Scholarship on Teaching

There appears to be a significant gap between faculty expectations for incoming college students and these same students perceptions of their abilities. Incoming college students are not very confident of their critical thinking abilities, yet faculty expect students to enter college already being able to critically evaluate information and to reach conclusions based on a critical analysis of the data. The current study challenges the preconception that critical thinking cannot be taught and delineates a model for critical thinking that can be employed regardless of one’s discipline. Outcome data strongly suggests critical thinking can lead to both proximal and distal increases in student success.

Short essay acknowledging the critique of PowerPoint, but arguing for its more effective use.

A handout from BYU's Faculty Center, based on the work of L. Dee Fink, provides a series of detailed questions to guide you through the construction of a course, organized in categories such as: where are you? where do you want to go? how would you know if the students got there? how can you help them get there? what are the students going to do? etc.

This seminal 1996 essay, still widely referenced, describes some of the most effective and appropriate ways to use technology to advance the “Seven Principles for Good Practices in Undergraduate Education (the widely influential1987 Chickering and Gamson article).

This report provides an evaluation of the research and conversations on religion and higher education that the Lilly Endowment has sponsored. Chief among the report's findings is the emergence of a movement to revitalize religion in higher education that gathered momentum in the 1990s.