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Active and Engaging In-Class Activities: Home

Door Prize Books and Winners

Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco. CA.: Jossey-Bass.

Rutherford, P. (2012). Active learning and engagement strategies. Alexandria, VA: Just ASK Publications.


Books Available from IUP Libraries

Fink, L. D. (2003). Creating Significant Learning Experiences : An Integrated Approach to Designing College Courses. San Francisco, Calif: Jossey-Bass.  Call Number LB2331 .F495 2003

Foyle, H. C. (1995). Interactive learning in the higher education classroom : cooperative, collaborative, and active learning strategies. Washington, D.C. : National Education Association, 1995. Call Number LB1032 .I498 1995

Glazer, F. S. (2012). Blended Learning : Across the Disciplines, Across the Academy. Sterling, Va: Stylus Publishing.

Session Handout

Active Learning Classrooms: Everyone is Engaged


Barr, M. m. (2014). Encouraging College Student Active Engagement in Learning: The Influence of Response Methods. Innovative Higher Education, 39(4), 307-319. doi:10.1007/s10755-013-9276-x Retrieved from

Bevan, S. J., Chan, C. L., & Tanner, J. A. (2014). Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses. Biochemistry and Molecular Biology Education: A Bimonthly Publication of The International Union of Biochemistry And Molecular Biology, 42(6), 474-479. doi:10.1002/bmb.20824. Retrieved from

Lumpkin, A.L., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning.  College Student Journal, 49(1), 121-133. 

McDonald, R. b., & Derby, J. d. (2015). Active learning to improve presentation skills: The use of Pecha Kucha in undergraduate sales management classes. Marketing Education Review, 25(1), 21-25. doi:10.1080/10528008.2015.999593 

Ní Raghallaigh, M., & Cunniffe, R. (2013). Creating a safe climate for active learning and student engagement: an example from an introductory social work module. Teaching In Higher Education, 18(1), 93-105. doi:10.1080/13562517.2012.694103  Retrieved from

Powell, N. W., Cleveland, R., Thompson, S., & Forde, T. (2012). Using Multi-Instructional Teaching and Technology-Supported Active Learning Strategies to Enhance Student Engagement. Journal of Technology Integration In The Classroom, 4(2), 41-50.  Retrieved from

Wanner, T. (2015). Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the use of PowerPoint. International Journal of Teaching & Learning In Higher Education, 27(1), 154-163.  Retrieved from login.aspx?direct=true&db=eue&AN=108648868&site=eds-live

Reflective Practice Project

Reflective Practice A Cross Campus Effort to Promote More Effective Teaching

The Center for Teaching Excellence’s Reflective Practice Project was begun in 1993 to support an exploratory and reflective approach to teaching and learning. Reflective Practice work includes:

  • Monthly large group meetings or mini-workshops and discussions to explore teaching strategies and other topics relating to the teaching process most often offered by IUP professors
  • Teaching circles or peer learning communities formed around a common discipline or a common theme.  
  • Saturday workshops presented by experts on specific areas of teaching and learning, publication, student advising, and other important aspects of academic life.
  • A yearly event to reflect upon yearly accomplishments and recognize active participants 

Links to Past Large Group Meeting Topics and Resources.

The Reflective Practice Project: An Executive Summary 2011-2012 

The Reflective Practice Project: Frequently Asked Questions

Other Resources

Izenberg, I.(August 31,2015). The Eight-Minute Lecture Keeps Students EngagedFaculty Focus.

Weimer, M. (January 25, 2015). Finding a Place for Creative Assignments in Your Course. Faculty Focus.

Big list of class discussion strategies.