• “Assessing student learning,” by Michael Fisher and Joe Bandy, from the Center for Teaching at Vanderbilt University. https://cft.vanderbilt.edu/assessing-student-learning/
  
  
•  “Classroom Assessment Techniques (CATs),” from the Center for Teaching at Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/cats/
  
  
•  “Developing Test Items for Course Examinations,” by Thomas Haladyna. IDEA Paper 70.https://www.ideaedu.org/idea_papers/developing-test-items-for-course-examinations/  
  
  
• Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. http://insight.cumbria.ac.uk/id/eprint/3512/1/Bloxham_AuthenticAssessment.pdf
  
  
• “The effects of high-stakes testing on student motivation and learning,” by Audrey L. Amrein and David C. Berliner. Educational Leadership, February 2003. https://people.wou.edu/~girodm/611/testing_and_motivation.pdf
  
  
  

• “How do I Create Meaningful and Effective Assignments?” by Allison Boye. https://www.methodist.edu/wp-content/uploads/2018/07/tlc_boye.pdf
  
  
• “Benefits (some unexpected) of Transparent Assignment Design,” by Mary-Ann Winkelmes et al. National Teaching and Learning Forum, 24 (4).
  https://tilthighered.com/assets/pdffiles/Benefits%20of%20Transparent%20Assignment%20Design.pdf
  
  
• Transparent Assignment Design: TILT Higher Ed Examples and Resources. https://tilthighered.com/tiltexamplesandresources
  
  
• “Writing better essay exams,” by Allison Boye. (2019) IDEA Paper # 76.https://www.ideaedu.org/idea_papers/writing-better-essay-exams/
   
• “Creating assignments,” from the Eberly Center for Teaching at Carnegie Mellon University. https://www.cmu.edu/teaching/assessment/assesslearning/creatingassignments.html
  
  

• “What is backward design?” from Understanding by Design by Grant Wiggins and Jay McTighe. (2005).  
  https://educationaltechnology.net/wp-content/uploads/2016/01/backward-design.pdf 
  
  
• “Backward design, forward progress,” by Pete Burkholder. From Faculty Focus. (Dec. 5, 2018). https://www.facultyfocus.com/articles/course-design-ideas/backward-design-forward-progress/
  
  
• “Designing Backward,” from the Teaching Commons at Georgetown University https://commons.georgetown.edu/teaching/design/designing_backward/
  
  
• “What is backward design?” from Salt Lake Community College.https://slcconline.helpdocs.com/course/what-is-backward-design
  
  
  

• “In Consideration of Effective Group Work,” by Allison Boye.  Texas Tech University. 
  https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/GroupWork.pdf
  
   “Cooperative learning in technical courses: Procedures, pitfalls, and payoffs,” by R. Felder & R. Brent. 1994. https://files.eric.ed.gov/fulltext/ED377038.pdf
  
  
•  “20 Collaborative learning tips and strategies for teachers,” from TeachThought. 2020. https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/
  
  
•  “Examples of collaborative learning or group work activities,” from the Center for Teaching Innovation at Cornell University. https://teaching.cornell.edu/resource/examples-collaborative-learning-or-group-work-activities
  
  
•  “Active and collaborative learning,” from the Teaching and Learning Transformation Center at the University of Maryland. https://tltc.umd.edu/active-and-collaborative-learning

• "Teaching Around, Through, and Beyond the Election," by Allison Boye.
   https://collincollege620.sharepoint.com/:b:/s/TheCenterforTeachingLearning/EZeAuXNFb5tNh1U9AIcKq_kBNa7QATh9Dnu5jC5ItJX3TQ?e=28eQeQ 

• “Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker,” by Diane Halpern. 1999. New Directions for Teaching and Learning (80), 69-74. http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=DF8CD466AE9B9E4DC64744C0901B8BB4?doi=10.1.1.455.8819&rep=rep1&type=pdf  
  
  
• “Teaching critical thinking: Some lessons from cognitive science,” by Tim van Gelder. 2005. College Teaching, 53 (1), 41-48.  https://www.tandfonline.com/doi/pdf/10.3200/CTCH.53.1.41-48?casa_token=L-ngYTWza_sAAAAA:EtOX-8R3rqpsBwJCXanNVWXCvIaNlhxRAdwMOxUNKqdwqUxj1HsLzM-HSoKLz7HFLhnQc0A6AT7PUg
  
  
• “Helping your students develop critical thinking skills,” by Cindy L. Lynch and Susan K. Wolcott. 2001. IDEA Paper # 37.  
  https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/IDEA_Paper_37.pdf
  
  
• “Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring,” by Diane F. Halpern. 1998.  American Psychologist 53 (4), 449- 455.  https://pdfs.semanticscholar.org/7d1d/8627450c93b5d789b7e164f680639e3961ee.pdf?_ga=2.74505170.1173500319.1590606185-257956367.1585063458

• “Establishing rapport: Personal interaction and learning,” by Neil Fleming. IDEA Paper # 39.https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/IDEA_Paper_39.pdf
  
  
• “Developing a positive classroom climate,” by Jason J. Barr. 2016. IDEA Paper # 61.https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_61.pdf
  
  
•  “Building (and maintaining) rapport in the classroom,” by Adam Smith. Texas Tech University. 
  https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/Documents/Building_Rapport_new.pdf
  
  
•  “Student views of instructor-student rapport in the college classroom,” by Nathan G. Webb and Laura O. Barrett. Journal of the Scholarship of Teaching and Learning, 14 (2). 2014. https://files.eric.ed.gov/fulltext/EJ1034594.pdf
  
  
•  “Building rapport with your students,” by Maryellen Weimer. Faculty Focus, October 5, 2010. https://www.facultyfocus.com/articles/teaching-and-learning/building-rapport-with-your-students/
  
  
  

• “Tips on facilitating effective group discussions,” from the Sheridan Center for Teaching and Learning at Brown University. https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/classroom-practices/learning-contexts/discussions/tips
  
  
•  “The illusion of good class discussions and what to do about it,” by David Adams and Enoch Hale. Faculty Focus. February 26, 2020. https://www.facultyfocus.com/articles/effective-classroom-management/illusion-of-good-class-discussions/
  
  
•  “How to hold a better class discussion,” by Jay Howard. Advice Guide. The Chronicle of Higher Education. https://www.chronicle.com/interactives/20190523-ClassDiscussion
  
  
•  “The Big List of Class Discussion Strategies,” from Jennifer Gonzales, Cult of Pedagogy.https://www.cultofpedagogy.com/speaking-listening-techniques/
  
  
•  “Facilitating discussion: Five factors that boost student engagement,” by Maryellen Weimer. Faculty Focus. July 27, 2017. https://www.facultyfocus.com/articles/effective-teaching-strategies/facilitating-discussion-boost-student-engagement/
  
  
  

• “Improved grading makes classrooms more equitable,” by Joe Feldman. Inside Higher Ed, January 27, 2020. https://www.insidehighered.com/views/2020/01/27/advice-how-make-grading-more-equitable-opinion

• “Grading student work,” from the Center for Teaching at Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/
  
  
• Lang, J. M. (2016). Small changes in teaching: giving them a say. The Chronicle of Higher Ed. http://chronicle.com/article/Small-Changes-in-Teaching-/235918/
  
  
• “How do I Evaluate and Respond to Student Writing?” by Allison Boye. Texas Tech University. https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/Documents/HowDoIEvaluateStudentWritingwhitepaperversion2.pdf

     Contract Grading

• “A unilateral grading contract to improve learning and teaching,” by Peter Elbow and Jane Danielewicz. 2008. College Composition and Communication. 3. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1002&context=eng_faculty_pubs

• “I have seen the glories of the grading contract… and I’m never going back,” by  John Warner. Inside Higher Ed, January 4, 2016. https://www.insidehighered.com/blogs/just-visiting/i-have-seen-glories-grading-contract
  
  
• Hara, B. (Aug 2, 2010). Using grading contracts. The Chronicle of Higher Ed.https://www.chronicle.com/blogs/profhacker/using-grading-contracts/25916

    Specifications Grading

• Nilson, L.B. (Jan 19, 2016). Yes, Virginia, there’s a better way to grade: New ways to grade more effectively. Inside Higher Ed.https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay

• Kelly, R.E. (Aug 2018). Meaningful grades with specifications grading. The Innovative Instructor.https://cer.jhu.edu/files/InnovInstruct-Ped-18_specifications-grading.pdf
  
  
  

• “Note-taking in the 21^st Century: Tips for Instructors and Students,” by Allison Boye. Texas Tech University. https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/Documents/NotetakingWhitepaper.pdf
   
• “Reading is Fundamental: Encouraging Students to do the Reading,” by Allison Boye. Texas Tech University. https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/EncouragingStudentstoDotheReading.pdf

• “The importance of teaching academic reading skills in first-year university courses,” by Julian Hermida. The International Journal of Research and Review, 3: 20 – 30. 2009. https://pdfs.semanticscholar.org/0e5d/455b87e550a322060e512c69de7356015290.pdf

• “Promoting study skills,” from the Harriet W. Sheridan Center for Teaching and Learning at Brown University. https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/promoting-study-skills
  
  
• “Teaching study skills to empower your students,” by Winston Sieck. Global Cognition. May 10, 2020. https://www.globalcognition.org/teaching-study-skills/
  
  
  

• “The educational value of course-level learning objectives/outcomes,” from the Eberly Center for Teaching Excellence at Carnegie Mellon University. https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Objectives/CourseLearningObjectivesValue.pdf     and      https://www.cmu.edu/teaching/designteach/design/learningobjectives.html

• “Learning objectives: Examples and Before & After,” by Jessica Shabatura. The Teaching Innovation and Pedagogical Support Center at the University of Arkansas. April 2020. https://tips.uark.edu/learning-objectives-before-and-after-examples/

• “Assessments that align with learning objectives,” from the Center for Learning and Teaching at Oklahoma City Community College. http://www.occc.edu/c4lt/pdf/Align%20Assessments%20with%20Objectives.pdf

• Revised Bloom’s Taxonomy, overview provided by the Center for Excellence in Learning and Teaching at Iowa State University. https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/

• Core Objective Assessment Team at Collin College: http://inside.collin.edu/tl/COAT.html
  
  
  
  

     General Overviews

• “How students learn,” from the Poorvu Center for Teaching and Learning at Yale University. https://poorvucenter.yale.edu/FacultyResources/Student-Learning
  
  
•  “Learning theories 101: Application to everyday teaching and scholarship,” by Denise Kay and Jonathan Kibble. Advances in Physiology Education, 40(1), 17-25. https://journals.physiology.org/doi/pdf/10.1152/advan.00132.2015
  
  

     Metacognition

• “Metacognition: Nurturing self-awareness in the classroom,” by Marilyn Price-Mitchell. 2015. https://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell
  
  
•  “Promoting metacognition,” from the Sheridan Center for Teaching and Learning at Brown University. https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/classroom-practices/promoting-metacognition

   
   Social Learning

• Polly, D., Allman, B., Casto, A., & Norwood, J. (2017). Sociocultural Perspectives of Learning. Foundations of Learning and Instructional Design Technology. https://lidtfoundations.pressbooks.com/chapter/sociocultural-learning/
  
  
• “Modeling the behavior we expect in class,” by David Gooblar. Pedagogy Unbound, in Chronicle Vitae. July 15, 2015. https://chroniclevitae.com/news/1067-modeling-the-behavior-we-expect-in-class

• “The Zone of Proximal Development and Scaffolding,” by Saul McLeod. (2019). From Simply Psychology.https://www.simplypsychology.org/Zone-of-Proximal-Development.html

     
     Contruction of Knowledge

• “Constructivism as a theory for teaching and learning,” by Saul McLeod. Simply Psychology. 2019. https://www.simplypsychology.org/constructivism.html

• “Cognitive constructivism,” from the Teaching and Resource Center at Berkeley. https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/cognitive-constructivism/#teaching

   

     Transfer of Knowledge

• Transfer of Learning: Issues and Research Agenda. National Science Foundation, March 21-22, 2002. https://www.nsf.gov/pubs/2003/nsf03212/nsf03212.pdf

•  “Learning and transfer,” from How People Learn: Brain, Mind, Experience, and School, by the National Research Council. 2000. https://www.nap.edu/read/9853/chapter/6
  
  

     The Neuroscience of Learning

•   “The neuroscience behind productive struggle,” by Rishi Sriram. (2020). https://www.edutopia.org/article/neuroscience-behind-productive-struggle 

• Goswami, U. (2008). Principles of learning, implications for teaching: A cognitive neuroscience perspective. Journal of Philosophy of Education, 42(3‐4), 381-399.     https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-9752.2008.00639.x 

• Guy, R. and Byrne, B. (2013). Nueroscience and learning: Implications for teaching practice. Journal of Experimental Neuroscience, 7: 39 – 42. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4089653/
  
  
  

• “Effective lecturing,” from the Dartmouth Center for the Advancement of Learning. https://dcal.dartmouth.edu/resources/teaching-methods/effective-lecturing
  

• “Effective lecturing,” from the Center for Faculty Excellence at the University of North Carolina, Chapel Hill. 2012. https://cfe.unc.edu/files/2014/08/FYC6.pdf
  

• “How to craft mind-blowing lectures,” from Udemy. https://info.udemy.com/scripting-docs.html
  
  
  

• “Guiding student learning and assessment through rubrics,” by Allison Boye. 2021. IDEA Paper.  https://www.ideaedu.org/idea_papers/guiding-learning-and-assessment-through-rubrics/ 
  

• “Know your terms: Holistic, analytic, and single-point rubrics,” by Jennifer Gonzales. Cult of Pedagogy. May 1, 2014. https://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/
  
  
•  “Recommendations for developing classroom performance assessments and scoring rubrics,” by Barbara M. Moskal. Practical Assessment, Research, and Evaluation, 8(14). 2002. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1123&context=pare
  
  
•  “What are rubrics and why are they important?” by Susan M. Brookhart. From How to Create and Use Rubrics for Formative Assessment and Grading. ASCD: 2013. http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx
  
  
•  “The role of rubrics in advancing and assessing student learning,” by Kenneth Wolf and Ellen Stevens.  The Journal of Effective Teaching, 7(1), 3 – 14. 2007. https://files.eric.ed.gov/fulltext/EJ1055646.pdf
  
  
  

• “Motivating students,” from Vanderbilt University’s Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/
  

• “Strategies for helping students motivate themselves,” by Larry Ferlazzo. March 25, 2015. Edutopia. https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo
  

• “Understanding student motivation,” by Timothy L. Seifert. 2004. Educational Research, 46 (2). 137-149. https://www.researchgate.net/profile/Tim_Seifert/publication/232927221_Understanding_student_motivation/links/5ba3ba3c92851ca9ed18af44/Understanding-student-motivation.pdf
  

• “How do I Motivate my Students?” by Adam Smith. Texas Tech University.
  https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/HowDoIMotivatmyStudents.pdf
  
  
• “The challenge of motivating students,” by Gayle Gregory and Martha Kaufeldt. From Motivated Brain. ASCD: 2015. http://www.ascd.org/publications/books/115041/chapters/The-Challenge-of-Motivating-Students.aspx
  
  
  

• “How do I Create an Effective Syllabus?” by Allison Boye. 2017. Texas Tech University. http://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/Syllabus_whitepaper_2017.pdf
  
  
• “Constructing a learner-centered syllabus: One professor’s journey,” by Aaron S. Richmond. 2016. IDEA Paper # 60.
  https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf
  
  
• “How to create a syllabus,” by Kevin Gannon. The Chronicle of Higher Education, Advice Guide. https://www.chronicle.com/interactives/advice-syllabus
  
  
  

• “Universal Design for Learning,” from The Teaching Commons at Georgetown University. https://commons.georgetown.edu/teaching/design/universal-design/
  
  
• “The faculty perspective on Universal Design for Learning,” by Margaretha Vreeburg Izzo, Alexa Murray, and Jeanne Novak. The Journal of Postsecondary Education and Disability, 21 (2): 60-72. 2008. https://files.eric.ed.gov/fulltext/EJ822094.pdf
  

• “UDL examples,” from the College STAR UNC System Initiative. http://udloncampus.cast.org/page/udl_examples
  
  
• "Universal Design in Education," from the Dartmouth Center for the Advancement of Learning. https://dcal.dartmouth.edu/resources/teaching-learning-foundations/universal-design-education