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://

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).

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.

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.

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.

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.

Gerald, J., & Brady, B. (2019). Time to make your mandatory-attendance policy optional?. Chronicle of Higher Education.

Hartwell, C. J. (2017). Engaging students in a synchronous distance setting: Asking online questions. Journal of Empowering Teaching Excellence, 1(1), 38-47.

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.

Indiana University Bloomington Center for Innovative Teaching and Learning. Attendance Policies and Student Engagement.

Jae, H. (2019). The effectiveness of closed caption videos in classrooms: Objective versus subjective assessments. Journal of Instructional Pedagogies, 22.

Leibold, N., & Schwarz, L. M. (2015). The art of giving online feedback. The Journal of Effective Teaching, 15(1), 34-46.

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.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.

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.

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].

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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