American Association of Colleges & Universities (AAC&U). An introduction to LEAP. http://www.aacu.org/sites/default/files/files/LEAP/Introduction_to_LEAP.pdf
American Association of Colleges & Universities (AAC&U). (2016). Bringing Quality and Equity Together [January 2016 AAC&U symposium]. [brochure: http://www.aacu.org/sites/default/files/files/AM16/Symposium_BringQualityEquityTogether.pdf & main handout]
**Ambrose, Susan A, et al. How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass, 2010.
**Bean, John C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2nd ed. San Francisco: Jossey-Bass, 2011.
Arum, Richard and Josipa Roksa. Academically Adrift: Limited Learning on College Campuses. U. of Chicago P, 2011.
Arum, Richard, Josipa Roksa, and Esther Chu. “Improving Undergraduate Learning: Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project.” Social Science Research Council, 2011. <http://highered.ssrc.org/files/SSRC_Report.pdf>
Astin, Alexander K. “Student Involvement: A Developmental Theory for Higher Education.” Journal of College Student Development 40.5 (Sept.-Oct. 1999): 518-29. <http://www.middlesex.mass.edu/tutoringservices/downloads/astininv.pdf>
Blaich, Charles. Personal Phone Conversation. April 5, 2011.
Blaich, Charles, and Kathleen Wise. “From Gathering to Using Assessment Results: Lessons from the Wabash National Study.” Forward by George Kuh. NILOA Occasional Paper #8. January 2011. <http://learningoutcomesassessment.org/occasionalpapereight.htm>
Center for Inquiry in the Liberal Arts. Wabash College. <http://www.liberalarts.wabash.edu/> For information about the Wabash National Study of the Liberal Arts and the outcomes related to quality of affects of quality student interaction with faculty outside of the classroom and student growth in liberal arts outcomes, see “Research Findings,” <http://www.liberalarts.wabash.edu/study-research/>
Chambliss, Daniel F. “A Neglected Necessity in Liberal Arts Assessment: The Student as the Unit of Analysis.” Liberal Arts On Line 7.5 (Sept. 2007). <http://www.liberalarts.wabash.edu/lao-7-5-lao-liberal-art-assess/>
Chaplan, Elaine. “Assessing Student Engagement Rates.” ERIC Digest. 2003. <http://www.ericdigests.org/2005-2/engagement.html>
Cen, Yuhao. “Byeond NSSE-China: Looking DEEP to Link Student Engagement and Learning Outcomes in Chinese Colleges.” Paper presented at the Annual Meeting of the 54th Annual Conferenc of the Comparative and International Education Society, Chicago, IL. 28 November 2014.
**Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Course Design. Revised & Updated. San Francisco: Jossey-Bass, 2013.
EHEA (European Higher Education Area). “European Higher Education Area and the Bologna Process.” Accessed December 8, 2017. <http://www.ehea.info/search.php?pid=34254&recThemes=946&page=0&formSubmitted=1&moteur_recherche=1&type=Simple&search_valid=&rese...
European Students’ Union. Overview on Student Centred Learning in Higher Education in Europe. Brussels: ESU, March 2015. Download at < http://media.ehea.info/file/Student_centred_learning/63/2/Overview-on-Student-Centred-Learning-in-Higher-Education-in-Europe_679...
Hacker, Andrew, and Claudi Dreifus. Higher Education?: How Colleges Are Wasting Our Money and Failing Our Kids—and What We Can Do About It. New York: Times Books, 2010.
Huber, B. J. (2010). “Does Participation in Multiple High Impact Practices Affect Student Success at Cal State Northridge?: Some Preliminary Insights.” https://www.calstate.edu/engage/documents/csun-study-participation-in-multiple-high-impact-practices.pdf
Johnson, E. (2016). Micro-barriers loom large for first-generation Students. Chronicle of Higher Education 30 October. http://www.chronicle.com/article/Micro-Barriers-Loom-Large-for/23...8494437f97753282ca958aa1&elqaid=11305&elqat=1&elqCampaignId=4385
Kaplan, M., Silver, N., Laveque-Manty, D., & Meizlish, D. (Eds.) (2013). Using reflection and metacognition to improve student learning: Across the disciplines, across the academy. Sterling, VA: Stylus Publishing.
Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525. https://www.academia.edu/15584019/Kilgo_C._A._Sheets_J._K._E._and_Pascarella_E._T._2015_._The_link_between_high-impact_practices_and_student_learning_Some_longitudinal_evidence._Higher_Education_69_4_509-525
Kinzie, J. (2012). High-impact practices: Promoting participation for all students. Diversity & Democracy, 15(3). https://www.aacu.org/publications-research/periodicals/high-impact-practices-promoting-participation-all-students
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: AAC&U. https://www.aacu.org/leap/hips
Kuh, G., & O’Donnell, K. (2013). Ensuring quality & taking high-impact practices to scale Washington, DC: AAC&U. https://www.aacu.org/publications-research/publications/ensuring-quality-taking-high-impact-practices-scale
Lovett, M.C. (2013). “Make Exams Worth More than the Grade: Using Exam Wrappers to Promote Metacognition.” In Using Reflection and Metacognition to Improve Student Learning. Sterling, VA: Stylus Publishing, pp. 53 – 74.
McCormick, Alexander C. “It's about Time:
What to Make of Reported Declines in How Much College Students Study.” Liberal Education 97.1 (Winter 2011). <http://www.aacu.org/liberaleducation/le-wi11/LEWI11_McCormick.cfm?utm_ source=pubs&utm_medium=blast&utm_campaign=lewinter2011>
**McKeachie, Wilbert J., and Marilla Svinicki. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 14th ed. Boston: Houghton Mifflin, 2014.
Especially chapters on “Reading as Active Learning” (Chapter 4), “Facilitating Discussion: Posing Problems, Listening, Questioning” (5), “Active Learning: Cooperative, Collaborative, and Peer Learning” (16), and “The Teacher’s Role in Experiential Learning” (21).
***McGuire, S. Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Sterling, VA: Stylus Publishing, 2015.
Nilson, L.B. Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Sterling, VA: Stylus Publishing, 2013.
National Survey of Student Engagement (NSSE). Homepage. <http://nsse.iub.edu/html/about.cfm>. Accessed June 24, 2016.
Ross, Heidi., Yuhau Cen, & Zejun Zhou. “Assessing Student Engagement in China: Responding to Local and Global Discourse on Raising Educational Quality.” Current Issues in Comparative Education, Vol. 14(1): 24-37 (2011).
Stalheim-Smith, Ann. “Focusing on Active, Meaningful Learning.” (IDEA Paper No. 34.) Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development (1998).
Taylor, Mark C. Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities. New York: Knopf, 2010.
Tanner K.D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE Life Sci Educ. 12:322-331. doi:10.1187/cbe.13-06-0115.
***Zull, James E. The Art of Changing the Brain, Enriching the Practice of Teaching by Exploring the Biology of Learning. Sterling, VA: Stylus Publishing, 2002.