The "Fresh Voices" sections of the Knute Broady Collection aim to highlight recent publications and the work of emerging scholars -- from undergraduates at UNL completing honors theses to doctoral dissertations. If there are specific articles or scholars you believe should be featured on this page, please contact us at ctt@unl.edu
- Brame, C.J. and Biel, R. (2015). Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sciences Education, 14, 1-12.
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Cavanagh, A. J., Aragón, O. R., Chen, X., Couch, B. A., Durham, M. F., Bobrownicki, A., Hanauer, D. I., & Graham, M. J. (2016). Student Buy-In to Active Learning in a College Science Course. CBE—Life Sciences Education, 15(4), ar76.
- Koch, C. (2019). Student Perceptions Of Reasons For Lecture And Active Learning. Honors Theses, University of Nebraska-Lincoln.
- Lumpkin, A., Achen, R., and Dodd, R. (2015). Student perceptions of active learning. College Student Journal 49, 121-133.
- Thai, Ngoc Thuy Thi, et al. "The Impact of a Flipped Classroom Design on Learning Performance in Higher Education: Looking for the Best 'Blend' of Lectures and Guiding Questions with Feedback." Computers and Education, vol. 107, Elsevier Ltd, Apr. 2017, pp. 113–26
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Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483.
Pedagogy