Problem Solving Strategies

Nathan Shen

PGY-1 Pharmacy Resident

Frederick Memorial Hospital

Problem solving is an important function for students in being able to think independently and apply learned information.2 One paper defined problem solving as a “process of moving towards a goal when the path to the goal is uncertain”.1 Two important variables in problem solving involve heuristics and algorithms. Heuristics are strategies to achieve a goal but are not guaranteed to work. Algorithms are a sequence of steps that are guaranteed to achieve a goal every time the steps are executed in the proper order. Looking at some of the data from previous classroom applications research demonstrates how problems solving is learned in an academic setting, how problem solving is measured and provides future strategies for improvement3.

Problem solving, as defined above, involves a given problem, a distinct situation, the application of knowledge, the unknown knowledge to a distinct end, and the ability to build on pre-existing knowledge. George Poyla, a Hungarian mathematician, defined four steps in problem solving. His steps include: Understanding the problem, devising a plan for solving the problem, carrying out the plan, and looking back or evaluating the solution. Building on these steps, the paper states that problem solving can be taught through focused, instructional means3.

One important factor identified by the researchers was that more successful students were able to pull out key ideas from problems and from there, use critical thinking and sequential analysis to answer a problem. Another finding was that students were able to make significant improvements by having more focused instruction.3 The example provided was that students were given a more algorithmic approach to a problem that required them to combine multiple steps. By training students to think in this manner, it showed improvement in their ability to solve mathematical problems. Additionally, it was shown that training in specific problem-solving techniques was superior to repetition of problems.

Another example that researchers found was that the heuristic method of “breaking the problem into parts,” was a barrier for students trying to solve problems.3 This was seen when a professor taught students general strategies for solving integration problems in calculus. Although students benefited from this instruction, they were not sure when to apply each method leading to problems in solving the equations.

Problem solving can be measured through a number of different means; however, the article states the fact that it is necessary to be clear about which skills are taught, and which are tested if existing measures are to be used effectively. One test in relation to the Rasch model measures an individual’s performance on problems based on the assumption of two factors – the ability of the individual and the difficulty of the problem. Essentially, these measures are incorporated into an equation and the better the student’s ability, the better his/her chance of success will be and the more difficult the problem, the smaller the chance the student will solve it.3 Another method of measuring problem solving ability was based on Poyla’s four steps – understanding the problem, applying the solution strategy chosen and looking back at the solution. However, measuring a student’s problem-solving ability is not always easy. One study done by researchers on computer science students was teaching a problem-solving strategy (like Poyla’s four steps) and concept mapping to one group of students but not the other. The outcome was measured by a 52-question inventory. The results were not significant between the groups but did demonstrate that students used some of the problem-solving strategies taught at the beginning of the semester.1

The implementation of teaching problem solving is a hard topic and not easy to accomplish. The research states that integrating the aspects of problem solving into the curriculum is more helpful than teaching purely problem-solving techniques in isolation. However, it is up to debate whether to teach problem-solving techniques then have students apply the information or if it is better to have students attempt to try on their own, then learn the problem-solving techniques. In general, the consensus is to integrate the techniques to students within the curriculum. Poyla’s four steps also play a major role in how information should be taught to students, yet one key factor was not mentioned previously. Motivation is a key ingredient for a student to be successful. Even if a student is intelligent and creative, if they are lacking motivation to find a solution, they will not be successful. Secondly, a determining factor for success is knowledge in the area of understanding the problem and working for the solution. Thirdly, students must have a collection of problem-solving techniques and strategies. The idea behind motivation is that the teacher is responsible for setting up the learning in a way that is exciting and pushes the student to solve problems of their choice.

Problem solving is part of the core curriculum goals for pharmacy students with the goal of being able to effectively enter the workforce capable of practicing team-based healthcare.2 By integrating some of the concepts outlined above into the curriculum, students will be able to be an effective part of the health care team. Through a heuristic approach of data collection, assessment, planning, implementation, monitoring and evaluation, students will have a framework for being able to approach healthcare related problems. Through cased-based problem solving, OSCEs, simulations and real-life interactions students will be able to hone their problem-solving skills in a logical and sequential approach.2 Another important aspect to implement is motivation. There is no one-size-fits-all approach to engaging students and making sure that they are motivated or interested. However, many techniques are mentioned such as effective pacing, breaking up information into parts, teaching through “games” or “friendly controversy,” the flipped classroom and many other methods.2

Problem-solving is a unique skill-set that can be very beneficial to any student. The major ideas of understanding the problem, devising a plan, carrying out the solution and looking back on the solution provide the framework as a problem-solving model. For the student and teacher, motivation and the desire to learn are also key factors in being able to solve problems successfully. The involvement of heuristics, algorithms and other methods of learning all tie back into Poyla’s model of learning and play a large role for the success of a student.

Bibliography:

1. Chauhry, Nadeem and Rasool, Ghulam. A Case Study on Improving Problem Solving Skills of Undergraduate Computer Science Students. Retrieved from: World Applied Sciences Journal 20 (1): 34-39, 2012 DOI: 10.5829/idosi/.wasj.2012.20.01.1778
2. Oyler DR, Romanelli F, Piascik P, Cain J. Practical Insights for the Pharmacist Educator on Student Engagement. Retrieved from: Am J Pharm Educ. 2016;80(8):143. doi:10.5688/ajpe808143
3. Picus, Larry et al. Teaching Problem Solving: A Research Synthesis. Retrieved from: https://files.eric.ed.gov/fulltext/ED238875.pdf. Alaska State Department of Education. June 1983

The Flipped Classroom

Jillian Mantione

PGY-2 Pharmacy Resident

Children’s National Medical Center

What is Flipped Learning?
The flipped learning model is defined as a pedagogical teaching approach that utilizes the classroom for group learning and discussion while traditional lecture-based teachings occur outside of the classroom. More simply put, it is a model where “school work is completed at home and home work is completed at school”.1 Instead of lectures occurring in the classroom and homework and knowledge assimilation occurring outside of class, the students get their “first exposure” to a topic at home while the classroom is reserved for upper level comprehension with group discussions.2

Benefits to Flipped Learning
This style of teaching allows students flexibility of when and how they receive their first exposure to a concept. For example, many pharmacy schools are posting their lectures online and reserving classroom time for patient case presentations and group discussions. Students can choose to watch the required lectures at any time that is convenient for them prior to attending class. Another benefit is that teachers can assess how well their students understand material through the utilization of pre-class assignments and lectures. Requiring students to take a quiz prior to coming to class can show teachers what areas their students are struggling with the most. They can use the results of the quizzes to alter their lesson plans in order to attend to the common struggles. This model can also facilitate higher level discussions in the classroom. Instead of using class time to give students a foundation of a topic, the classroom can be used to promote deeper learning through group discussions, real-life applications, etc.3

Disadvantages to Flipped Learning
 One disadvantage to this teaching model is it can promote more time in front of a screen and less time in front of people. Many aspects of the flipped model rely on technology to facilitate first exposure learning, such as lectures and online quizzes. This type of learning can promote more online instruction with significantly less time in a physical classroom. With less person-to-person contact, it may be difficult for teachers to build relationships with their students.4 One other disadvantage is the flipped classroom requires more work for the teacher at the front-end. For example, teachers will have to record lectures and ensure they are uploaded properly online.3,4 Planning classroom activities could be difficult as the struggles of the students will not be apparent until close to the live classroom session.

My opinion on Flipped Learning
I believe the benefits of flipped learning outweigh the disadvantages. As someone who learned in a flipped classroom throughout pharmacy school, this style was very beneficial. I was able to watch lectures on my own time and was able to re-watch lectures when I needed clarification. Having a foundation of a topic prior to attending class allowed me to prepare thoughtful questions to ask the professor. In healthcare education people of various stages of life are in the classroom. Having the flexibility of when and how to learn makes this type higher education accessible to more people.

References
1. Home_Page. Flipped Learning Network Hub. https://flippedlearning.org/. Published December 25, 1969. Accessed September 21, 2019.
2. Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved September 21, 2019 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
3. Fitzpatrick M. Classroom Lectures Go Digital. The New York Times. https://www.nytimes.com/2012/06/25/us/25iht-educside25.html. Published June 24, 2012. Accessed September 21, 2019.
4. TeachThought Staff. 10 Pros and Cons of a Flipped Classroom. TeachThought. https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/ published January 28, 2019. Accessed September 21, 2019

Getting to Know Our Learners and Teachers in the Digital Age

Ghania Naeem, PharmD

PGY-1 Pharmacy Resident

LifeBridge Health

It is imperative for teachers to get to know the students they will be teaching. It is important to learn and understand the academic and socioeconomic profiles of the students in order to improve their learning experience and subsequently their overall development. It is also necessary to evaluate where the student population’s baseline knowledge and skills are, with respect to both the instructor’s assessment and their own self-assessment. Acknowledging and understanding these components for the teacher is crucial so that they can effectively target their respective instruction towards their students’ individualized learning needs.

In The Joy of Teaching, the author highlights how first-year students are at a different stage of cognitive development than final-year students, bringing up the key point of adjusting content and teaching styles to each student population’s relevant needs.1 Based off of this proclamation, getting to know students who are upperclassmen is especially important, because it is crucial to identify areas that may still need improvement as they are getting closer to the end of their didactic coursework. This identification can occur in class or electronically at the beginning of the course/teaching period via some type of pre-test (examining the knowledge base acquired thus far), survey, and/or a personality assessment asking for each student to note their strengths, weaknesses, confidence level in certain subject areas, et cetera.

As part of the reading, the author asserts that less is more when it comes to course content.1 This is possible once the instructors get to know the students they will be teaching, for they will come to know which aspects they should focus their qualitative efforts on and which topics they can omit from their designated teaching assignments based on what has been established as baseline knowledge. The author also advocates for the importance of constructive feedback, and that will become easier to provide upon getting to know the learners as well as their characteristics.1

In the digital age, it is not easily identifiable whether the relationships between learners and teachers have gotten better or worse. However, they have certainly evolved to adjust to the technological advancements. With this high-tech progression, there are both advantages and disadvantages for teachers and their learners. To begin with, learners may not have the opportunity to have their teachers assess and identify their strengths and weaknesses and communicate with them face-to-face. Nonetheless, learners should be emboldened to make the effort to meet with their instructors, especially when they feel the need to obtain constructive feedback. Any time learners want to clarify concepts, address exam-related questions, and/or voice concerns, they should be required to schedule an appointment with their instructor in person in order to reap the benefits of their educational experience. Learners will be able to receive the respective instructor's undivided attention, clarify the answers to both prearranged and impromptu questions, and have their pertinent concerns attended to immediately.1

Despite the shortcomings of the digital age when it comes to learners and teachers getting to know each other, there are considerable benefits to the digital age-associated changes. In-person, direct communication is not completely eliminated, as there is still the option for learners and instructors to meet and get to know one another face-to-face. Furthermore, the digital age invigorates communication between learners and teachers to enhance the learning experience even if both parties have busy routines. It is beneficial to be able to email and text instructors, for it enables establishing professional contacts and learning effective and respectful netiquette.

There are several strategies that teachers can implement in their education styles to get to know their learners better and facilitate instructive experiences for their learners in the digital age. In pharmacy education, instructors can implement the use of game-based learning platforms like Kahoot! and/or Jeopardy to review students' knowledge for constructive assessment or as a break from traditional classroom activities. Instructors can also use polls, having students utilize their laptops and/or phones, to submit answers to multiple choice questions presented during live sessions. Instructors should see themselves as co-learners: as they arrange activities and enable experiences of gaining knowledge for their students, they learn new teaching approaches and methods along the way. After each lesson, the learner and the teacher both walk away with newly constructed knowledge while learning more about one another.

Additionally, teachers in the digital age should apply the different forms of technology by staying current with research and latest trends so that they can integrate those tools in their learning environments. Most importantly, teachers in the digital age should be encouraged to have a growth mindset in lieu of a fixed mindset. A growth mindset essentially suggests that teachers are capable of learning and growing and that things will get better with confronting challenges, putting in the effort, and practicing. Teachers of the digital age who are getting the most out of technology are willing to work, occasionally be uncomfortable and uncertain, and grow themselves and their students while getting to know the extent of their knowledge.2-4

Ultimately, it comes down to the teacher and learner and how they choose to utilize their digital resources. The ideal approach is for learners and teachers to use the expansions of the digital age in moderation: teachers should continue to encourage their students to see them in person, but it is also important that the learners feel comfortable in reaching out to their teachers via email, text, and/or other virtual means.

References
1. Filene P. The Joy of Teaching. A Practical Guide for New College Instructors. Chapel Hill, NC: University of North Carolina Press, 2005.
2. Lynch M. 9 Ways That Digital Age Teachers Sharpen Their Skills. The Tech Edvocate. 2018. https://www.thetechedvocate.org/9-ways-that-digital-age-teachers-sharpen-their-skills/.
3. Bates T. Teaching in a digital age: guidelines for designing teaching and learning. British Columbia: SFU Document Solutions; 2016.
4. Grand-Clement, S, Devaux, A, Belanger, J, Manville, C. Digital learning: Education and skills in the digital age. RAND Corporation and Corsham Institute, 2017. https://www.rand.org/pubs/conf_proceedings/CF369.html.

Teaching the Skill of Learning to Learn

Tiffany Taliaferro, PharmD

Albertson's Community Pharmacy Resident

In a recent article published in American Educator, Dr. John Dunlosky wrote, “teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and back knowledge is important, if not essential, for promoting life-long learning 1.” Professors teaching students how to learn in the classroom can expand the student’s mind to gain more knowledge and lead to student’s adaptability acquiring new knowledge 1.

The article “Teaching the skill of learning to learn” discussed different active learning techniques professors at colleges and universities could utilize in order to teach students good learning strategies. At Minnesota State University students are gaining this skill by working on projects that reflect real-world examples instead of just taking exams 2. Likewise, professors at Minnesota State University encourage students to engage in self-quizzing 2. Self-quizzing is when students ask each other questions instead of just reading over their notes together 2. Studies on the skill of learning found approaches like self-quizzing are more effective than more traditional methods like highlighting or re-reading 2.

Another method that was recommended in the article was professors pausing their lectures and asking students to write or text in everything they can remember. After a few minutes, the professor continues with the lecture. This free-recall activity can be given with specific guidelines such as writing three important take-aways and could count toward the students’ final grade. This exercise encourages students to participate in their learning actively and challenges them to remember points from the lecture.

The most important aspect of teaching the skill of learning is for professors to understand that forgetting is inevitable. To assist with this well-known fact, professors can spread student’s learning over time. For instance, in pharmacy school, cumulative assessments encourage students to space out their learning and not just cram and dump information after. Cumulative exams push students to study over more extended periods and helps students to retain what is being taught. This method is preferred over non-cumulative because it has been shown to be a more effective way of increasing knowledge over a more extended time. Some other activities include professors placing students in study groups that require students to discuss previous lectures and material. Professors can also revisit critical topics throughout the semester.

Pharmacy school professors utilize many of the examples of teaching students to learn; however, they may not be aware of teaching students in this way. Traditional methods of lecturing and study habits have been discovered as passive ways of learning in pharmacy school 2. With a growing digital and interactive era, passive learning has become a less effective way to teach students. Pharmacy educators approach teaching pharmacy students more actively. The key to teaching students how to learn and to continue to develop critical thinking skills necessary in pharmacy school is to use cognitive learning strategies.

A method that is commonly used in pharmacy school to promote this kind of learning is think-pair-share. In this method, the professor asks a question or presents a case, gives the students a few minutes to think about the topic, and then discusses answers in a pair or small group.

Another example is reinforcing the lectures, and students' knowledge through stimulations that resemble real-world situations. In many lectures, pharmacy professors reinforce topics learned in previous lectures by creating quizlet online and polls.

Teachers need to teach learning to establish a strong educational foundation for students and build good study and learning habits to enhance the student’s ability for information retention. If you teach a student how to learn and study early in their pharmacy school experience properly, the better off the student will be in the classroom. Teaching a student how to learn in a classroom setting properly will pay dividends for their confidence and overall ability to process and retain information as it is presented to them. Knowing how to approach and dissect course material properly is an essential skill for all students to master throughout their educational matriculation.


1. Boser, Ulrich. “Inside Higher Ed.” Advice for Faculty Members on How to Teach Students How to Learn (Opinion), 19 Feb. 2019, https://www.insidehighered.com/advice/2019/02/19/advice-faculty-members-how-teach-students-how-learn-opinion.

2. Murphy, Annie. “KQED Public Media for Northern CA.” KQED, 3 Oct. 2013, https://www.kqed.org/mindshift/31942/smart-strategies-that-help-students-learn-how-to-learn.

Myers-Briggs Personality Type and Learning Styles

Brigitta Zeender, PharmD
PGY1 Pharmacy Resident
Sinai Hospital of Baltimore

Personality has been defined as, “the unique features of every human being; exhibition of characteristic adaptions, unique identifications toward life and a set of cultural differences”.1  Research has shown that personality traits can impact various aspects of a person’s life such as work performance, personal satisfaction/motivation, mood, learning style, and academic achievement.1  As a result, one may conclude that students with wide varieties of personality differences would strive in the classroom via diverse modes of learning.  Students may differ with regards to how the information is perceived and its importance, and the rate at which the information is processed. 

Additionally, student success in a classroom may be reflected by the professor’s teaching style.  “Students whose learning styles are compatible with the teaching styles of a course instructor tend to retain information longer, apply it more effectively, and have more positive attitude toward the course”.3  Some professors may heavily focus their classes around a series of didactic lectures while others may emphasize dynamic learning via interactive activities.  By only focusing on one mode of teaching, professors may be putting certain students whose personalities don’t mesh with that strategy at a disadvantage in the course. Although many professors become comfortable in their own teaching styles, it may be largely beneficial if they were to incorporate a range of opportunities within the class to appeal to a broader array of personality types and learning styles amongst the group of students.

Professors may gauge the different personality types amongst their students by evaluating their specific Myers-Briggs personalities. The Myers-Briggs Type Indicator (MBTI) is a commonly used personality analysis which can be used to identify 16 individual personality types based on four continuums.2

Extraversion (E) « Introversion (I)
Sensing (S) « Intuition (N)
Thinking (T) « Feeling (F)
Judging (J) « Perceiving (P)

Once students decide on their preferences in each of the four categories, their distinct personality types are revealed and expressed as a code with four letters (ex: ENTJ).2  Professors can assess the personality types of their specific students to ultimately develop better methods and techniques in the classroom that will appeal to all participants.  The following examples will be provided in reference to professors and students within a pharmacy school.

Extraversion-Introversion:
Extraversion-Introversion relates to how people focus their attention and get their energy.
Extraverted students work best when given opportunities to participate in discussions and group work. Introverted students tend to be more interested in reading material, listening to lectures, and completing written assignments.3 A professor may please both types of students by providing both lecture portions of class in addition to facilitated group discussions.

Sensing-Intuition:
Sensing-Intuition relates to how people take in information and ways they become aware. 
Sensing types like clear guidelines/objectives, concrete facts suitable for memorization, and are not as focused on the complete big picture.  Sensing personalities also tend to rely on their five senses to process information.  Intuitive types tend to focus more on general concepts rather than minute details.3 Both of these types may benefit from hands-on experiential practice with real-life scenarios in which they can apply their knowledge.  For example, students may benefit from a professor’s incorporation of patient cases or simulated interviews into a course.

Thinking-Feeling:
Thinking-Feeling relates to how people evaluate and come to conclusions about information and how they make decisions. Thinkers will logically analyze material and experiences to understand problems.  Feelers seek to form connections with the people around them and relate material learned in the classroom to personal experiences.3  Professors may combine certain activities previously mentioned such as patient cases and group work to allow thinkers an opportunity to logically work through a situation while the feelers get to collaborate with a group of their peers. 
         
Judging-Perceiving:
Judging-Perceiving relates to the type of lifestyle and work habits people prefer.  Judging types are planners and thrive when presented with defined tasks and deadlines. Perceiving types appreciate variety and tend to procrastinate despite clear deadlines.3 A professor may appease both groups of students by creating a comprehensive syllabus which would include detailed expectations and instructions for an assortment of activities/assignments planned for the course.

Ultimately, there will always be aspects of a course that certain types of students do not respond well to.  However, by incorporating a mixture of various teaching approaches and activities into a class, the professor is likely to satisfy students of all personality types in some way to help maximize their motivation and overall learning experience.   


References:
1. Ibrahimoglu N, Unaldi I, Samancioglu M, Baglibel M. The relationship between personality traits and learning styles: a cluster analysis. Asian Journal of Management Sciences and Education. 2013; 2: 93-108.
2. Type and Learning. The Myers and Briggs Foundation. Accessed September 14, 2019.
3. Learning Styles and Personality Types. Western Nevada College Online. Accessed September 14, 2019.

Asset-Based Learning

Lauren Wright, PharmD
Baltimore Washington Medical Center
PGY-1 Pharmacy Resident

In very simple terms, asset-based teaching focuses on the strengths of the learner instead of focusing on the learner’s deficits.1 Asset-based teaching aims to unlock a learner’s full potential by focusing on and maximizing the learner’s talents. In contrast, “deficit-based teaching” focuses on the learner’s inadequacies and develops ways to change a behavior or “fix” a knowledge deficit.1,2 Although these two teaching styles may initially seem like an argument based on semantics, the two teaching styles truly view the same situation in two different focuses.

Before discussing the arguments for and against asset-based teaching, I would like to demonstrate the differences between these teaching styles with a simple example. Imagine attending your very first undergraduate class and your professor tells you that the first activity you will participate in is a competency exam. After completing your exam, you immediately receive the results. You learn that you scored above average in calculus and chemistry but you scored below average in writing and grammar. If your professor practiced asset-based teaching, he/she would acknowledge your results and develop lessons plans that aimed to improve your calculus and chemistry skills.2,3 In contrast, a professor who adopted a deficit-based teaching style would focus on ways to improve your writing and grammar skills.2,3 This very simple example helps demonstrate the fundamental difference between teaching styles.

The most obvious difference between asset-based and deficit-based teaching styles is simply the connotation of the words. One of the arguments against deficit-based teaching is the continual focus on the learner’s deficit and problems. Critics of this teaching style claim that repeatedly identifying and focusing on the learner’s deficits, transforms learning into a negative experience for the student. In complete opposition, asset-based teaching begins by identifying areas of strength and accomplishment the learner already has. Through identifying the learner’s natural or foundational abilities, asset-based teaching is able to maximize the learner’s strengths. In comparison to deficit-based teaching, asset-based teaching celebrates the talents of an individual learner instead of focusing on areas where a learner may struggle to grasp basic concepts.

One of the weaknesses of the asset-based teaching style is the thought that identifying areas that have room for improvement is a negative experience for the learner. By focusing on the strengths of an individual learner, you also have the risk of developing learners who are not well-rounded students. Asset-based learning, in theory, has the ability to develop learners who are exceedingly competent in a few areas, but fail to meet basic competencies in other areas. I find it very easy to imagine how specialized learners who excel at three subjects may be at a disadvantage when compared to learners who meet basic competencies in majority of areas but only excel in one given area. I fail to think of a job where a person who is only competent in a few areas can be extremely successful; most jobs require basic competencies in most areas.

Applying an asset-based teaching style to a pharmacy school curriculum is difficult for me to imagine. As pharmacists, we are expected to understand basic concepts in all fundamental areas of pharmacy in order to be a successful pharmacist. Throughout pharmacy school you must meet basic competencies in subjects such as infectious disease, pharmacokinetics, oncology and so on. The expectation of understanding multiple subjects is also demonstrated by the material tested on the NAPLEX. Throughout the didactic portion of pharmacy school, I believe that deficit-based teaching is the predominate teaching style. However, during the fourth year/experiential year the asset-based teaching style is the primary teaching style. Throughout a pharmacy student’s fourth year, they are able to choose rotation types that appeal to the interests. Additionally, the objectives of most rotations are purposefully vague which allows preceptors to tailor the rotation to the student’s ability/talent.

Therefore, I believe it is important to understand the concepts of asset-based and deficit-based teaching styles in order to develop well-rounded students. If teachers focus solely on one of these learning styles they may produce students who will find it very difficult be successful in the “real-world” where it is often a requirement to possess “basic knowledge” of a subject. Instead, I believe it would be most beneficial for teachers to understand these teaching styles and realize that each student may require a different balance between the teaching styles in order to thrive. For example, a student might be motivated by identifying areas for improvement while their classmate may shutdown when areas they struggle with are identified.


1. Zacarian D, Alvarez-Ortiz L, Haynes J. Chapter 1. The Urgent Need for a Strengths-Based Approach. Teaching to Strengths. 2017
2. The University of Memphis. 2018. “Module 4 – Asset Based Community Engagement” Engaged Scholarship Online Modules. Last modified January 5, 2018. http://www.mephis.edu/edd/module4/index.php
3. Raish V. How asset-based teaching can improve classroom behavior. Class Craft. 2019