Required Readings:
Grasha, A. F. (1994). A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator. College Teaching, 42(4); pp. 142-149. DOI: 10.1080/87567555.1994.9926845 -- LINK
Emery, N. C., Maher, J. M., & Ebert-May, D. (2020). Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development. Science Advances, 6(25). DOI: 10.1126/sciadv.aba2091 -- LINK
Recommended Readings:
Gogoi, D. J., Taye, H. P., & Handique, A. K. (2025). Non-Directive Teaching: Integrating Culture and Context in the 21st Century Classroom. International Journal of Social Science Research, 2(3); pp. 34–41. DOI: 10.70558/IJSSR.2025.v2.i3.30359 -- LINK
Keerthigha, C., & Singh, S. (2023). The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition. Frontiers in Psychology, 13. DOI: 10.3389/fpsyg.2022.1107375 -- LINK