Pedagogical Research in Politics: Existing Scholarship

2021

Weinschenk, A.C., 2021. Creating and Implementing an Undergraduate Research Lab in Political Science. Journal of Political Science Education, 17(sup1), pp. 284-296. https://doi.org/10.1080/15512169.2020.1795873 

2013 

Fishman, B.J., Penuel, W.R., Allen, A.R., Cheng, B.H. and Sabelli, N.O.R.A., 2013. Design-based implementation research: An emerging model for transforming the relationship of research and practice. Teachers College Record, 115(14), pp.136-156. https://journals.sagepub.com/doi/abs/10.1177/016146811311501415  

Plomp, T., 2013. Educational design research: An introduction. Educational design research, pp.11-50. https://www.academia.edu/download/48472657/educational-design-research-part-a.pdf#page=12 

2011 

Wagner, C., Garner, M. and Kawulich, B., 2011. The state of the art of teaching research methods in the social sciences: Towards a pedagogical culture. Studies in Higher Education, 36(1), pp.75-88. https://www.tandfonline.com/doi/full/10.1080/03075070903452594

2009 

Morgan, D.L., 2009. Using single-case design and personalized behavior change projects to teach research methods. Teaching of Psychology, 36(4), pp.267-269. 

2020

Pleschová, G., 2020. Using reflective journals to improve learning through reflection and conceptual change. European Political Science, 19, pp. 29–48. Available at: https://doi.org/10.1057/s41304-018-0184-5

2019

Jagers, R.J., Rivas-Drake, D. and Williams, B., 2019. Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), pp.162-184. https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1623032

Leander, K.M. and Ehret, C. eds., 2019. Affect in literacy learning and teaching: Pedagogies, politics and coming to know. Routledge.

2018

Allcoat, D. and von Mühlenen, A., 2018. Learning in virtual reality: Effects on performance, emotion and engagement. Research in Learning Technology, 26. http://journal.alt.ac.uk/index.php/rlt/article/view/2140

Frenzel, A.C., Becker-Kurz, B., Pekrun, R., Goetz, T. and Lüdtke, O., 2018. Emotion transmission in the classroom revisited: a reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), p.628. https://psycnet.apa.org/record/2017-57177-001

Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J. and Mäkinen, T., 2018. Meaningful learning in teacher education. Teaching and Teacher Education, 71(April). 

Motta, S.C. and Bennett, A., 2018. Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education. Teaching in Higher Education, 23(5), pp.631-646. https://www.tandfonline.com/doi/abs/10.1080/13562517.2018.1465911

Muis, K.R., Chevrier, M. and Singh, C.A., 2018. The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53(3), pp.165-184. https://www.tandfonline.com/doi/abs/10.1080/00461520.2017.1421465

Rowe, A.D. and Fitness, J., 2018. Understanding the role of negative emotions in adult learning and achievement: A social functional perspective. Behavioral sciences, 8(2), p.27. https://www.mdpi.com/265004https://jyx.jyu.fi/bitstream/handle/123456789/59365/1/meaningful%20learning%20in%20teacher%20education.pdf

Vagle, M.D., 2018. Crafting phenomenological research. Routledge.

2017

Burke, P.J., 2017. Difference in higher education pedagogies: gender, emotion and shame. Gender and education, 29(4), pp.430-444. https://www.tandfonline.com/doi/abs/10.1080/09540253.2017.1308471

Evans, R., 2017. Emotional pedagogy and the gendering of social and emotional learning.  British Journal of Sociology of Education, 38(2), pp.184-202. https://www.tandfonline.com/doi/abs/10.1080/01425692.2015.1073102 

Greenberg, M.T., Domitrovich, C.E., Weissberg, R.P. and Durlak, J.A., 2017. Social and emotional learning as a public health approach to education. The future of children, pp.13-32. https://www.jstor.org/stable/44219019

2016

Van Manen, M., 2016. The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.

Quinlan, K.M., 2016. How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education. College Teaching, 64(3), pp. 101-111. Available at: https://doi.org/10.1080/87567555.2015.1088818

Zembylas, M., 2016. Making sense of the complex entanglement between emotion and pedagogy: Contributions of the affective turn. Cultural Studies of Science Education, 11(3), pp.539-550. https://link.springer.com/article/10.1007/s11422-014-9623-y

2013

Mortiboys, A., 2013. Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals. Routledge.

2011

Jordi, R., 2011. Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices. Adult education quarterly, 61(2), pp.181-197. https://journals.sagepub.com/doi/abs/10.1177/0741713610380439 

Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M. and Salovey, P., 2012. Classroom emotional climate, student engagement, and academic achievement. Journal of educational psychology, 104(3), p.700. https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0027268

2010

Ghaye, T., 2010. Teaching and learning through reflective practice: A practical guide for positive action. Routledge.

Quinton, S. and Smallbone, T., 2010. Feeding forward: using feedback to promote student reflection and learning–a teaching model. Innovations in Education and Teaching International, 47(1), pp.125-135. https://www.tandfonline.com/doi/full/10.1080/14703290903525911

2009

Frenzel, A.C., Goetz, T., Lüdtke, O., Pekrun, R. and Sutton, R.E., 2009. Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment.  Journal of educational psychology, 101(3), p.705. https://psycnet.apa.org/record/2009-11043-013

Shen, L., Wang, M. and Shen, R., 2009. Affective e-learning: Using “emotional” data to improve learning in pervasive learning environment. Journal of Educational Technology & Society, 12(2), pp.176-189. https://www.jstor.org/stable/pdf/jeductechsoci.12.2.176.pdf

2008

Day, C. and Kington, A., 2008. Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, culture & society, 16(1), pp.7-23. https://www.tandfonline.com/doi/full/10.1080/14681360701877743

Lyle, S., 2008. Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and education, 22(3), pp.222-240. https://www.tandfonline.com/doi/abs/10.1080/09500780802152499

2022

Brown, C.L., Grussendorf, J., Shea, M.D. and DeMas, C.J., 2022. Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes. Journal of Political Science Education. Available at: https://doi.org/10.1080/15512169.2022.2069573

Harsell, D.M., Barsky, C. and Golas, S., 2022. Simulation efficacy and applicability: Reported learning from a virtual computer-based pandemic simulation on skill-based competencies among public affairs students. Journal of Public Affairs Education, 28(2), pp. 182-210. Available at: https://doi.org/10.1080/15236803.2021.2011665

Heffernan, A., Murphy, M.P.A. and Yearwood, D. 2022. Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses. European Political Science. Available at: https://doi.org/10.1057/s41304-022-00386-6

Jester, Natalie  (2022) Twitter as higher education community of practice: a political science perspective. PS: Political Science & Politics. (In Press) https://eprints.glos.ac.uk/10645/ 

2021

Bachner, J. and O’Byrne, S., 2021. Teaching Quantitative Skills in Online Courses: Today’s Key Areas of Focus and Effective Learning Tools. Journal of Political Science Education, 17(sup1), pp. 297-310. Available at: https://doi.org/10.1080/15512169.2019.1677475

Ivanov, I.D., 2021. The Use of Interactive Student Response Software in an Introductory International Relations Course. Journal of Political Science Education, 17(sup1), pp. 421-439. Available at: https://doi.org/10.1080/15512169.2019.1694533

2020

Blau, I., Shamir-Inbal, T. and Avdiel, O., 2020. How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The internet and higher education, 45, p.100722. https://www.sciencedirect.com/science/article/pii/S1096751619304403

Mayhew, Emma. "Staying tuned: the impact of screen-captured video to support a multimedia approach to learning." European Political Science, 19.4 (2020): 653-667. https://link.springer.com/article/10.1057/s41304-020-00254-1

Sillaots, M., Fiadotau, M., Söthe-Garnier, R., Upshall, D.R., Callaghan, P., Gorislavski, R., Elshenawy, A.M.S.A., Emiroğlu, O.S., Gorshkova, E., Selina, I. and Hõ, A., 2020. A Digital Game to Teach Research Methods. https://www.researchgate.net/profile/Mikhail-Fiadotau/publication/347593072_Methodyca_A_Digital_Game_to_Teach_Research_Methods/links/5fe72b53a6fdccdcb802226c/Methodyca-A-Digital-Game-to-Teach-Research-Methods.pdf

Smith, D., 2020. Understanding the influence of demographics on attendance and access of synchronous and asynchronous online tuition. Pan-University Scholarship Event (The Open University).

Smith, D., and Smith, K., 2020. Understanding student engagement with synchronous and asynchronous online tuition and recordings. International Conference of Education, Research and Innovation (Seville). https://library.iated.org/view/SMITH2020UND

Vasilevski, N. and Birt, J., 2020. Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments. Research in Learning Technology, 28. https://journal.alt.ac.uk/index.php/rlt/article/view/2329

2019

Beetham, H. and Sharpe, R. eds., 2019. Rethinking pedagogy for a digital age: Principles and practices of design. Routledge.

Bowers, M., 2019. Show Me What You're Thinking: Using Student-Generated Photography to Flip the Political Science Classroom. Journal of Political Science Education, 15(4), pp. 498-506. https://doi.org/10.1080/15512169.2018.1509007

Daniela, L., Strods, R. and Kalniņa, D., 2019. Technology-Enhanced Learning (TEL) in Higher Education: Where Are We Now?. In  Knowledge-intensive economies and opportunities for social, organizational, and technological growth (pp. 12-24). IGI Global. https://www.igi-global.com/chapter/technology-enhanced-learning-tel-in-higher-education/214322

Dunn, T.J. and Kennedy, M., 2019. Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, pp.104-113. https://www.sciencedirect.com/science/article/pii/S0360131519300831

Mayhew, E., 2019. The New Generation of Prezi Presentation Software, Provided by Prezi Inc., and Student Engagement and Learning Within Political Science. Journal of Political Science Education, 15(3), pp. 406-409. https://doi.org/10.1080/15512169.2018.1485572

Mayhew, Emma. "No longer a silent partner: How Mentimeter can enhance teaching and learning within political science." (2019): 546-551. https://www.tandfonline.com/doi/abs/10.1080/15512169.2018.1538882

Mayhew, Emma. "Hearing everyone in the feedback loop: using the new discussion platform, Unitu, to enhance the staff and student dialogue." European Political Science, 18.4 (2019): 714-728. https://link.springer.com/article/10.1057/s41304-019-00211-7

Nicolaou, C., Matsiola, M. and Kalliris, G., 2019. Technology-enhanced learning and teaching methodologies through audiovisual media. Education Sciences, 9(3), p.196. https://www.mdpi.com/502156 

Serrano, D.R., Dea‐Ayuela, M.A., Gonzalez‐Burgos, E., Serrano‐Gil, A. and Lalatsa, A., 2019. Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), pp.273-286. https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12330

Su, F., 2019. Blended Learning Pedagogy in Higher Education. In: Peters, M., Heraud, R. eds. Encyclopedia of Educational Innovation. Singapore: Springer. Available at: https://doi.org/10.1007/978-981-13-2262-4_19-1

Thompson, L. 2019. Using audience response systems to amplify student learning in political science: a case study of electoral systems teaching. European Political Sciience, 18, pp. 351–362. Available at: https://doi.org/10.1057/s41304-018-0188-1

2018

Bennett, S., Lockyer, L. and Agostinho, S. 2018. Towards sustainable technology‐enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, 49(6), pp.1014-1026. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12683

Dukuzumuremyi, S. and Siklander, P. 2018. Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom. Teaching and Teacher Education, 76, pp.165-174. https://www.sciencedirect.com/science/article/pii/S0742051X18301161

FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., Hillaire, G. and Scanlon, E., 2018. Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design. British Journal of Educational Technology, 49(1), pp.165-181. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12534

Flavin, M. and Quintero, V., 2018. UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. Research in Learning Technology, 26. https://journal.alt.ac.uk/index.php/rlt/article/view/1987

Howard, S.K., Yang, J., Ma, J., Ritz, C., Zhao, J. and Wynne, K., 2018, December. Using data mining and machine learning approaches to observe technology-enhanced learning. In  2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 788-793). IEEE. https://ieeexplore.ieee.org/abstract/document/8615443

Mangaroska, K. and Giannakos, M., 2018. Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), pp.516-534. https://ieeexplore.ieee.org/abstract/document/8454297

Zou, D., Xie, H. and Wang, F.L., 2018. Future trends and research issues of technology-enhanced language learning: A technological perspective. Knowledge Management & E-Learning: An International Journal, 10(4), pp.426-440. http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/37

2017

Adekola, J., Dale, V.H. and Gardiner, K., 2017. Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology,  25. https://journal.alt.ac.uk/index.php/rlt/article/view/1973

Flavin, M., 2017. Disruptive technology enhanced learning: The use and misuse of digital technologies in higher education. Springer.

Ju, R., Buldakova, N., Sorokoumova, S., Sergeeva, M., Galushkin, A., Soloviev, A. and Kryukova, N., (2017). Foresight Methods in Pedagogical Design of University Learning Environment. EURASIA Journal of Mathematics, Science and Technology Education, 13(8). https://www.ejmste.com/download/foresight-methods-in-pedagogical-design-of-university-learning-environment-4947.pdf

Lee, J. and Choi, H., (2017). What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115, pp.143-152. https://www.sciencedirect.com/science/article/pii/S0360131517301513

Mayhew, Emma. "Playback feedback: The impact of screen-captured video feedback on student satisfaction, learning and attainment." European Political Science, 16 (2017): 179-192. https://link.springer.com/article/10.1057/eps.2015.102

Nel, L., 2017. Students as collaborators in creating meaningful learning experiences in technology‐enhanced classrooms: An engaged scholarship approach. British Journal of Educational Technology, 48(5), pp.1131-1142. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12549

Obradovic-Wochnik, J. and Hayes, S., 2017. Re-Visualising International Relations: Audio-Visual Projects And Direct Encounters With The Political In Security Studies. European Political Science, 16, pp. 415–429. https://doi.org/10.1057/eps.2016.21

Roberts, D (2017). The Message Is The Medium': Evaluating The Use Of Visual Images To Provoke Engagement And Active Learning In Politics and International Relations Lectures.

Roberts, D (2017). Higher education lectures: From passive to active learning via imagery. https://journals.sagepub.com/doi/abs/10.1177/1469787417731198 

Rodríguez-Triana, M.J., Prieto, L.P., Vozniuk, A., Boroujeni, M.S., Schwendimann, B.A., Holzer, A. and Gillet, D., 2017. Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review. International Journal of Technology Enhanced Learning, 9(2-3), pp.126-150. https://www.inderscienceonline.com/doi/abs/10.1504/IJTEL.2017.084489

Woodcock, P., 2017. Towards Dialogue: Audio Feedback On Politics Essays. European Political Science, 16, 193–205.  https://doi.org/10.1057/eps.2015.101

2016

Glazier, R.A., 2016. Building Rapport to Improve Retention and Success in Online Classes. Journal of Political Science Education, 12(4), pp. 437-456. Available at: https://doi.org/10.1080/15512169.2016.1155994

2015

Anson, I.G., 2015. Assessment Feedback using Screencapture Technology in Political Science. Journal of Political Science Education, 11(4), pp. 375-390. https://doi.org/10.1080/15512169.2015.1063433

2010

Ralph, J., Head, N. and Lightfoot, S. 2010. Pol-Casting: The Use of Podcasting in the Teaching and Learning of Politics and International Relations. European Political Science, 9, pp. 13–24. https://doi.org/10.1057/eps.2009.38

2007

Roberts, D (2007). The Engagement Agenda, Multimedia Learning and the use of images in HE lecturing. https://www.tandfonline.com/doi/abs/10.1080/0309877X.2017.1332356

2022 

Ryan, J. and Goldingay, S., 2022. University leadership as engaged pedagogy: A call for governance reform. Journal of University Teaching & Learning Practice, 19(1), pp.122-139. https://ro.uow.edu.au/jutlp/vol19/iss1/08/   

2021 

Shelton, S.A., 2021. Queer Contemplative Pedagogy: Challenging Gender and Sexuality Norms through Contemplation. Journal of homosexuality, pp.1-17. https://www.tandfonline.com/doi/abs/10.1080/00918369.2021.1984789 

2019 

Crimmins, G. ed., 2019. Strategies for resisting sexism in the academy: Higher education, gender and intersectionality. Springer. 

LeMaster, B. and Johnson, A.L., 2019. Unlearning gender—Toward a critical communication trans pedagogy. Communication Teacher, 33(3), pp.189-198. https://www.tandfonline.com/doi/full/10.1080/17404622.2018.1467566 

Phull, K., Ciflikli, G. and Meibauer, G., 2019. Gender and bias in the International Relations curriculum: Insights from reading lists. European Journal of International Relations, 25(2), pp.383-407. https://journals.sagepub.com/doi/abs/10.1177/1354066118791690 

2018 

Diller, A., 2018. The gender question in education: Theory, pedagogy, and politics. Routledge. 

Jester, N. (2018) Representation within higher education curricula: contextualising and advocating for feminist digital activism. Teaching in Higher Education, 23 (5). pp. 606-618. https://www.tandfonline.com/doi/abs/10.1080/13562517.2018.1465036

Sang, K.J., 2018. Gender, ethnicity and feminism: An intersectional analysis of the lived experiences feminist academic women in UK higher education. Journal of Gender Studies, 27(2), pp.192-206. https://www.tandfonline.com/doi/full/10.1080/09589236.2016.1199380 

2017 

Herman, C. and Kirkup, G., 2017. Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. Gender and Education, 29(6), pp.781-795. https://www.tandfonline.com/doi/abs/10.1080/09540253.2016.1187263 

Keenan, H.B., 2017. Unscripting curriculum: Toward a critical trans pedagogy. Harvard Educational Review, 87(4), pp.538-556. https://meridian.allenpress.com/her/article-abstract/87/4/538/32197 

McCusker, G., 2017. A feminist teacher’s account of her attempts to achieve the goals of feminist pedagogy. Gender and Education, 29(4), pp.445-460. https://www.tandfonline.com/doi/abs/10.1080/09540253.2017.1290220

2022 

Gaynor, T.S. and Lopez-Littleton, V., 2022. Coming to terms: Teaching systemic racism and (the myth of) white supremacy. Journal of Public Affairs Education, 28(2), pp. 211-225. https://doi.org/10.1080/15236803.2021.1994326 

2021 

Arday, J., Zoe Belluigi, D. and Thomas, D., 2021. Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory, 53(3), pp.298-313. https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1773257 

Nelsen, M.D., 2021. Cultivating youth engagement: Race & the behavioral effects of critical pedagogy. Political Behavior, 43(2), pp.751-784. https://link.springer.com/article/10.1007/s11109-019-09573-6 

2020 

Liyanage, M., 2020. Miseducation: decolonising curricula, culture and pedagogy in UK universities. Higher Education Policy Institute. https://www.hepi.ac.uk/wp-content/uploads/2020/07/HEPI_Miseducation_Debate-Paper-23_FINAL.pdf 

Woodson, A.N. and Bristol, T.J., 2020. Male teachers of color: Charting a new landscape for educational research. Race Ethnicity and Education, 23(3), pp.281-287. https://www.tandfonline.com/doi/abs/10.1080/13613324.2019.1663912 

2019 

Awesti, A. 2019 ‘Anti-Racist Pedagogy and Practice Learning Circle.’ Paper presented at the Race Equity through Pedagogy Conference, Sheffield, 1 July (with M. Ono-George). 

Harbin, M.B., Thurber, A. and Bandy, J., 2019. Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors. Race and Pedagogy Journal: Teaching and Learning for Justice, 4(1), p.1. https://soundideas.pugetsound.edu/rpj/vol4/iss1/1/ 

Jabbar, A. and Mirza, M., 2019. Managing diversity: academic’s perspective on culture and teaching. Race Ethnicity and Education, 22(5), pp.569-588. https://www.tandfonline.com/doi/abs/10.1080/13613324.2017.1395325  

Wah, Y.L. and Nasri, N.B.M., 2019. A systematic review: The effect of culturally responsive pedagogy on student learning and achievement. International Journal of Academic Research in Business and Social Sciences, 9(5), pp.588-596. https://pdfs.semanticscholar.org/9dec/d212479cba9299263b864db54e488bdb341e.pdf  

2018 

Borrero, N., Ziauddin, A. and Ahn, A., 2018. Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy. Critical Questions in Education, 9(1), pp.22-39. https://eric.ed.gov/?id=EJ1172314 

Dunne, L., Kay, V., Boyle, R., Obadan, F. and Lander, V., 2018. ‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK university. Journal of Education for Teaching, 44(2), pp.162-174. https://www.tandfonline.com/doi/abs/10.1080/02607476.2017.1415514 

Karvelis, N., 2018. Race, class, gender, and rhymes: Hip-hop as critical pedagogy. Music Educators Journal, 105(1), pp.46-50. https://journals.sagepub.com/doi/full/10.1177/0027432118788138 

Martinez-Cola, M., with, English, R., Min, J., Peraza, J., Tambah, J. and Yebuah, C., 2018. When pedagogy is painful: Teaching in tumultuous times. Teaching Sociology, 46(2), pp.97-111. https://journals.sagepub.com/doi/full/10.1177/0092055X17754120 

2017 

Alemán, S.M. and Gaytán, S., 2017. ‘It doesn’t speak to me’: understanding student of color resistance to critical race pedagogy. International Journal of Qualitative Studies in Education, 30(2), pp.128-146. https://www.tandfonline.com/doi/abs/10.1080/09518398.2016.1242801 

Iv, H.R.M., 2017. Where's the Race in Culturally Relevant Pedagogy? Teachers College Record, 119(1), pp.1-32. https://journals.sagepub.com/doi/abs/10.1177/016146811711900109 

2016 

Awesti,  A. 2016 ‘Diversity and Equality: a 10 year strategic plan for the PSA.’ Paper presented at the Political Studies Association 66th Annual International Conference, Brighton, 21-23 March. 

Awesti, A. 2016 ‘Pursuing the Diversity and Inclusion agenda: The PSA in the UK’. European Political Science, Vol. 15, No. 4 (with M. Flinders and H. Savigny). https://link.springer.com/article/10.1057/s41304-016-0073-8 

Matias, C.E. and Mackey, J., 2016. Breakin’down whiteness in antiracist teaching: Introducing critical whiteness pedagogy. The Urban Review, 48(1), pp.32-50. https://link.springer.com/article/10.1007/s11256-015-0344-7  

Mattocks, Kate, and Shardia Briscoe-Palmer. "Diversity, inclusion, and doctoral study: Challenges facing minority PhD students in the United Kingdom." European Political Science, Vol. 15 (2016): 476-492. https://link.springer.com/article/10.1057/s41304-016-0071-x 

2015 

Brooks, J.S., Knaus, C.B. and Chang, H., 2015. Educational leadership against racism: Challenging policy, pedagogy, & practice. International Journal of Multicultural Education, 17(1), pp.1-5. https://ijme-journal.org/index.php/ijme/article/view/1037

2021 

Watermeyer, R., Crick, T., Knight, C. and Goodall, J., 2021. COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), pp.623-641. https://link.springer.com/article/10.1007/s10734-020-00561-y

2020 

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. and Lam, S., 2020. COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), pp.1-20. https://eprints.utas.edu.au/34123/ 

Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N. and Maksymchuk, B., 2020. Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), pp.44-65. https://lumenpublishing.com/journals/index.php/rrem/article/view/2591 

2019  

Jin, L. and Schneider, J., 2019. Faculty views on international students: A survey study. Journal of International Students, 9(1), pp.84-99. https://books.google.co.uk/books?hl=en&lr=&id=3FuLDwAAQBAJ&oi=fnd&pg=PA84&dq=international+students+pedagogy+UK+university&ots=Jo9t6X80An&sig=IVxFYB8L4XaKMLtj7goqit0b6-0&redir_esc=y#v=onepage&q=international%20students%20pedagogy%20UK%20university&f=false 

2018 

Huang, R. and Turner, R., 2018. International experience, universities support and graduate employability–perceptions of Chinese international students studying in UK universities. Journal of Education and Work, 31(2), pp.175-189. https://www.tandfonline.com/doi/full/10.1080/13639080.2018.1436751 

Lomer, S., 2018. UK policy discourses and international student mobility: The deterrence and subjectification of international students. Globalisation, Societies and Education, 16(3), pp.308-324. https://www.tandfonline.com/doi/abs/10.1080/14767724.2017.1414584

Taguchi, N. and Ishihara, N., 2018. The pragmatics of English as a lingua franca: Research and pedagogy in the era of globalization. Annual Review of Applied Linguistics, 38, pp.80-101. https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/abs/pragmatics-of-english-as-a-lingua-franca-research-and-pedagogy-in-the-era-of-globalization/A1839B76189CAD535DBB4D112C285C2F

Waters, J.L., 2018. International education is political! Exploring the politics of international student mobilities. Journal of International Students, 8(3), pp.1459-1478. https://books.google.co.uk/books?hl=en&lr=&id=BsNjDwAAQBAJ&oi=fnd&pg=PA1459&dq=international+students+pedagogy+UK+university&ots=575eeMUZiT&sig=zQSKRtR_Ap6gy0yutekXByv_29s&redir_esc=y#v=onepage&q=international%20students%20pedagogy%20UK%20university&f=false 

2017 

Ploner, J., 2017. Resilience, moorings and international student mobilities–Exploring biographical narratives of social science students in the UK. Mobilities, 12(3), pp.425-444. https://www.tandfonline.com/doi/full/10.1080/17450101.2015.1087761 

Taylor, G. and Ali, N., 2017. Learning and living overseas: Exploring factors that influence meaningful learning and assimilation: How international students adjust to studying in the UK from a socio-cultural perspective. Education Sciences, 7(1), p.35. https://www.mdpi.com/183760 

2016 

Gann, R. (2016) ‘How to internationalist the social sciences curricula: a peer-reviewed checklist approach’ European Political Science 15 (1): 7-22; advance online publication, September 25, 2015. https://link.springer.com/article/10.1057/eps.2015.39 

Gann, R. (2016) ‘Introduction: internationalising the curriculum – reflection on process, design and delivery’ European Political Science 15 (1): 1-6; advance online publication, September 25, 2015. https://link.springer.com/article/10.1057/eps.2015.38 

Sweeney, S. (2016) Engaging international students in content contribution to the teaching and learning process. Innovative Pedagogies York: Higher Education Academy. 

2012 

Adair, J.K., Tobin, J. and Arzubiaga, A.E., 2012. The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants. Teachers College Record, 114(12), pp.1-37. https://journals.sagepub.com/doi/abs/10.1177/016146811211401203

2022 

Jacobs, A.M., Kapiszewski, D. and Karcher, S., 2022. Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods. PS: Political Science & Politics, 55(1), pp.216-220. https://www.cambridge.org/core/journals/ps-political-science-and-politics/article/abs/using-annotation-for-transparent-inquiry-ati-to-teach-qualitative-research-methods/50C6FB5BF1AE9859080D246B4E7C35F5  

2021 

Carter, J. 2021. "Developing a future pipeline of applied social researchers through experiential learning: The case of a data fellows programme." Statistical Journal of the IAOS Preprint: 1-16. https://content.iospress.com/articles/statistical-journal-of-the-iaos/sji210844  

Jacob, A., Kapiszewski, D. and Karcher, S., 2021. Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods. https://preprints.apsanet.org/engage/apsa/article-details/6047a6bfeb05693eb3e7a579  

Li, R., 2021. Teaching Undergraduates R in an Introductory Research Methods Course: A Step-by-Step Approach. Journal of Political Science Education, 17(4), pp. 653-671. https://doi.org/10.1080/15512169.2019.1667811 

Slocum-Schaffer, S.A. and Bohrer II, R.E., 2021. Information Literacy for Everyone: Using Practical Strategies to Overcome ‘Fear and Loathing’ in the Undergraduate Research Methods Course. Journal of Political Science Education, 17(sup1), pp. 363-379. https://doi.org/10.1080/15512169.2019.1694935 

Witkowski, K., Reyes, A.M. and Padilla, M., 2021. Teaching diversity in public participation through participatory research: A case study of the PhotoVoice methodology. Journal of Public Affairs Education, 27(2), pp. 218-237. https://doi.org/10.1080/15236803.2020.1858534 

2020 

Müller, P.A., Bäumer, T., Silberer, J. and Zimmermann, S., 2020. Using research methods courses to teach students about sustainable development–a three-phase model for a transformative learning experience. International Journal of Sustainability in Higher Education. https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2019-0252/full/html 

2019 

Barr M. 2019. Autoethnography as Pedagogy: Writing the “I” in IR. Qualitative Inquiry, 25(9-10), 1106-1114. https://journals.sagepub.com/doi/abs/10.1177/1077800418792940 

2018 

Abutabenjeh, S. and Jaradat, R., 2018. Clarification of research design, research methods, and research methodology: A guide for public administration researchers and practitioners. Teaching Public Administration, 36(3), pp.237-258. https://journals.sagepub.com/doi/abs/10.1177/0144739418775787 

Blair A, Griggs S, Mackillop E. 2018. Engaging students as co-producers: A critical reflection on the policy commission model. Politics. 38(4):514-530. https://journals.sagepub.com/doi/abs/10.1177/0263395717728407 

Fisher, S. and Justwan, F., 2018. Scaffolding Assignments and Activities for Undergraduate Research Methods. Journal of Political Science Education, 14(1), pp. 63-71. https://doi.org/10.1080/15512169.2017.1367301

Nind, M. and Lewthwaite, S., 2018. Hard to teach: inclusive pedagogy in social science research methods education. International Journal of Inclusive Education, 22(1), pp.74-88. https://www.tandfonline.com/doi/abs/10.1080/13603116.2017.1355413

Nind, M. and Lewthwaite, S., 2018. Methods that teach: developing pedagogic research methods, developing pedagogy. International Journal of Research & Method in Education, 41(4), pp.398-410. https://www.tandfonline.com/doi/abs/10.1080/1743727X.2018.1427057  

Oldmixon, E.A., 2018. “It Was My Understanding That There Would Be No Math”: Using Thematic Cases to Teach Undergraduate Research Methods. Journal of Political Science Education, 14(2), pp.249-259. https://www.tandfonline.com/doi/full/10.1080/15512169.2017.1405356 

2017 

Cvancara, K.E., 2017. Optimizing how we teach research methods. Communication Teacher, 31(1), pp.35-40. https://cornerstone.lib.mnsu.edu/cmst_fac_pubs/3/ 

2016 

Bell, R., 2016. The continuing search to find a more effective and less intimidating way to teach research methods in higher education. Innovations in Education and Teaching International, 53(3), pp.285-295. https://www.tandfonline.com/doi/abs/10.1080/14703297.2014.956780 

Lewthwaite, S. and Nind, M., 2016. Teaching research methods in the social sciences: Expert perspectives on pedagogy and practice. British Journal of Educational Studies, 64(4), pp.413-430. https://www.tandfonline.com/doi/abs/10.1080/00071005.2016.1197882

2015 

Page, E., 2015. Undergraduate Research: An Apprenticeship Approach To Teaching Political Science Methods. European Political Science, 14, pp. 340–354.  https://doi.org/10.1057/eps.2015.17 

2014 

Adriaensen, J., Coremans, E. and Kerremans, B.,2014. Overcoming Statistics Anxiety: Towards the Incorporation of Quantitative Methods in Non-Methodological Courses. European Political Science, 13, pp. 251–265. https://doi.org/10.1057/eps.2014.8 

2013 

Bernstein, J.L. and Allen, B.T., 2013. Overcoming Methods Anxiety: Qualitative First, Quantitative Next, Frequent Feedback Along the Way. Journal of Political Science Education, 9(1), pp. 1-15. https://doi.org/10.1080/15512169.2013.747830

2022 

Barham, E. and Wood, C., 2022. Teaching the Hidden Curriculum in Political Science. PS: Political Science & Politics. Cambridge University Press, 55(2), pp. 324–328. https://doi.org/10.1017/S1049096521001384 

Burnett, J., DeMora, S.L., Landgrave, M., Lindke, C.  and Ninci, A., 2022. How Can We Address Professional Isolation Among Traditionally Underrepresented Students? The Importance of Peer Mentorship. Journal of Political Science Education. https://doi.org/10.1080/15512169.2022.2053694 

2021 

Gibbs, J., Hartviksen, J., Lehtonen, A. and Spruce, E., 2021. Pedagogies of inclusion: a critical exploration of small-group teaching practice in higher education. Teaching in Higher Education, 26(5), pp. 696-711. https://doi-org.libproxy.ucl.ac.uk/10.1080/13562517.2019.1674276 

Perez, R.J., Acuña, A. and Reason, R.D., 2021. Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year, Low-Income Students. Innovative Higher Education, 46, pp. 623–641. https://doi.org/10.1007/s10755-021-09555-9  

Poorvu Center for Teaching and Learning. 2021. Inclusive Teaching Strategies. Yale. [online] https://poorvucenter.yale.edu/InclusiveTeachingStrategies [Accessed 20 June 2022]. 

2020 

Howard, T. O., Winkelmes, M. and Shegog, M., 2020. Transparency Teaching in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning. Journal of Political Science Education, 16(2), pp. 198-211. https://doi.org/10.1080/15512169.2018.1550420 

2019 

Pacansky-Brock, M., Smedshammer, M. and Vincent-Layton, K., 2019. Humanizing Online Teaching to Equitize Higher Education. Manuscript submitted for publication. https://www.researchgate.net/profile/Michelle-Pacansky-Brock/publication/339365337_Humanizing_Online_Teaching_To_Equitize_Higher_Ed/links/5e4d701e92851c7f7f488740/Humanizing-Online-Teaching-To-Equitize-Higher-Ed.pdf 

2018 

Reyes, W.S., Rungduin, T.T, David, A.P. and Bayten, E.O., 2018. A model of pedagogical strategies for low income students in the Philippines. Issues in Educational Research, 28(4), pp. 1009-1023. https://www.researchgate.net/publication/329129310_A_model_of_pedagogical_strategies_for_low_income_students_in_the_Philippines 

2017 

Jury, M., Smeding, A., Stephens, N.M., Nelson, J.E., Aelenei, C. and Darnon, C., 2017. The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality. Journal of Social Issues, 73, pp. 23-41. https://doi.org/10.1111/josi.12202 

2016 

Devlin, M. and McKay, J., 2016. Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32(1). https://doi.org/10.14742/ajet.2053 

Norodien-Fataar, N. and Daniels, D., 2016. Exploring the educational engagement practices of disadvantaged students at a South African University. [online] Hdl.handle.net. http://hdl.handle.net/11189/5903 [Accessed 20 June 2022].  
 
Thomas, L., 2016. Chapter 9: Developing Inclusive Learning to Improve the Engagement, Belonging, Retention, and Success of Students from Diverse Groups. In: M. Shah, A. Bennett and E. Southgate, eds. 2016. Widening Higher Education Participation: A Global Perspective. Kidlington: Chandos Publishing. pp. 135-159. https://doi.org/10.1016/B978-0-08-100213-1.00009-3 

2012 

Devlin, M., Kift, S., Nelson, K., Smith, L. and McKay, J., 2012. Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff. [online] Sydney: Australian Government Office for Learning and Teaching.  https://www.lowses.edu.au/assets/Practical%20Advice%20for%20Teaching%20Staff.pdf [Accessed 20 June 2022]. 

2011 

Phillips, P. and Loch, B., 2011. Building Lectures and Building Bridges with Socio-economically Disadvantaged Students. Educational Technology & Society, 14 (3), pp.240–251. https://www.jstor.org/stable/10.2307/jeductechsoci.14.3.240

2022 

Benson, T. and Montoya, T.M., 2022. Concerns for First-Gen Political Science Graduate Students. APSA Preprints. This content is a preprint and has not been peer-reviewed. https://preprints.apsanet.org/engage/apsa/article-details/61f964270716a8f73b43985c 

Keeton, R.G., Mendoza, Y., Zarate, M.E. and Magruder, E.D., 2022. Teaching Faculty to Reach First-Generation College Students: The Impact of a Professional Development Course on Faculty. College Teaching, 70(2), pp. 152-160. https://doi-org.libproxy.ucl.ac.uk/10.1080/87567555.2021.1909526 

2021 

Hermann, J. R., 2021. A Demographic Shift in College Students: A Preparatory Guide for Political Scientists and the Discipline. In: L. Waller, S. Waller. eds. Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid [Working Title], London: IntechOpen. https://www.intechopen.com/online-first/77467 

2020 

Owen, D., 2020. Review of Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students. Journal of Political Science Education, 16(1), pp. 133-135. https://doi.org/10.1080/15512169.2019.1594846 

Ives, J. and Castillo-Montoya, M., 2020. First-Generation College Students as Academic Learners: A Systematic Review. Review of Educational Research, 90(2), pp. 139–178. https://doi.org/10.3102/0034654319899707 

2019 

Castillo-Montoya, M., 2019. Professors' Pedagogical Strategies for Teaching Through Diversity. Review of Higher Education, 42, pp. 199-226. https://muse.jhu.edu/article/724916 

Delima, D.G., 2019. Making a Case for a Funds of Knowledge Approach to Teaching and Learning for First-Generation College Students, College Teaching, 67(4), pp. 205-209. DOI: 10.1080/87567555.2019.1630355 

Taylor, A., Yochim, L. and Raykov, M., 2019. Service-Learning and First-Generation University Students: A Conceptual Exploration of the Literature. Journal of Experiential Education, 42(4), pp. 349–363. https://doi.org/10.1177/1053825919863452 

2018
Castillo-Montoya, M., 2018. Rigor Revisited: Scaffolding College Student Learning by Incorporating Their Lived Experiences. New Directions for Higher Education, 2018, pp. 37-46. https://doi.org/10.1002/he.20269 

Checkoway, B., 2018. Inside The Gates: First-Generation Students Finding Their Way. Higher Education Studies, 8(3). https://doi.org/10.5539/hes.v8n3p72 

2017 

Castillo-Montoya, M., 2017. Deepening understanding of prior knowledge: what diverse first-generation college students in the U.S. can teach us. Teaching in Higher Education, 22(5), pp. 587-603. https://doi.org/10.1080/13562517.2016.1273208 

Glass, C.R., Gesing, P., Hales, A. and Cong, C., 2017. Faculty as bridges to co-curricular engagement and community for first-generation international students. Studies in Higher Education, 42(5), pp. 895-910. https://doi.org/10.1080/03075079.2017.1293877 

2016 

Beattie, I.R. and Thiele, M., 2016. Connecting in Class? College Class Size and Inequality in Academic Social Capital. The Journal of Higher Education, 87(3), pp. 332-362. https://doi.org/10.1080/00221546.2016.11777405 

2015 

Schademan, A. and Thompson, M., 2015. Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?. Journal of College Student Retention: Research, Theory & Practice, 18(2), pp.194-216. https://doi.org/10.1177/1521025115584748

2014 

Wang, T. R., 2014. Formational Turning Points in the Transition to College: Understanding How Communication Events Shape First-Generation Students' Pedagogical and Interpersonal Relationships With Their College Teachers. Communication Education, 63(1), pp. 63-82. https://doi.org/10.1080/03634523.2013.841970 

Wilsey, S. A., Friedrichs, J., Gabrich, C., and Chung, T., 2014. A Privileged Pedagogy for Privileged Students? A Preliminary Mixed-Methods Analysis Comparing First-Generation and Non-First-Generation College Students on Post-Evaluations of Service Learning Courses. PRISM: A Journal of Regional Engagement, 3(2), pp. 79-97. https://encompass.eku.edu/prism/vol3/iss2/1 

2011 

Hao, R.N., 2011. Critical compassionate pedagogy and the teacher's role in first-generation student success. New Directions for Teaching and Learning, 2011, pp.91-98. https://doi.org/10.1002/tl.460 

2010 

Jehangir, R., 2010. Stories as Knowledge: Bringing the Lived Experience of First-Generation College Students Into the Academy, Urban Education, 45(4), pp. 533–553. https://doi.org/10.1177/0042085910372352

2022 

Cullen, S., 2022. New norms in higher education that can help disabled students long-term. Times Higher Education, [online] 17 January. https://www.timeshighereducation.com/campus/new-norms-higher-education-can-help-disabled-students-longterm 

Edwards, M., Poed, S., Al-Nawab, H. and Penna, O., 2022. Academic accommodations for university students living with disability and the potential of universal design to address their needs. Higher Education. https://doi.org/10.1007/s10734-021-00800-w 

Moriña, A., 2022. Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching, Teaching in Higher Education, 27(3), pp. 371-386. https://doi.org/10.1080/13562517.2020.1724938 

2021 

Brown, E. and Melcher, M., 2021. The upside of disrupted teaching for neurodiverse and disabled students: 10 ways to disrupt pedagogical practices that disregard the importance of accessibility. Critical Studies on Security, 9(2), pp. 179-182. https://doi.org/10.1080/21624887.2021.1978643

Hazelwood, A. and Stuve, M., 2021. Teaching with a neurodiverse pedagogy: Moving beyond accommodations to infusion. In T. Bastiaens. ed. Proceedings of Innovate Learning Summit 2021. Online, United States: Association for the Advancement of Computing in Education (AACE). pp. 374-376. https://www.learntechlib.org/primary/p/220306/ 

Currin-Percival, M. and Gulahmad, S., 2021. Adapting Experiential Learning Opportunities: A Political Science Research Methods Course Case Study. Journal of Political Science Education, 17(sup1), pp. 311-325. https://doi.org/10.1080/15512169.2020.1713800 

Dolamore, S., 2021. Accessibility features in ZOOM to improve equity in the MPA classroom. Journal of Public Affairs Education, 27(3), pp. 376-379. https://doi.org/10.1080/15236803.2021.1929020 

Shmulsky, S., Gobbo, K. and Vitt, S., 2021. Culturally Relevant Pedagogy for Neurodiversity. Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2021.1972362  

Shwetz, J., 2021. Supporting Student Neurodiversity in Teacher Practice. Master of Education. University of Alberta. https://doi.org/10.7939/r3-qkq3-8g28 

2020
Clouder, D., Karakus, M., Cinotti, A., Ferreyra, M., Amador, G. and Rojo, P., 2020. Neurodiversity in higher education: a narrative synthesis. Higher Education, 80. https://www.researchgate.net/publication/341991983_Neurodiversity_in_higher_education_a_narrative_synthesis

Moriña, A. and Orozco, I., 2020. Planning and implementing actions for students with disabilities: Recommendations from faculty members who engage in inclusive pedagogy. International Journal of Educational Research, 103(101639). https://doi.org/10.1016/J.IJER.2020.101639

Tan, K.S., 2020. Power, Play and Pedagogy through the PowerPoint Performance-Lecture. International Journal of Management and Applied Research, 3, pp. 382-394. https://www.ceeol.com/search/article-detail?id=898225

Tuffrey‐Wijne, I., Lam, C.K.K., Marsden, D., Conway, B., Harris, C., Jeffrey, D., Jordan, L., Keagan‐Bull, R., McDermott, M., Newton, D. and Stapelberg, D., 2020. Developing a training course to teach research skills to people with learning disabilities: “It gives us a voice. We CAN be researchers!”. British Journal of Learning Disabilities, 48(4), pp.301-314. https://onlinelibrary.wiley.com/doi/abs/10.1111/bld.12331 

2019 

Lipka, O., Baruch, A.F. and Meer, Y., 2019. Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions. International Journal of Inclusive Education, 23(2), pp. 142-157. https://doi.org/10.1080/13603116.2018.1427151 

Perera-Rodríguez, V.H. and Díez, A.M., 2019. Technological challenges and students with disabilities in higher education, Exceptionality, 27(1), pp. 65-76. https://doi.org/10.1080/09362835.2017.1409117 

2017 

Evans, N. J., Broido, E.M., Brown, K.R. and Wilke, A.K., 2017. Disability in higher education : a social justice approach. San Francisco, CA: Jossey-Bass. https://books.google.co.uk/books?hl=en&lr=&id=JaHLCgAAQBAJ&oi=fnd&pg=PR11&ots=rQYuLbzcB5&sig=Hk0xmhz9kK8IzjALJ1lsnB10LLc&redir_esc=y#v=onepage&q&f=false

Morgado Camacho, B., Lopez-Gavira, R., Moriña Díez, A., 2017. The ideal university classroom: Stories by students with disabilities. International Journal of Educational Research, 85, pp. 148–156. https://doi.org/10.1016/J.IJER.2017.07.013 

UK Government. 2017. Inclusive Teaching and Learning in Higher Education as a route to Excellence. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/587221/Inclusive_Teaching_and_Learning_in_Higher_Education_as_a_route_to-excellence.pdf 

Yuknis, C. and Bernstein, E.R. 2017. Supporting students with non-disclosed disabilities: A Collective and Humanizing Approach. In: E., Kim, and K.C., Aquino. eds. Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success (1st ed.). Routledge. https://doi.org/10.4324/9781315644004  

2015 

Walters, S., 2015. Toward a Critical ASD Pedagogy of Insight: Teaching, Researching, and Valuing the Social Literacies of Neurodiverse Students. Research in the Teaching of English, 49(4), pp. 340–360. http://www.jstor.org/stable/24398710 

2014 

Kraglund-Gauthier, W.L., Young, D.C. and Kell, E., 2014. Teaching Students with Disabilities in Post-secondary Landscapes: Navigating Elements of Inclusion, Differentiation, Universal Design for Learning, and Technology. Transformative Dialogues: Teaching & Learning Journal, 7(3), pp. 1-9. https://kpu.ca/sites/default/files/Transformative%20Dialogues/TD.7.3.10_Kraglund_etal_Teaching_Students_with_Disabilities.pdf 

Stein, K.F., 2014. Experiences of College Students with Psychological Disabilities: The Impact of Perceptions of Faculty Characteristics on Academic Achievement. International Journal of Teaching and Learning in Higher Education, 26(1), pp.55-65. https://files.eric.ed.gov/fulltext/EJ1043011.pdf

2022 

Heffernan, A., Murphy, M.P.A. and Yearwood, D. 2022. Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses. European Political Science. https://doi.org/10.1057/s41304-022-00386-6  

Murphy, M.P.A., 2022. Evaluating Simultaneous Group Activities Through Self- and Peer-Assessment: Addressing the "Evaluation Challenge" in Active Learning. Journal of Political Science Education. https://doi.org/10.1080/15512169.2022.2099410 
 
Zech, S.T., Rublee, M.R., Deejay, A. and Flanik, W.M., 2022. Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences. Journal of Political Science Education, 18(1), pp.22-34. https://doi.org/10.1080/15512169.2021.1996383 

2021 

Alves, E., Silva, A. and Barbosa, G., 2021. A Framework for Active Learning in International Relations: The Case of the Challenge Game. Journal of Political Science Education, 17(1), pp.123-138. https://doi.org/10.1080/15512169.2019.1612755 

Cohen, A., Alden, J. and Ring, J., 2021. Using a “Gateway Game” to Stimulate Student Interest and Build Foundational Knowledge. Journal of Political Science Education, 17(sup1), pp.104-115. https://doi.org/10.1080/15512169.2021.1921588  

Copridge, K.W., Uttamchandani, S. and Birdwell, T., 2021. Faculty Reflections of Pedagogical Transformation in Active Learning Classrooms. Innovative Higher Education, 46, pp.205–221. https://doi.org/10.1007/s10755-021-09544-y 

Forestal, J. and Finch, J.K., 2021. Teaching the Town Hall: Incorporating Experiential Learning in a Large Introductory Lecture Course. Journal of Political Science Education, 17(sup1), pp.116-129. https://doi.org/10.1080/15512169.2020.1725528

Hendrickson, P., 2021. Effect of Active Learning Techniques on Student Excitement, Interest, and Self-Efficacy. Journal of Political Science Education, 17(2), pp.311-325. https://doi.org/10.1080/15512169.2019.1629946

Kartal, M., 2021. Facilitating Deep Learning and Professional Skills Attainment in the Classroom: The Value of a Model United Nations Course. Journal of Political Science Education, 17(sup1), pp.148-168. https://doi.org/10.1080/15512169.2020.1854771 

West, L. and Halvorson, D., 2021. Student Engagement and Deep Learning in the First-Year International Relations Classroom: Simulating a UN Security Council Debate on the Syrian Crisis. Journal of Political Science Education, 17(2), pp.173-190. https://doi.org/10.1080/15512169.2019.1616298 

2020 

Bijsmans, P., Versluis, E., 2020. Problem-based learning and the relevance of teaching and learning European Studies in times of crises. European Political Science, 19, pp.668–686. https://doi.org/10.1057/s41304-020-00263-0 

Collins, L. A., 2020. The Do Now: A Simple, but Effective Active Learning Strategy. Applied Economics Teaching Resources (AETR), 2(2), pp.58-63. https://ageconsearch.umn.edu/record/302623

Duchatelet, D., Bursens, P., Usherwood, S., Oberle, M., 2020. Beyond descriptions and good practices: empirical effects on students’ learning outcomes of active learning environments in political science curricula. European Political Science, 19, pp.327–335. https://doi.org/10.1057/s41304-020-00259-w 

Groen, A., Bijsmans, P. and Adriaensen, J., 2020. Improving a self-assessment tool to monitor generic skills development in an active learning environment. European Political Science, 19, pp.352–366. https://doi.org/10.1057/s41304-020-00258-x 

Leib, J., Ruppel, S., 2020. The learning effects of United Nations simulations in political science classrooms. European Political Science, 19, pp.336–351. https://doi.org/10.1057/s41304-020-00260-3 

Owens, D.C., Barlow, A.T. and Smith-Walters, C., 2020. Student Motivation and Resistance in Active Learning Classrooms. In: Mintzes, J., Walter, E. (eds) Active Learning in College Science. Springer, Cham. https://doi.org/10.1007/978-3-030-33600-4_57

Perry, T.J. and Robichaud, C., 2020. Teaching Ethics Using Simulations: Active Learning Exercises in Political Theory. Journal of Political Science Education, 16(2), pp.225-242. https://doi.org/10.1080/15512169.2019.1568879

Walk, I., Yim, A., Novak, E., Reiss, C. and Graham, D., 2020. Redesigning the Online Video Lecture Player to Promote Active Learning. 2020 IEEE Frontiers in Education Conference (FIE), pp. 1-5. doi: 10.1109/FIE44824.2020.9273898

Wong, S.L., Yau, S.Y., 2020. Impact of Student Response System on Enhancing Active Learning. In: Li, K.C., Tsang, E.Y.M., Wong, B.T.M. (eds) Innovating Education in Technology-Supported Environments. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-15-6591-5_15 

2019

Deejay, A., Rublee, M.R. and Zech, S.T., 2019. Active Learning in Large Graduate Classes: Reflections on an “Attaining Citizenship” Simulation. Journal of Political Science Education, 15(1), pp.120-132. https://doi.org/10.1080/15512169.2018.1499521 

Dunn, J.P., 2019. A “Model” for Active Learning and Leadership Development: International Model NATO. Journal of Political Science Education, 15(4), pp.528-534. https://doi.org/10.1080/15512169.2018.1544907

Fischer, B.A., 2019. Fact or Fiction? Designing Stories for Active Learning Exercises, Journal of Political Science Education, 15(2), pp.179-190. https://doi.org/10.1080/15512169.2018.1447947

Hunt, K., 2019. Zombies, Gender, and Student Active Learning. Journal of Political Science Education, 15(1), pp.49-63. https://doi.org/10.1080/15512169.2018.1487303 

Mikell, R., 2019. Methods Discussion and Active Learning in a Volatile Age: A Reflection and Analysis. Journal of Political Science Education, 15(2), pp.247-256. https://doi.org/10.1080/15512169.2018.1464928 

Mitchell, J.S., 2019. Virtual Integration in U.S. Senate Campaigns: An Active Learning Tool for Teaching American Government. Journal of Political Science Education, 15(2), pp.206-217. https://doi.org/10.1080/15512169.2018.1464458

Novak, G., 2019. Active learning pedagogy: Structuring the preinstruction assignment. Journal of Physics: Conference Series, 1161. https://doi.org/10.1088/1742-6596/1161/1/012002 

2018 

Henshaw, A.L. and Meinke, S.R., 2018. Data Analysis and Data Visualization as Active Learning in Political Science. Journal of Political Science Education, 14(4), pp.423-439. https://doi.org/10.1080/15512169.2017.1419875

Hosman, L. and Jacobs, G., 2018. From Active Learning to Taking Action: Incorporating Political Context Into Project-Based, Interdisciplinary, International Service Learning Courses. Journal of Political Science Education, 14(4), pp.473-490. https://doi.org/10.1080/15512169.2017.1419876

Klunk, B.E., 2018. Review of Playing to Learn with Reacting to the Past: Research on High Impact, Active Learning Practices, Journal of Political Science Education, 14(3), pp.414-417. https://doi.org/10.1080/15512169.2017.1417862 

Misseyanni, A., Lytras, M.D., Papadopoulou, P. and Marouli, C., 2018. Active Learning Strategies in Higher Education. Emerald Publishing Limited: Bingley. https://doi.org/10.1108/978-1-78714-487-320181018

Roberts, D., 2018. The message is the medium’: Evaluating the use of visual images to provoke engagement and active learning in politics and international relations lectures. Politics, 38(2), pp. 232–249. https://doi.org/10.1177/0263395717717229

2017 

Blings, S. and Maxey, S., 2017. Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies, Journal of Political Science Education, 13(1), pp.15-32. https://doi.org/10.1080/15512169.2016.1168303

lambach, D., Kärger, C. and Goerres, A., 2017. Inverting The Large Lecture Class: Active Learning In An Introductory International Relations Course. European Political Science, 16, pp.553–569. https://doi.org/10.1057/s41304-016-0078-3

McNally, B., Chipperfield, J., Dorsett, P., Fabbro, L., Frommolt, V., Goetz, S., Lewohl, J., Molineux, M., Pearson, A., Reddan, G., Roiko, A. and Rung, A., 2017. Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education, 73, pp.281–298. https://doi.org/10.1007/s10734-016-0014-z

Murphy, M.P.A., 2017. Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials. Journal of Political Science Education, 13(3), pp.346-354. https://doi.org/10.1080/15512169.2017.1328683 

Nerantzi, C., 2020. The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), pp.184-195. http://ijmar.org/v7n2/20-013.html

Tabrizi, S. and Rideout, G., 2017. Active Learning: Using Bloom's Taxonomy to Support Critical Pedagogy. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8(3), 3202-3209. https://www.researchgate.net/profile/Sirous-Tabrizi/publication/338227684_Active_Learning_Using_Bloom's_Taxonomy_to_Support_Critical_Pedagogy/links/60f818cd169a1a0103a8d9a5/Active-Learning-Using-Blooms-Taxonomy-to-Support-Critical-Pedagogy.pdf

Roberts, J.W., 2017. Review of Active Learning in Political Science Blog. Journal of Political Science Education, 13(1), pp.109-111. https://doi.org/10.1080/15512169.2016.1198620

2016 

Daouk, Z., Bahous, R. and Bacha, N.N., 2016. Perceptions on the effectiveness of active learning strategies. Journal of Applied Research in Higher Education, 8(3), pp. 360-375. https://doi.org/10.1108/JARHE-05-2015-0037  

Foldnes, N., 2016. The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), pp.39–49. https://doi.org/10.1177/1469787415616726

Nouri, J., 2016. The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(33). https://doi.org/10.1186/s41239-016-0032-z

Stout, V., Kretschmer, K. and Stout, C., 2016. The Continuing Significance of History: An Active-Learning Simulation to Teach About the Origins of Racial Inequality. Journal of Political Science Education, 12(2), pp.230-240. https://doi.org/10.1080/15512169.2015.1067625 

2015 

Jones, R., Bursens, P., 2015. The Effects Of Active Learning Environments: How Simulations Trigger Affective Learning. European Political Science, 14, pp.254–265. https://doi.org/10.1057/eps.2015.22

Sjöstedt, R., 2015. Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies. Journal of Political Science Education, 11(2), pp.204-220. https://doi.org/10.1080/15512169.2015.1030502

2014 

Emenaker, R., 2014. Pinning Down the Constitution: Interactively Teaching Congress's Power, Federalism, and Constitutional Interpretation. Journal of Political Science Education, 10(4), pp.443-452. https://doi.org/10.1080/15512169.2014.947418

Inoue, C.Y.A. and Krain, M., 2014. One World, Two Classrooms, Thirteen Days: Film as an Active-Teaching and Learning Tool in Cross-National Perspective. Journal of Political Science Education, 10(4), pp.424-442. https://doi.org/10.1080/15512169.2014.947422

2013 

Ishiyama, J., 2013. Frequently used Active Learning Techniques and Their Impact: a Critical Review of Existing Journal Literature in the United States. European Political Science, 12, pp.116–126. https://doi.org/10.1057/eps.2012.3

Jozwiak, J., 2013. ‘Vegelate’ and Greece: Teaching the EU through Simulations. European Political Science, 12, pp.215–230. https://doi.org/10.1057/eps.2012.26

Kollars, N.A. and Rosen, A.M., 2013. Simulations as Active Assessment?: Typologizing by Purpose and Source. Journal of Political Science Education, 9(2), pp.144-156. https://doi.org/10.1080/15512169.2013.770983

2012 

Bates, D., 2012. ‘Making Politics Matter’: Political Education in a ‘Knowledge-Exchange’ Context. European Political Science, 11, pp.164–174. https://doi.org/10.1057/eps.2011.18

2022 

Brown, C.L., Grussendorf, J., Shea, M.D. and DeMas, C.J., 2022. Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes. Journal of Political Science Education, 18(3), pp.301-326. https://doi.org/10.1080/15512169.2022.2069573

Strong, J., 2022. Identifying and understanding the drivers of student engagement in a school of politics and international relations. Politics. https://doi.org/10.1177/02633957221086879

2021 

Bolyard, W.L., 2021. Get flipped: Using learning technologies to engage student learning. Journal of Public Affairs Education, 27(2), pp.257-259. https://doi.org/10.1080/15236803.2020.1792047

Breunig, C., Klüser, K.J. and Yang, Q., 2021. Can students be encouraged to read? Experimental evidence from a large lecture. European Political Science. https://doi.org/10.1057/s41304-021-00351-9 

Cohen, J., 2021. Teaching effectively with Zoom: A practical guide to engage your students and help them learn. Journal of Public Affairs Education. 27(2), pp. 260-262. https://doi.org/10.1080/15236803.2020.1834676

Glover, R.W., Lewis, D.C., Meagher, R. and Owens, K.A., 2021. Advocating for Engagement: Do Experiential Learning Courses Boost Civic Engagement? Journal of Political Science Education, 17(sup1), pp.599-615. https://doi.org/10.1080/15512169.2020.1831932 

Rajabalee, Y.B., Santally, M.I., 2021. Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26, pp. 2623–2656. https://doi.org/10.1007/s10639-020-10375-1

Young, D.G., Baum, M.A. and Prettyman, D., 2021. vMOBilize: Gamifying Civic Learning and Political Engagement in a Classroom Context. Journal of Political Science Education, 17(1), pp.32-54. https://doi.org/10.1080/15512169.2019.1609486

2020 

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O. and Kerres, M., 2020. Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2). https://doi.org/10.1186/s41239-019-0176-8

Baranowski, M., 2020. The Daily Show vs. the New York Times: Comparing Their Effects on Student Political Knowledge and Engagement. Journal of Political Science Education, 16(3), pp.300-313. https://doi.org/10.1080/15512169.2019.1578225

Dragseth, M.R., 2020. Building Student Engagement Through Social Media. Journal of Political Science Education, 16(2), pp.243-256. https://doi.org/10.1080/15512169.2018.1550421 

2019 

Berg, L. and Chambers, J., 2019. Bet Out the Vote: Prediction Markets as a Tool to Promote Undergraduate Political Engagement. Journal of Political Science Education, 15(1), pp.2-16. https://doi.org/10.1080/15512169.2018.1446342

2018 

Bryan, T.K., Lutte, R., Lee, J., O’Neil, P., Maher, C.S. and Hoflund, A.B., 2018. When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha. Journal of Public Affairs Education, 24(2), pp.255-273. https://doi.org/10.1080/15236803.2018.1429817

Dumford, A.D., Miller, A.L., 2018. Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30, pp.452–465. https://doi.org/10.1007/s12528-018-9179-z

Kahu, E.R. and Nelson, K., 2018. Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37(1), pp.58-71. https://doi.org/10.1080/07294360.2017.1344197

Martin, F. and Bolliger, D.U., 2018. Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), pp.205-222. https://eric.ed.gov/?id=EJ1179659

Redmond, P., Abawi, L., Brown, A., Henderson, R., Heffernan, A., 2018. An Online Engagement Framework for Higher Education. Online Learning, 22(1), pp.183-204. https://eric.ed.gov/?id=EJ1179626

Zepke, N., 2018. Student engagement in neo-liberal times: what is missing? Higher Education Research & Development, 37(2), pp.433-446. https://doi.org/10.1080/07294360.2017.1370440

2017 

Collaço, C. M., 2017. Increasing Student Engagement in Higher Education. Journal of Higher Education Theory and Practice, 17(4). https://articlegateway.com/index.php/JHETP/article/view/1545

Clark, N., Van Dyke, G., Loedel, P., Scherpereel, J. and Sobisch, A., 2017. EU Simulations and Engagement: Motivating Greater Interest in European Union Politics. Journal of Political Science Education, 13(2), pp. 152-170. https://doi.org/10.1080/15512169.2016.1250009

Khan, A., Egbue, O., Palkie, B. and Madden, J., 2017. Active Learning: Engaging Students To Maximize Learning In An Online Course. The Electronic Journal of e-Learning, 15(2), pp.107-115. https://academic-publishing.org/index.php/ejel/article/view/1824

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R. and Swaim, K., 2017. A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students As Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119

Smallhorn, M., 2017. The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), pp.43–53. https://search.informit.org/doi/10.3316/informit.593366988343831

Stone, C., 2017. Opportunity through online learning: improving student access, participation and success in higher education. National Centre for Student Equity in Higher Education. https://apo.org.au/node/94591

Thiele, T., Pope, D., Singleton, A., Snape, D. and Stanistreet, D., 2017. Experience of disadvantage: The influence of identity on engagement in working class students’ educational trajectories to an elite university. British Educational Research Journal, 43, pp.49-67. https://doi.org/10.1002/berj.3251

Weidenfeld, M.C. and Fernandez, K.E., 2017. Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory. Journal of Political Science Education, 13(1), pp.46-61. https://doi.org/10.1080/15512169.2016.1175948 

Zanjani, N., 2017. The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33(1). https://doi.org/10.14742/ajet.2938 

2016 

Gray, J.A. and DiLoreto, M., 2016. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. International Journal of Educational Leadership Preparation, 11(1). https://eric.ed.gov/?id=EJ1103654

Jack, A. A., 2016. (No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University. Sociology of Education, 89(1), pp. 1–19. https://doi.org/10.1177/0038040715614913 

Leach, L., 2016. Enhancing student engagement in one institution. Journal of Further and Higher Education, 40(1), pp.23-47. https://doi.org/10.1080/0309877X.2013.869565

Lee, E. and Hannafin, M.J., 2016. A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Education Tech Research Development, 64, pp.707–734. https://doi.org/10.1007/s11423-015-9422-5

Masika, R. and Jones, J., 2016. Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), pp.138-150. https://doi.org/10.1080/13562517.2015.1122585

Rashid, T., Asghar, H.M., 2016. Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, pp.604-612. https://doi.org/10.1016/j.chb.2016.05.084 

Savin-Baden, M., 2016. The Impact of Transdisciplinary Threshold Concepts on Student Engagement in Problem-Based Learning: A Conceptual Synthesis. Interdisciplinary Journal of Problem-Based Learning, 10(2). https://doi.org/10.7771/1541-5015.1588

2015 

Dixson, M.D., 2015. Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, 19(4). https://eric.ed.gov/?id=EJ1079585

Forestiere, C., 2015. Promoting Civic Agency Through Civic-Engagement Activities: A Guide for Instructors New to Civic-Engagement Pedagogy. Journal of Political Science Education, 11(4), pp.455-471. https://doi.org/10.1080/15512169.2015.1066684

Gilboy, M.B., Heinerichs, S., Pazzaglia, G., 2015. Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), pp.109-114. https://doi.org/10.1016/j.jneb.2014.08.008

Shea, J., Joaquin, M.E. and Gorzycki, M., 2015. Hybrid Course Design: Promoting Student Engagement and Success. Journal of Public Affairs Education, 21(4), pp.539-556. https://doi.org/10.1080/15236803.2015.12002219

2014 

Buckley, F. and Reidy, T., 2014. Practicing Politics: Student Engagement and Enthusiasm. European Political Science, 13, pp.340–351. https://doi.org/10.1057/eps.2014.17

Carr, M., 2014. The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment. Journal of Effective Teaching, 14(1), pp.99-110. https://eric.ed.gov/?id=EJ1060450 

Harrington, K., Flint, A. and Healey, M., 2014. Engagement through partnership: students as partners in learning and teaching in Higher Education. Other. Higher Education Academy, York, UK. http://repository.londonmet.ac.uk/id/eprint/5176

Jamaludin, R., Osman, S.Z.M., 2014. The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning. Journal of Education and Practice, 5(2). https://www.researchgate.net/profile/Siti-Md-Osman/publication/298787589_The_Use_of_a_Flipped_Classroom_to_Enhance_Engagement_and_Promote_Active_Learning/links/56eb6dc808ae9dcdd82aba03/The-Use-of-a-Flipped-Classroom-to-Enhance-Engagement-and-Promote-Active-Learning.pdf

Lightfoot, S. and Maurer, H., 2014. Introduction: Teaching European Studies – Old and New Tools for Student Engagement. European Political Science, 13, pp.1–3. https://doi.org/10.1057/eps.2013.28

Slagter, T.H. and Scribner, D.L., 2014. Interteach and Student Engagement in Political Science. Journal of Political Science Education, 10(1), pp.81-92. https://doi.org/10.1080/15512169.2013.835562

Wang, M.T. and Degol, J., 2014. Staying Engaged: Knowledge and Research Needs in Student Engagement. Child Dev Perspect, 8, pp.137-143. https://doi.org/10.1111/cdep.12073

2013 

Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, J., 2013. Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, pp.102-110. https://doi.org/10.1016/j.compedu.2012.10.019 

Dingli, S., Khalfey, S. and Leston-bandeira, C., 2013. The Effectiveness of Incentive-Driven Role-Play. European Political Science, 12, pp.384–398. https://doi.org/10.1057/eps.2013.19

Donnelly, P., Hogan, J., 2013. Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’. European Political Science, 12, pp.365–383. https://doi.org/10.1057/eps.2013.12

Guerrero, M. and Rod, A.B., 2013. Engaging in Office Hours: A Study of Student-Faculty Interaction and Academic Performance. Journal of Political Science Education, 9(4), pp.403-416. https://doi.org/10.1080/15512169.2013.835554

Herrmann, K. J., 2013. The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), pp. 175–187. https://doi.org/10.1177/1469787413498035

Kearney, S., 2013. Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), pp.875-891. https://doi.org/10.1080/02602938.2012.751963

McCormick, A.C., Kinzie, J., Gonyea, R.M., 2013. Student Engagement: Bridging Research and Practice to Improve the Quality of Undergraduate Education. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 28. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5836-0_2 

2009 

Kaunert, C., 2009. The European Union Simulation: From Problem-Based Learning (PBL) to Student Interest. European Political Science, 8, pp.254–265. https://doi.org/10.1057/eps.2009.8 

2008 

Krause, K. and Coates, H., 2008. Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), pp.493-505. https://doi.org/10.1080/02602930701698892

Kuh, G.D., Cruce, T., Shoup, R., Kinzie, J. and Gonyea, R.M., 2008. Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5), pp.540-563. https://doi.org/10.1080/00221546.2008.11772116