Articles for PIDP 3100
Bryson, J. D. (2013). Engaging adult learners: Philosophy, principles and practices. Retrieved from http://northernc.on.ca/leid/docs/engagingadultlearners.pdf
Center for Continuing and Outreach Education. (2005). Effective use of performance objectives for learning and assessment. Retrieved from http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf
Merriam, S., & Bierema, L. (2014). Adult learning: Linking theory and practice. San Francisco, California: Jossey-Bass.
Pannapacker, W. (2012). Screening out the Introverts. Retrieved from http://chronicle.com/article/Screening-Out-the-Introverts/131520/
Rico, R. & Ertmer, P. A. (2015). Examining the role of the instructor in problem-centered instruction. TechTrends, 59 (4) 96-103.
Rocca, K. (2010). Student participation in the college classroom: An extended multidisciplinary literature review. Communication Education, 59 (2), 185-213.
Van Melle, E. & Pinchin, S. (2008). Writing effective learning objectives. Retrieved from http://www.entcanada.org/Word_Files/CreatingLearningObjectives.pdf
Wang, V., & Sarbo, L. (2004). Philosophy, role of adult educators, and learning: How contextually adapted philosophies and the situational role of adult educators affect learners’ transformation and emancipation. Journal of Transformative Education, 2 (3), 204-214.
Wiggins, G. (2012). Seven keys to effective feedback. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Blogs for PIDP 3100
Greenstreet, K. (2013, August 8). How to facilitate introverts and extroverts in your group or class. (web log comment). Retrieved from http://www.globallearningpartners.com/blog/how-to-facilitate-introverts-and-extroverts-in-your-group-or-class
Monahan, N. (2013, October 28). Keeping introverts in mind in your active learning classroom. (web log comment). Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/keeping-introverts-in-mind-in-your-active-learning-classroom/
Owens, L. (2015). Three domains of learning – cognitive, affective, psychomotor. (web log comment). Retrieved from http://thesecondprinciple.com/instructional-design/threedomainsoflearning/
Phillips, M. (2012, April 16). Student engagement: Introversion and the invisible adolescent. (web log comment). Retrieved from http://www.edutopia.org/blog/introversion-invisible-adolescent-mark-phillips
Roy, S. (2015, July 30). The introvert strikes back? The newfound cool of being introverted. (web log comment). Retrieved from http://www.huffingtonpost.com/sandip-roy/introvert_b_3790923.html
Salisbury, M. (2014, May 1). Why social integration matters. (web log comment). Retrieved from https://www.insidehighered.com/views/2014/05/01/colleges-should-pay-more-attention-students-social-integration-essay#sthash.ucUesxlq.dpbs
Schwegman, J. (2013, December 5). Engaging introverts in class discussion – part 1. (web log comment). Retrieved from https://teachingcommons.stanford.edu/teaching-talk/engaging-introverts-class-discussion-part-1
Schwegman, J. (2013, December 5). Engaging introverts in class discussion – part 2. (web log comment). Retrieved from https://teachingcommons.stanford.edu/teaching-talk/engaging-introverts-class-discussion-part-2
Books for PIDP 3100
Cain, S. (2013). Quiet: The power of introverts in a world that can’t stop talking. New York: Broadway Books.
Sinek, S. (2011). Start with why: How great leaders inspire everyone to take action. New York, New York: Penguin Publishing Group.