https://orcid.org/0000-0002-2762-4994
References
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
- Berrett, D. (2015). The unwritten rules of college. The Chronicle of Higher Education. https://www.chronicle.com/article/The-Unwritten-Rules-of/233245
- Bullock, R. H., & Weinberg, F. (2011). The little seagull handbook. W.W. Norton & Co.
- CAST. (2018). Universal design for learning guidelines. http://udlguidelines.cast.org
- Cook-Sather, A. (2021). Responding to twin pandemics: Reconceptualizing assessment practices for equity and justice. Research & Practice in Assessment, 16(2), 5–17.
- Nicolau, J. L. (2015). Optimal timing in online task deadlines: What if students procrastinate (a little)? Journal of Teaching in Travel & Tourism, 15(1), 18–28. https://doi.org/10.1080/15313220.2014.999739
- Stoneham, R. (2008). The impact on students of coursework assessment deadlines and penalties. In D. Graham (Ed.), “e” Teaching and Learning 2008: Workshop Proceedings (pp. 9–13). Higher Education Academy, Subject Centre for Information and Computer Sciences.
- TILT Higher Ed. (2014). Transparency in teaching and learning. https://tilthighered.com/
- Winkelmes, M.-A. (2015). Equity of access and equity of experience in higher education. The National Teaching & Learning Forum, 24(2), 1–4. https://doi.org/10.1002/ntlf.20019
- Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2), 31–36.
- Wisch, J. K., Ousterhout, B. H., Carter, V., & Orr, B. (2018). The grading gradient: Teacher motivations for varied redo and retake policies. Studies in Educational Evaluation, 58, 145–155. https://doi.org/10.1016/j.stueduc.2018.06.005