Works Cited

  1. ABLConnect. (2015). Harvard University. http://ablconnect.harvard.edu.
  2. Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
  3. Ambrose, S. A., & Lovett, M. C. (2014). Prior knowledge is more than content: Skills and beliefs also impact learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing pyschological science into the curriculum (pp. 7–19). Retrieved from http://www.teachpsych.org/Resources/Documents/ebooks/asle2014.pdf
  4. Anderson, L., et al. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Pearson.
  5. Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass.
  6. Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774–783.
  7. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
  8. Banerjee, A., & Duflo, E. (2011). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. New York, NY: PublicAffairs.
  9. Banning, M. (2004). The think aloud approach as an educational tool to develop and assess clinical reasoning in undergraduate students. Nurse Education Today, 28, 8–14.
  10. Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.
  11. Blazer, A. (2014). Student summaries of class sessions. Teaching Theology and Religion, 17(4), 344.
  12. Bloom, K. C., & Shuell, T. J. (1981). Effects of massed and distributed practice on the learning and retention of second-language vocabulary. Journal of Educational Research, 74(4), 245–248.
  13. Bowen, J. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. San Francisco, CA: Jossey-Bass.
  14. Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
  15. Bruff, D. (2009). Teaching with classroom response systems: Creative active learning environments. San Francisco, CA: Jossey-Bass.
  16. Butin, D. (2006). Future directions for service learning in higher education. International Journal of Teaching and Learning in Higher Education, 18(1), 1–4.
  17. Carey, B. (2014a). How we learn: The surprising truth about when, where, and why it happens. New York, NY: Random House.
  18. Carey, B. (2014b, September 4). Why flunking exams is actually a good thing. New York Times. http://www.nytimes.com/2014/09/07/magazine/why-flunking-exams-is-actually-a-good-thing.html
  19. Carnes, M. (2014). Minds on fire: How role-immersion games transform college. Cambridge, MA: Harvard University Press.
  20. Carpenter, S. K., & Mueller, F. E. (2013). The effects of interleaving versus blocking on foreign language pronunciation learning. Memory and Cognition, 41(5), 671–682.
  21. Cavanagh, Sarah. (2016). The spark of learning: Energizing the college classroom with the science of emotion. Morgantown, WV: West Virginia University Press.
  22. Chambliss, D. F., & Takacs, C. J. (2014). How college works. Cambridge, MA: Harvard University Press.
  23. Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182.
  24. Chi, M. T. H., DeLeeuw, N., Chiu, M.-H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439–477.
  25. Chiu, J., & Chi, M. T. H. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing pyschological science into the curriculum. (pp. 91–103). Retrieved from http://www.teachpsych.org/Resources/Documents/ebooks/asle2014.pdf
  26. Cornelius, T. L., & Owen-DeSchryver, J. (2008). Differential effects of full and partial notes on learning outcomes and attendance. Teaching of Psychology, 35, 6–12.
  27. Dweck, C. (2008). Mindset: The new psychology of success. New York, NY: Ballantine.
  28. Flipped classroom model shows proven progress in addressing broken educational experience in U.S. (2013, November 9). Sonic Foundry. http://www.sonicfoundry.com/press-release/flipped-classroom-model-shows-proven-progress-addressing-broken-educational-experience
  29. Gregory, S. (2014a, October 29). Dynasty! The San Francisco Giants win it all. Time.
  30. Gregory, S. (2014b, October 15). The Kansas City Royals are the future of baseball. Time.
  31. Howard, J. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass.
  32. Hoyle, J. (2012, June 3). How to make an A. E-mail to author.
  33. Jacoby, B., & Howard, J. (2014). Service-learning essentials: Questions, answers, and lessons learned. San Francisco, CA: Jossey-Bass.
  34. Khanna, M. M., Badura Brack, A. S., & Finken, L. L. (2013). Short- and long-term effects of cumulative finals on student learning. Teaching of Psychology, 40(3), 175–182.
  35. Kornell, N., Jenson Hayes, M., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989–998.
  36. Kray, L. J., & Haselhuhn, M. P. (2007). Implicit negotiation beliefs and performance: Experimental and longitudinal evidence. Journal of Personality and Social Psychology, 93(1), 49–64.
  37. Lang, J. (2013). Cheating lessons: Learning from academic dishonesty. Cambridge, MA: Harvard University Press.
  38. Lang, J. (2014, August 25). How students learn from games. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How-Students-Learn-From-Games/148445/
  39. Langer, E. J. (1997). The power of mindful learning. Cambridge, MA: DaCapo.
  40. Miller, M. (2011). What college teachers should know about memory: A perspective from cognitive psychology. College Teaching, 59, 117–122.
  41. Miller, M. (2014). Minds online: Teaching effectively with technology. Cambridge, MA: Harvard University Press.
  42. Morris, P., Gruneberg, M., Sykes, R., and Merrick, A. (1981). Football knowledge and the acquisition of new results. British Journal of Psychology, 72(4), 479–483.
  43. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52.
  44. Murphy, M. (2014a, October 16). A study of mindsets in organizations. Indiana State University.
  45. Murphy, M. (2014b, October 15). How students perceive faculty mindsets. E-mail to the author.
  46. Nelson, L. (2010). Teaching at its best: A research-based resource for college instructors. (5th ed.). San Francisco: Jossey-Bass.
  47. Ogan, A., Aleven, V., & Jones, C. (2009). Advancing development of intercultural competence through supporting predictions in narrative video. International Journal of Artificial Intelligence in Education, 19(3), 267–288.
  48. Orwell, G. (1986). A clergyman's daughter. London, UK: Penguin Books.
  49. Orwell, G. (1968). My country right or left: 1940–1943. In S. Orwell & I. Angus (Eds.), The collected essays, journalism, and letters of George Orwell. New York: Harcourt, Brace, and World, Inc.
  50. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015, April 10). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, April 10, 1–10.
  51. Pyc, M. A., Agarwal, P. K., & Roediger III, H. L. (2014). Test-enhanced learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum. American Psychological Association Society for the Teaching of Psychology. Retrieved from http://www.teachpsych.org/Resources/Documents/ebooks/asle2014.pdf
  52. Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1(4), 313–336.
  53. Roediger III, H. L., & Butler, A. C. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514–527.
  54. Roediger III, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181–210.
  55. Rogerson, B. (2003). Effectiveness of a daily class progress assessment technique in introductory chemistry. Journal of Chemical Education, 80(2), 160–164.
  56. Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481–498.
  57. Schell, J. (2012, March 15). Peer instruction 101: What is peer instruction? Turn to Your Neighbor: The Official Peer Instruction Blog. http://blog.peerinstruction.net/2012/03/15/peer-instruction-101-what-is-peer-instruction/
  58. Talbert, R. (2014, April 28). Flipped learning skepticism: Is flipped learning just self-teaching? Chronicle of Higher Education. Retrieved from http://chronicle.com/blognetwork/castingoutnines/2014/04/28/flipped-learning-skepticism-is-flipped-learning-just-self-teaching/
  59. Weimer, M. (2015, March 18). Using cumulative exams to help students revisit, review, and retain course content. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-professor-blog/using-cumulative-exams-help-students-revisit-review-retain-course-content/
  60. Willingham, D. (2014). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey-Bass.
  61. Wrzesniewsk, A., Schwartz, B., Cong, X., Kane, M., Omar, A., & Kolditz, T. (2014). Multiple types of motives don't multiply the motivation of West Point cadets. Proceedings of the National Academy of Sciences of the United States of America, 111(30), 10990–10995.
  62. Yeager, D., Henderson, M., Paunesku, D., Walton, G., D'Mello, S., Spitzer, B., Duckworth, A. Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology 107(4), 559–580.
  63. Yuhas, D. (2014, October 2). Curiosity prepares the brain for better learning. Scientific American. Retrieved from http://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learning/
  64. Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus.