{"id":7,"date":"2016-01-28T16:30:55","date_gmt":"2016-01-28T16:30:55","guid":{"rendered":"http:\/\/sites.msudenver.edu\/arichmo3\/?page_id=7"},"modified":"2026-02-05T04:53:26","modified_gmt":"2026-02-05T04:53:26","slug":"sotl-research","status":"publish","type":"page","link":"https:\/\/sites.msudenver.edu\/arichmo3\/sotl-research\/","title":{"rendered":"SoTL Lab"},"content":{"rendered":"

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In more than 110 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 evidenced by publishing and presenting research with over 40 undergraduate and graduate students, I strongly believe in mentoring students through the research process in hopes of helping shape future leaders in psychology and SoTL research.<\/p>\n

I am currently taking on student researchers in this lab. Please contact me if you are interested in becoming a student researcher @\u00a0arichmo3@msudenver.edu<\/a>.<\/p>\n

Below you will find a list of my current research projects:<\/p>\n

Recent SoTL Books<\/strong><\/p>\n

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  1. Dunn, D. S., & Richmond, A. S. (Eds.) (under contract). The Oxford handbook of undergraduate psychology education. <\/em>(2nd<\/sup>). Oxford University Press.<\/li>\n
  2. Richmond, A. S., Gurung, R. A. R., & Boysen, G. (2022). An evidence-based guide to college and university teaching: Developing the model teacher. (2nd<\/sup> edition). Routledge.<\/li>\n
  3. Richmond, A. S., Gurung, R. A. R., & Boysen, G. (2021). A pocket guide to online teaching: Translating the evidence-based model teaching criteria. <\/em>Taylor & Francis.<\/li>\n
  4. Richmond, A. S. Gurung, R. A. R., & Boysen, G. (2016). \u00a0An evidence-based guide to college and university teaching: Developing the model teacher.<\/em> Routledge.<\/li>\n<\/ol>\n

    Recent SoTL\u00a0Book Chapters<\/strong><\/p>\n

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    1. Beziat, T. R., Was, C., & Richmond, A. S. (in press). Teaching educational psychology: Evidence-based practical advice and tips. In D. S. Dunn & S. Richmond (Eds), The Oxford handbook of undergraduate psychology education.<\/em> (2nd ed.). Oxford University Press.<\/li>\n
    2. Dunn, D. S., & Richmond, A. S. (in press). Undergraduate psychology education: Opportunities and resources for teachers. In D. S. Dunn & S. Richmond (Eds), In The Oxford handbook of undergraduate psychology education.<\/em> (2nd ed.). Oxford University Press.<\/li>\n
    3. Richmond, A. S., & Dunn, D. S. (in press). The future of psychology education. In D. S. Dunn & S. Richmond (Eds), The Oxford handbook of undergraduate psychology education.<\/em> (2nd ed.). Oxford University Press.<\/li>\n
    4. Spencer, S. M., Naufel, K. Z., & Richmond, A. S. (in press). Preparing psychology students for the workplace, career development courses, and the skillful psychology student. In D. S. Dunn & S. Richmond (Eds), The Oxford handbook of undergraduate psychology education.<\/em> (2nd ed.). Oxford University Press.<\/li>\n
    5. Friberg, J. C., Scharff, L., Draeger, J., & Richmond, A. S. (2022). Making SoTL public using weblogs. In N. L. Chick and J. C. Friberg (Eds) Going public reconsidered: Engaging with the world beyond academe through the scholarship of teaching and learning. <\/em>(pp. 104-117). Routledge.<\/li>\n
    6. 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<\/em>. (pp. xx). American Psychological Association Press.<\/li>\n
    7. 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<\/em>. American Psychological Association Press.<\/li>\n
    8. 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. <\/em>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. <\/em>Retrieved from http:\/\/teachpsych.org\/ebooks\/howweteachnow<\/a>.<\/li>\n<\/ol>\n

      Recent SoTL Articles<\/strong><\/p>\n

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      1. \n
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        1. Spencer, S. M., Naufel, K. Z., & Richmond, A. S. (in press). The value of a bachelor\u2019s degree in psychology is in the \u201csecret sauce\u201d. Scholarship of Teaching and Learning in Psychology<\/em>.<\/li>\n
        2. Naufel, K. Z., Spencer, S. M., Van Kirk, J. F., & Richmond, A. S. (2025). Method matters: The importance of understanding the creation of the skillful psychology student.\u00a0Scholarship of Teaching and Learning in Psychology, 11<\/em>(2), 332\u2013341.\u00a0https:\/\/doi.org\/10.1037\/stl0000357<\/a><\/li>\n
        3. Naufel, K. Z., Spencer, S. M., & Richmond, A. S. (2025). Workforce readiness and guidelines 3.0: Is it time to update the skillful psychology student? Scholarship of Teaching and Learning in Psychology, 11<\/em>(1), 91\u2013102. https:\/\/doi.org\/10.1037\/stl0000421<\/a><\/li>\n
        4. Richmond, A. S., & Fleck, B. (2025). The impact of a learning-centered syllabus and cartoons on multicultural teaching competencies, teaching behaviors, and syllabus tone. Scholarship of Teaching and Learning in Psychology.<\/em> Advance online publication.\u00a0https:\/\/doi.org\/10.1037\/stl0000441<\/a><\/li>\n
        5. Richmond, A. S., Fleck, B., \u2020<\/sup>Gray, D. C., \u2020<\/sup>Hillis, J. F., & \u2020Rynhart, D. S. (online first). Does written vs. video feedback affect students\u2019 online learning and alliance with their teacher? College Teaching<\/em>, 1\u20139. https:\/\/doi.org\/10.1080\/87567555.2024.2412241<\/a><\/li>\n
        6. Nolan, S. A., Cranney, J., Fanli, J., Sokolova, L., Selvam, S. G., Dunn, D. S., Mena, J. A., Richmond, A. S., & Machin, M. A. (2025). Going global: Intersections of APA\u2019s Guidelines for the Undergraduate Psychology Major 3.0 with international competence frameworks. Scholarship of Teaching and Learning in Psychology<\/em>, 11<\/em>(1), 37-48. https:\/\/doi.org\/10.1037\/stl0000409<\/a><\/li>\n
        7. Richmond, A. S., Boysen, G. A., Gurung, R. A. R., & Naufel, K. Z. (2025). A national study of student and instructor perceptions of introductory psychology.\u00a0Scholarship of Teaching and Learning in Psychology, 11<\/em>(2), 200\u2013213.\u00a0https:\/\/doi.org\/10.1037\/stl0000345<\/a><\/li>\n
        8. Fleck, B., & Richmond, A. S. (2024). Does the instructor\u2019s gender identity and syllabus design affect students\u2019 perceptions of their instructor? Teaching of Psychology, 51<\/em>(2), 166-179. https:\/\/doi.org\/10.1177\/00986283211072742<\/a><\/li>\n
        9. Greve, M., Richmond, A. S., Beziat, T. L. R., \u2020<\/sup>Davis, O. N., \u2020<\/sup>Moore, K. L., Was, C. (2024). Goal orientation across the globe: Does Elliot\u2019s 3 X 2 model hold up? European Journal of Educational Research, 13<\/em>(3), 1365-1374.\u00a0https:\/\/doi.org\/10.12973\/eu-jer.13.3.1365<\/a><\/li>\n
        10. Richmond, A. S., \u2020<\/sup>Breedin, O., \u2020<\/sup>Lich, T., \u2020<\/sup>Pletcher, J., & \u2020<\/sup>Sharp, A. (2023). The structure, reliability, and validity of the Universal Design for Learning Syllabus Scale. Journal on Excellence in College Teaching, 34<\/em>(1), 69-91.<\/li>\n
        11. Richmond, A. S., Ropp, A., Bradford, J., Ignizio. G. S., Hammond. J., Mowder, D., & \u2020<\/sup>Bittmann, J. M. (2022). An ecologically valid study of the testing effect across academic disciplines: A focus on higher- vs. lower-level learning. College Teaching, 72<\/em>(2)741-81https:\/\/doi.org\/10.1080\/87567555.2022.2090488<\/a><\/li>\n
        12. Richmond, A. S. (2022). Initial evidence for the Learner-Centered Syllabus Scale: A focus on reliability and concurrent and predictive validity. College Teaching, 70<\/em>(1), 33-42. https:\/\/doi.org\/10.1080\/87567555.2021.1873726<\/a><\/li>\n
        13. Boysen, G. A., Gurung, R. A. R., & Richmond, A. S<\/strong>. (2021). Stability and intercorrelations among model teaching characteristics. Scholarship of Teaching and Learning in Psychology,<\/em> 9<\/em>(3), 340\u2013345. <\/em>https:\/\/doi.org\/10.1037\/stl0000237<\/a><\/li>\n
        14. 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. <\/em>7(3)<\/span>,<\/em>163-180. <\/span>https:\/\/doi.org\/10.1037\/stl0000277<\/a><\/li>\n
        15. Thompson, J., Richmond, A. S., Barboza, B., Bradley, J., White, J. N., & Landrum, R. E. (2020). Measuring what students know: SNAP\u2019s guidelines and suggestions for assessing content in psychology. Teaching of Psychology, 47<\/em>(4), 262-273. https:\/\/doi.org\/10.1177\/0098628320945113<\/a><\/li>\n
        16. 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,<\/em> 5<\/em>(2), 97\u2013120. https:\/\/doi.org\/10.1037\/stl0000143<\/a><\/li>\n
        17. 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\u2014The bumpy road of graduate school.\u00a0Scholarship of Teaching and Learning in Psychology, 5<\/em>(1), 37\u201351.\u00a0https:\/\/doi.org\/10.1037\/stl0000130<\/a><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

          In more than 110 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 […]<\/p>\n","protected":false},"author":81,"featured_media":0,"parent":0,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"class_list":["post-7","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.msudenver.edu\/arichmo3\/wp-json\/wp\/v2\/pages\/7","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.msudenver.edu\/arichmo3\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.msudenver.edu\/arichmo3\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/arichmo3\/wp-json\/wp\/v2\/users\/81"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/arichmo3\/wp-json\/wp\/v2\/comments?post=7"}],"version-history":[{"count":0,"href":"https:\/\/sites.msudenver.edu\/arichmo3\/wp-json\/wp\/v2\/pages\/7\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.msudenver.edu\/arichmo3\/wp-json\/wp\/v2\/media?parent=7"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}