The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Blumberg, P. (2009). Maximizing learning through course alignment and experience with different types of knowledge. Innovative Higher Education, 34(2), 93-103.
Colburn, A. (2009). An assessment primer. Science Teacher, 76(4), 10.
Cottrell, S. A., & Jones, E. A. (2002). A snapshot of scholarship of teaching and learning initiatives: Using assessment results to improve student learning and development. Assessment Update, 14(3), 6-7.
Himelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Mann, M. B., & Carney, R. N. (1996). Cognitive and constructivist strategies for teaching. Journal of Instructional Psychology, 23(4), 265–270.
Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching & Learning, 2008(116), 7-27.
Mohanna, K., & Waters, M. (2008). Multiple perspectives on learning: But which way for instructional design? Education for Primary Care, 19(6), 563-568.
Ozcinar, Z. (2009). The topic of instructional design in research journals: A citation analysis for the years 1980-2008. Australasian Journal of Educational Technology, 25(4), 559-580.
Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57–67.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Smith, C. (2008). Building effectiveness in teaching through targeted evaluation and response: Connecting evaluation to teaching improvement in higher education. Assessment & Evaluation in Higher Education, 33(5), 517-533.
Stark-Wroblewski, K., Ahlering, R. F., & Brill, F. M. (2007). Toward a more comprehensive approach to evaluating teaching effectiveness: Supplementing student evaluations of teaching with pre-post learning measures. Assessment & Evaluation in Higher Education, 32(4), 403-415.
Weller, M. (2009). Using learning environments as a metaphor for educational change. On the Horizon, 17(3), 181-189.
Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.
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