skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Arce-Trigatti, Andrea"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; (, International Journal for the Scholarship of Teaching and Learning)
    The purpose of this article is to contribute to the scholarship of teaching and learning in sociology by examining a set of course redesign improvements made in a Social Problems course at the undergraduate level. These improvements center on increasing students’ critical thinking skills by integrating research-based, innovation-driven learning and student-centered strategies into a four-part course assessment redesign. Using a primarily case study approach, we examine quantitative data in the form of an interdisciplinary pre- and post- Critical thinking Assessment Test (CAT) from students enrolled in one iteration of the redesign for this particular course. Results from this analysis highlight the potential of these pedagogical improvements to foster the development of critical thinking skills and as an example of how assessment data can be used to guide further iterations of a course. 
    more » « less
    Full Text Available 
  2. ; ; ; (, Journal on excellence in college teaching)
    This study highlights an undergraduate-mentored research experience called the Holistic Foundry Undergraduate Engaged Learners (FUEL) program that is guided by the Renaissance Foundry Model. The authors review literature related to co-mentoring and co-learning models, make connections between the Foundry-guided, Holistic FUEL applications and these models, and provide an inductive analysis of evaluative data collected about the program implementation. In their evaluation of the program, students highlighted the positive role of co-mentoring to achieve program goals and their appreciation for making better connections between research projects and implementation strategies. Insights and lessons learned are provided. 
    more » « less
    Accepted Manuscript Full Text Available