4. References

[1] Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

[2] Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives: complete edition. Addison Wesley Longman, Inc.

[3] Bednar, D. A. (2004). Brigham Young University-Idaho: A Disciple Preparation Center, BYU-Idaho Devotionals and Speeches. https://www.byui.edu/speeches/devotionals/david-a-bednar/brigham-young-university-idaho-a-disciple-preparation-center

[4] Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105.

[5] Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin.

[6] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.

[7] Kimball, S. W. (1967). Education for Eternity, BYU Speeches. https://speeches.byu.edu/talks/spencer-w-kimball/education-eternity/

[8] Kuh, G. (2008). High-Impact educational practices. Peer Review, 10(4), 30.

[9] Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.

[10] Professional Standards Framework for teaching and supporting learning in higher education. https://advance-he.ac.uk/knowledge-hub/professional-standards-framework-teaching-and-supporting-learning-higher-education-0

[11] Schneider, M., Preckel, F. (2017). Variables Associated With Achievement in Higher Education: A Systematic Review of Meta-Analyses, Psychological Bulletin, 143(6), 565-600. http://dx.doi.org/10.1037/bul0000098

[12] Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of educational research, 69(1), 21-51.

[13] The Danielson Group Framework for Teaching. https://danielsongroup.org/the-framework-for-teaching/

[14] Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.

[15] Tripod 7 Cs Framework. https://www.tripoded.com/teacher-toolkit

[16] Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.

[17] Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.