Self-regulated learning assumes learners are active agents who can establish and make progress toward learning goals. Classroom activities can facilitate the emergence of self-regulated learning. One strategy to encourage self-regulated learning is to ask students to develop questions for a quiz or examination. The process of developing questions scaffolds higher-order thinking. Rather than just memorize or apply the material, students must think about how to evaluate their knowledge of the material. The purpose of this study was to identify students’ perceptions about the experience of developing questions for a quiz or examination. Three separate and slightly different quiz-building activities were conducted in a large undergraduate classroom. A follow-up student perception survey indicates that students (a) found this activity valuable for learning, (b) were concerned about the quality of questions produced, and (c) preferred team-based activities over individual activities. This article suggests ways to improve this activity and offers suggestions for future research.

Although images play a significant role in environmental communications, few studies have empirically examined whether positive or negative images are more effective at engaging attention and promoting behavior change. We conducted a 6‐week public experiment at the Florida Museum of Natural History in Gainesville, Florida, to test whether viewing a photography exhibit featuring images of the impacts of marine plastic pollution on ocean ecosystems (negative valence) or images of pristine ocean ecosystems (positive valence) would increase engagement, monetary donations to conservation, and pledges to help protect the ocean from plastic pollution. We tracked 1179 adults while observing the negative exhibit and 1304 adults while observing the positive exhibit. Of the adults tracked, significantly more engaged with the negative exhibit (270; 22.90%) than the positive exhibit (159; 12.19%). The mean number of pledges per visitor for the negative exhibit was significantly higher than for the positive exhibit. However, there was not a significant difference in donations between the two exhibits. These results suggest that environmental organizations that seek to capture attention should consider using images that show the negative impacts of human behavior on the environment.

Within higher education, there is mounting pressure for increased discussions of diversity, inclusion, and social justice. Although these topics are particularly relevant to nonprofit management education (NME), instructors have expressed uncertainty about how they should proceed in incorporating these topics into their courses. Here, we argue a critical pedagogy framework can support instructors to address effectively topics of diversity, inclusion, and social justice within their classes. We identify three different but complementary critical pedagogical strategies that NME instructors can adopt in order to do so. We also provide resources for instructors and conclude with suggestions for future research.

Historically, bias has been viewed as a problem with qualitative research, in large part because the researcher is often a qualitative study’s primary (or, in some cases, only) research “instrument.” Even most constructivists who reject traditional notions of scientific objectivity want to produce reasonably accurate reconstructions of their research participants’ interpretations of the social world. In fact, presenting accurate reconstructions is one thing constructivists mean when they talk about a study’s trustworthiness. Various procedures have been developed to minimize bias and ensure trustworthiness. The Formative Influences Timeline (FIT) is one such procedure. This article provides a brief history of bias in qualitative research, describes the FIT and how to use it, and reviews nonprofit research studies that either employed—or could have employed—the FIT to produce data relatively uncontaminated by researchers’ a priori assumptions. The article concludes by acknowledging limitations of the FIT.