklin Stonewall, Margaret Berta, Jeanna Nation, Meghan Gillette, and Michael C. Dorneich
