This bibliography is a work in progress. It includes resources cited and recommended throughout the toolkit as well as recommended readings.
Chenneville, T., & Jordan, C. (2012). The impact of attendance polices on course attendance among college students. Journal of the Scholarship of Teaching and Learning, 8(3), 29–35. ttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/1709h
Cooper, K.M., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE Life Sciences Education, 16(1). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5332051/
Cundell, A. & Sheepy, E. (2018). Student perceptions of the most effective and engaging online learning activities in a blended graduate seminar: Online Learning, 22(3), 87-102. https://doi.org/10.24059/olj.v22i3.1467
Darby, F. & Lang, J. (2019). Small teaching online: Applying learning science to online classes. John Wiley & Sons, Inc.
DeBrock, L., Scagnoli, N., & Taghaboni-Dutta, F. (2020, March 18). The human element in online learning. Inside Higher Ed. https://www.insidehighered.com/advice/2020/03/18/how-make-online-learning-more-intimate-and-engaging-students-opinion
Dixon, M. D. (2012). Creating effective student engagement in online courses: What do students find engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1-13. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1744
Dweck, C. S. (2008). Mindset: The new psychology of success (Ballantine Books trade pbk. ed.). New York: Ballantine Books.
Farid, A. (2014). Student online readiness assessment tools: A systematic review approach. The Electronic Journal of eLearning, 12(4), 375-382. https://eric.ed.gov/?id=EJ1035667
Gerald, J., & Brady, B. (2019). Time to make your mandatory-attendance policy optional?. Chronicle of Higher Education. https://www.chronicle.com/article/time-to-make-your-mandatory-attendance-policy-optional/
Hartwell, C. J. (2017). Engaging students in a synchronous distance setting: Asking online questions. Journal of Empowering Teaching Excellence, 1(1), 38-47. https://doi.org/10.15142/T3405G
Hew, K. F. (2018). Unpacking the strategies of ten highly rated MOOCs: Implications for engaging students in large online courses. Teachers College Record, 120(1), 1-40. https://www.tcrecord.org/Content.asp?ContentId=22013
Indiana University Bloomington Center for Innovative Teaching and Learning. Attendance Policies and Student Engagement. https://citl.indiana.edu/teaching-resources/teaching-strategies/attendance-engage/index.html
Jae, H. (2019). The effectiveness of closed caption videos in classrooms: Objective versus subjective assessments. Journal of Instructional Pedagogies, 22. https://eric.ed.gov/?id=EJ1216800
Leibold, N., & Schwarz, L. M. (2015). The art of giving online feedback. The Journal of Effective Teaching, 15(1), 34-46. https://uncw.edu/jet/articles/vol15_1/leibold.html
Linder, K. (2016). Student uses and perceptions of closed captions and transcripts: Results from a national study. Corvallis, OR: Oregon State University Ecampus Research Unit.
Lundberg, C., Kim, Y., Andrade, L., & Bahner, D. (2018). High expectations, strong support: Faculty behaviors predicting Latina/o community college student Learning. Journal of College Student Development, 59(1), 55–70. https://doi.org/10.1353/csd.2018.0004
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
McCallen, L. S., & Johnson, H. L. (2020). The role of institutional agents in promoting higher education success among first-generation college students at a public urban university. Journal of Diversity in Higher Education, 13(4), 320–332. https://doi.org/10.1037/dhe0000143
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science 26, 784-793.
Thompson, J. G. (2011, March 26). How to build persistence and confidence. [blog post]. https://juliagthompson.blogspot.com/2011/03/how-to-build-persistence-and-confidence.html
Yeager, D. S. et al. (2016). Teaching a lay theory before college narrows achievement gaps at scale. PNAS 113(24): E3341–E3348.
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