Updated Resources_August 2016:
- Burkill, S. (1997). Student empowerment through group work: A case study. Journal of Geography in Higher Education, 21(1), 89.
- This article discusses the characteristics of courses that empower students. The authors investigate student awareness of the learning process and responses to the classroom activities.
- Huff, M. T., Johnson, M. M. (1998). Empower students in a graduate-level social work course. Journal of Social Work Education, 34(3), 375-386.
- This article describes the results of a quasi-experimental study that compared students’ perceptions of empowerment in two sections of a graduate social work course at a large public university in Spring 1997. One section was taught through a traditional format of lectures, exams, and papers; the other through techniques intended to empower students: learning contracts, formative evaluations, and narrative evaluations.
- Lieser, P., & Taff, S. D. (2013). Empowering students in blended learning. Journal of Applied Learning Technology, 3(3), 6-12.
- The authors describe their approach to blended learning: analyzing and aligning core objectives, designing a course planning matrix, conducting surveys, and interviews, and analyzing summative and formative evaluations.
- Weimer, M. (2014). What’s an empowered student? Faculty Focus. http://www.facultyfocus.com/articles/teaching-professor-blog/whats-empowered-student/
- This article discusses four dimensions of empowerment: meaningfulness, competence, impact, and choice.
Original Supporting Resources:
- Doyle, T. (2008). Helping students Learn in a Learner-Centered Environment (pp. 95-107). Sterling, Virginia.