Research, reading & dissemination
Suggested reading Accordion Closed
11 strategies for getting students to read what’s assigned. The Teaching Professor. Magna Publications, www.FacultyFocus.com.
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago: University of Chicago Press.
Babcock, P., & Marks, M. (2011). The falling time cost of college: Evidence from half a century of time use data. Review Of Economics & Statistics, 93(2), 467-478.
Boyte, H., & Scarnati, B. (2012, May 3). Building democracy colleges: A different kind of politics. Huffington Post.
Brookfield, S.D., & Preskill, S. (2005). Discussion As A Way of Teaching: Tools And Techniques For Democratic Classrooms (2nd ed.). San Francisco: Jossey-Bass Publishers.
Campana, K., & Peterson, J. (2013). Do bosses give extra credit? Using the classroom to model real-world work experiences. College Teaching, 61 (2), 60-66.
Center of Inquiry in the Liberal Arts at Wabash College (2013). High impact practices and experiences from the Wabash national study.
Chickering, A., & Gamson, Z. (1987) Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39, 3-7.
Coles, R., and & Scarnati, B. (2011). Supporting students through community connections. Diversity & Democracy: Civic Learning for Shared Futures, 14, 15.
Dickson, L.K., Miller, M.D., & Devoley, M.S. (2005). Effect of textbook study guides on student performance in Introductory Psychology. Teaching of Psychology, 32, 34-39.
Erickson, B., Peters, C., & Strommer, D. (2006). Teaching First-Year College Students. San Francisco: Jossey-Bass.
James, M., & Willoughby, S. (2011). Listening to student conversations during clicker questions: What you have not heard might surprise you! American Journal of Physics, 79(1), 123-132.
Kuh, G., & Schneider, C. (2008). High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, D.C.: Association of American Colleges & Universities.
Martin, J., Hands, K., Lancaster, S., Trytten, D., & Murphy, T. (2008). Hard but not too hard: Challenging courses and engineering students. College Teaching, 56 (2), 107-113.
McDaniel, M., Roediger, H., & McDermott, K. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.
Messineo, M., Gaither, G., Bott, J., & Ritchey, K. (2007). Inexperienced versus experienced students’ expectations for active learning in large classes. College Teaching, 55, 125-133.
Miller, M.D. (2009) What the science of cognition tells us about instructional technology. Change: The Magazine of Higher Learning, 41, 71-74.
Miller, M.D. (2011). What college teachers should know about memory: A perspective from cognitive psychology. College Teaching, 59, 117-122.
Miller, M.D. (2014). Minds Online: Teaching Effectively with Technology. Cambridge, MA: Harvard University Press.
Miller, M.D., Koch, R., & Dickson, K.L. (2019). Empowering faculty to support academic persistence through a blended, scholarship-based faculty professional development program: The Persistence Scholars Program. Journal of the Scholarship of Teaching and Learning, 19.
Miller, M.D., & Scarnati, B. (2014). Engaging faculty for student success: The First Year Learning Initiative. Teacher-Scholar: The Journal of the State Comprehensive University, 6.
Nilson, L. (2007). The graphic syllabus and the outcomes map: communicating your course, John Wiley and Sons.
Scarnati, B. (2010). The politics and process of general education reform: Key political principles. In, R.W. Barnett & S. Gano-Phillips (Eds.) AA Process Approach to General Education Reform: Transforming Institutional Culture in Higher Education (187-200). Madison, Wisconsin: Atwood Publishing.
Shimoff, E., & Catania, A.C. (2001). Effects of recording attendance on grades in introductory psychology. Teaching of Psychology, 28, 192-195.
Tinto, V. (2012). Completing college: Rethinking Institutional Action. Chicago: University of Chicago Press.
Ueckert, C., Adams, A., & Lock, J. (2011). Redesigning a large-enrollment introductory biology course. CBI – Life Sciences Education, 10, 164-174.
Presentations and articles on FYLI Accordion Closed
Miller, M.D. & Scarnati, B. (2015). Engaging faculty for student success: The First Year Learning Initiative. Teacher-Scholar: The Journal of the State Comprehensive University, 6.
Miller, M.D. (2016). Mobilizing a Campus for Student Success: NAU’s First Year Learning Initiative. Talk presented at the John N. Gardner Institute Gateway Course Experience Conference, Atlanta.
Talks Accordion Closed
Miller, M.D. & Scarnati, B. (2013). Using community organizing strategies to maximize student success: Campus-wide transformation of practice via high-impact foundational courses. Talk presented at the Annual Meeting of the Association of American Colleges and Universities, Atlanta, GA.
Miller, M.D., and Scarnati, B. (2012). Promoting success in psychology and beyond: The First Year Learning Initiative. Talk presented at the International Congress of Psychology, Cape Town, South Africa.
Pugliesi, K., Miller, M.D., & Scarnati, B. (2012). Taking the next step in building a coherent first year learning experience: NAU’s First Year Learning Initiative. Talk presented at the Academic Affairs Winter Meeting of the American Association of State Colleges and Universities, San Antonio, TX.
Miller, M. & Scarnati, B. (2011). Socializing Students to Excellence: The First Year Learning Initiative. Talk presented at the Southwest Institute for Learning with Technology, Northern Arizona University, Flagstaff, AZ.