The Scholarship of Teaching and Learning

Abrams, K. (2012). “Student-designed public service announcement (PSA) videos to enhance motivation and engagement.” College Teaching, 60, 84.

Liben, L.S., and Titus, S.J., 2012, The importance of spatial thinking for geoscience education: Insights from the crossroads of geoscience and cognitive science, in Kastens, K.A., and Manduca, C.A., Earth and Mind II: A Synthesis of Research on Teaching and learning in Geosciences, Geological Society of America Special Publication 486, pp. 51-70.

Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Advances in theory and research (pp. 1-36). Oxford: Elsevier.

Iris Jastram, Danya Leebaw, and Heather Tompkins. “CSI(L) Carleton: Forensic Librarians and Reflective Practices.” In The Library With the Lead Pipe. December 14th, 2011.

George Vrtis and Linda Ivey, “Teaching Environmental History: Two Views from the United States” [美国的环境史教学：两种观点],” Global History Review [全球史评论] 4 (December 2011): 326-41. (Published in Chinese).

Nathan D. Grawe, “The Potential for Teaching Quantitative Reasoning across the Curriculum: Empirical Evidence from Carleton College,” International Journal for the Scholarship of Teaching and Learning, January 2011.

Nathan D. Grawe, “Beyond Math Skills: Measuring Quantitative Reasoning in Context,” New Directions in Institutional Research, Special Issue: Assessing Complex General Education Student Learning Outcomes, Spring 2011.

Nathan D. Grawe, Neil S. Lutsky, and Christopher J. Tassava. “A Rubric for Assessing Quantitative Reasoning in Written Arguments,” Numeracy, January 2010.

N. Lutsky, Teaching psychology’s endings: The simple gifts of a reflective close.  In D. Dunn, B. Beins, M. McCarthy, & G. W. Hill (Eds.), Best practices for beginnings and endings in the psychology major.  Oxford University Press, 2010.