SoTL Lab

In more than 80 peer-reviewed journal articles, books, and book chapters, I have explored evidence-based pedagogical approaches to instruction in higher education. I have specifically investigated the use of learning strategies, the testing effect, model teaching competencies, the efficacy of instructional strategies, and various other topics in the scholarship of teaching and learning in both psychology courses and other academic domains. I also focus on evidence-based practices of syllabus construction and what improves or predicts student ratings of instruction. As evident by publishing and presenting research with over 25 undergraduate and graduate students, I strongly believe in mentoring students through the research process in hopes to help shape future leaders in psychology and SoTL research.

I am currently taking on student researchers in this lab. Please contact me if you are interested in becoming a student researcher @ [email protected].

Below you will find a list of my current research projects:

Recent SoTL Books

 

  1. Richmond, A. S., Gurung, R. A. R., & Boysen, G. (2022). An evidence-based guide to college and university teaching: Developing the model teacher. (2nd edition). Routledge.
  2. Richmond, A. S., Gurung, R. A. R., & Boysen, G. (2021). A pocket guide to online teaching: Translating the evidence-based model teaching criteria. Taylor & Francis.
  3. Richmond, A. S. Gurung, R. A. R., & Boysen, G. (2016).  An evidence-based guide to college and university teaching: Developing the model teacher. Routledge.

 

Recent SoTL Book Chapters

  1. Hudson, D. L., Richmond, A. S., Martin Hard, B., Dunn, D. S., & Musselman, R. (2021). Designing an introductory psychology course: A guide to blending situation-specific factors with empirical evidence. In R. A. R. Gurung & G. Neufeld (Eds.) Transforming Introductory Psychology: Expert advice on teacher training, course design, and student success. (pp. xx). American Psychological Association Press.
  2. Martin Hard, B., Dunn, D. S., Musselman, R., Hudson, D. L., & Richmond, A. S. (2021). Designing the Introductory psychology course: What the research, teachers and students suggest we do. In R. A. R. Gurung & G. Neufeld Transforming Introductory Psychology: Expert advice on teacher training, course design, and student success. American Psychological Association Press.
  3. Gurung, R. A. R., Soicher, R. N., Boysen, G. A., & Richmond, A. S. (2020). Start strong, stay strong: Aspiring to model teaching across the career span. In T. M. Ober, E. S. Che, J. E. Brodsky, C. Raffaele, & P. J. Brooks (Eds.). How we teach now: The GSTA guide to transformative teaching. Retrieved from http://teachpsych.org/ebooks/howweteachnow.
  4. Richmond, A. S. (2018). Where tides collide: How to integrate culture in teaching cognitive psychology. In K. Keith (Ed.) Culture across the curriculum: A psychology teacher’s handbook. (pp. 265-282). Cambridge University Press.
  5. Richmond, A. S. (2017). A graduate student’s primer to model teaching: A focus on student-centered syllabi and instructional strategies. In R. Obeid, A. Schwartz, C. Shane-Simpson, P. J. Brooks (Eds.). How we teach now: A GSTA guide to student-centered teaching. Society of Teaching of Psychology, Retrieved from http://teachpsych.org/resources/Documents/ebooks/gstaebook.pdf
  6. Richmond, A. S. (2015). SoTL scales: The case of missing links. In R. Jhangiani, J. D. Triosi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.) A compendium of scales for use in the scholarship of teaching and learning. Retrieved from http://teachpsych.org/Resources/Documents/ebooks/compscalesstl.pdf
  7. Hussey, H. D., Fleck, B. K. B., & Richmond, A. S. (2014). Promoting active learning through the flipped classroom model.  In J. Keengwe, G. Onchwari, & J. N. Oigara (Eds.), Promoting active learning through the flipped classroom model (pp. 59-70). IGI Global. doi:10.4018/978-1-4666-4987-3

Recent SoTL Articles

  1. Richmond, A. S., Boysen, G. A., Gurung, R. A. R., & Naufel, K. Z. (in press). A national study of student and instructor perceptions of introductory psychology. Scholarship of Teaching and Learning in Psychology,
  2. Richmond, A. S., Ropp, A., Bradford, J., Ignizio. G. S., Hammond. J., Mowder, D., & †Bittmann, J. M. (in press). An ecologically valid study of the testing effect across academic disciplines: A focus on higher- vs. lower-level learning. College Teaching
  3. Richmond, A. S., †Breedin, O., †Lich, T., †Pletcher, J., & †Sharp, A. (in press). The structure, reliability, and validity of the Universal Design for Learning Syllabus Scale. Journal on Excellence in College Teaching
  4. Richmond, A. S. (2022). Initial evidence for the Learner-Centered Syllabus Scale: A focus on reliability and concurrent and predictive validity. College Teaching, 70(1), 22.42. https://doi.org/10.1080/87567555.2021.1873726
  5. Fleck, B., & Richmond, A. S. (2022). Does the instructors gender identity and syllabus design affect students perceptions of their instructor? Teaching of Psychology, https://doi.org/10.1177/00986283211072742
  6. Boysen, G. A., Gurung, R. A. R., & Richmond, A. S. (2021). Stability and intercorrelations among model teaching characteristics. Scholarship of Teaching and Learning in Psychology, https://doi.org/10.1037/stl0000237
  7. Richmond, A. S., Boysen, G. A., Hudson, D. L. Gurung, R. A. R., Naufel, K. Z., Neufeld, G., Landrum, R. E., Dunn, D. S., & Beers, M. (2021). The introductory psychology census: A national study. Scholarship of Teaching and Learning in Psychology. 7(3),163-180. https://doi.org/10.1037/stl0000277
  8. Richmond, A. S. (2021). Initial evidence for the Learner-Centered Syllabus Scale: A focus on reliability and concurrent and predictive validity. College Teaching, https://doi.org/10.1080/87567555.2021.1873726
  9. Thompson, J., Richmond, A. S., Barboza, B., Bradley, J., White, J. N., & Landrum, R. E. (2020). Measuring what students know: SNAP’s guidelines and suggestions for assessing content in psychology. Teaching of Psychology, 47(4), 262-273. https://doi.org/10.1177/0098628320945113
  10. Gurung, R. A. R., Richmond, A., Drouin, M., Landrum, R. E., & Christopher, A. N. (2019). The past, present, and future of scholarship of teaching and learning in psychology. Scholarship of Teaching and Learning in Psychology, 5(2), 97–120. https://doi.org/10.1037/stl0000143
  11. Richmond, A. S., Woody, W. D., Fleck, B. K. B., Becker, S. E., Mace, B. L., Manuel, L., & Kranz, P. (2019). An evidence-based roadmap for success: Part 1—The bumpy road of graduate school. Scholarship of Teaching and Learning in Psychology, 5(1), 37–51. https://doi.org/10.1037/stl0000130
  12. Richmond, S., Morgan, R. K., Slattery, J., Mitchell, N. G., & †Cooper, A. G., (2019). Project Syllabus: An exploratory study of learner-centered syllabi. Teaching of Psychology, 46, 6-15. doi:10.1177/0098628318816129
  13. Gurung, R. A. R., Richmond, A. S., & Boysen, G. A. (2018). Studying excellence in teaching: A recap of the story so far. In J. A. Keeley & W. Buskist (Eds.). New Directions for Teaching and Learning, 156, 11-19. doi:10.1002/tl.20312
  14. Fleck, B., Richmond, A. S., †Rauer, H. M., †Beckman, L., & †Lee, A.  (2017). Active reading questions as a strategy to support college students’ textbook reading. Scholarship of Teaching and Learning in Psychology, 3, 220-232. doi:http://dx.doi.org/10.1037/stl0000090
  15. †Sawyer, J., †Obeid, R., †Bublitz, D., †Schwartz, A. M., Brooks, P. J., & Richmond, A. S., (2017). Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination? Scholarship of Teaching and Learning in Psychology, 3, 257-271. http://dx.doi.org/10.1037/stl0000095
  16. Richmond, A. S., †Bacca, A. M., †Becknell, J. S., & †Coyle, R. P. (2017). Teaching metacognition experientially: A focus on higher versus lower level learning. Teaching of Psychology, 44, 298-305. doi:10.1177/0098628317727633
  17. Richmond, A. S. (2016). A primer for constructing a learner-centered syllabus: One professor’s journey. IDEA, #60, 1-14. Retrieved from http://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf
  18. Richmond, A. S., Slattery, J., Morgan, R. K., Mitchell, N., & †Becknell, J. (2016). Can a learner-centered syllabus change student’s perceptions of student-professor rapport and master teacher behaviors?. Scholarship of Teaching and Learning in Psychology, 2, 159-168. doi:http://dx.doi.org/10.1037/stl0000066
  19. Richmond, A. S., Fleck, B., Heath, T., †Broussard, J., & †Skarda, B. D. (2015). Can inquiry-based instruction promote higher-level learning?. Scholarship of Teaching and Learning in Psychology, 1, 208-218. doi:10.1037/stl0000032
  20. Hussey, H. D., Richmond, A. S., & Fleck, B. A. (2015). A primer for creating a flipped psychology course. Psychology Teaching and Learning, 14(2), 169-181. doi:10.1177/1475725715592830
  21. Richmond, A. S., Broussard†, K., †Shardy, J. C., †Sanders, K. K., †Sterns, J. L., & †Lieberenz, S. K. (2015). Who are we studying? Sample diversity in teaching of psychology research. Teaching of Psychology, 42, 218-226. doi:10.1177/0098628315587619
  22. Richmond, A. S., †Berglund M., †Epelbaum, V. B., & †Klein, E. M. (2015). a + (b1) professor student rapport + (b2) humor + (b3) student engagement = (Ŷ) student ratings of instructors. Teaching of Psychology, 42, 119-125. doi:10.1177/0098628315569924
  23. Richmond, A. S., Murphy Kelsey, B., Curl, L. S., & †Broussard, K. (2015). The effect of immersion scheduling on academic performance and student’s ratings of instructors. Teaching of Psychology, 42, 26-33. doi:10.1177/0098628314562675