Below you will find REAL resources organized by discipline. For each of the 13 disciplines represented here, you will find:
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Freeman, Scott, et al. "Active Learning Increase Student Performance in Science, Engineering, and Mathematics," Proc. Natl. Acad. Sci. U.S.A. 111 (23) 8410-8415, (2014)
Metaanalysis of 224 studies. Includes findings relevant to whether a class is lecture-based or activity-based: activity-learning leads to half a grade improvement while lecture-based leads to 55% failure rates over active learning
Golding, J. M. (2011). The role of attendance in lecture classes: You can lead a horse to water…. Teaching of Psychology, 38(1), 40–42.
"With regard to academic performance, a common finding was a positive correlation between attendance and performance. However, research using experimental designs and archival studies that compared classes with and without policies showed that there was not always an improvement in performance. The importance of pedagogical and practical goals in deciding to implement an attendance policy is presented."
Hamilton LG, Petty S. Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Front Psychol. 2023 Feb 16;14:1093290.
"Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learner"
Kassarnig V, Bjerre-Nielsen A, Mones E, Lehmann S, Lassen DD. "Class attendance, peer similarity, and academic performance in a large field study." PLoS One. 2017 Nov 8;12(11):e0187078. PMID: 29117190; PMCID: PMC5678706.
"Here we propose a novel method for measuring class attendance that overcomes these limitations by using location and bluetooth data collected from smartphone sensors. Based on measured attendance data of nearly 1,000 undergraduate students, we demonstrate that early and consistent class attendance strongly correlates with academic performance. In addition, our novel dataset allows us to determine that attendance among social peers was substantially correlated (>0.5), suggesting either an important peer effect or homophily with respect to attendance."
Price, Margaret. Mad at School: Rhetorics of Mental Disability and Academic Life. U Michigan Press, 2011.
"Much of the research and teaching within disability studies assumes a disabled body but a rational and energetic (an "agile") mind. In Mad at School, scholar and disabilities activist Margaret Price asks: How might our education practices change if we understood disability to incorporate the disabled mind? … Mad at School is a close study of the ways that mental disabilities impact academic culture. Investigating spaces including classrooms, faculty meeting rooms, and job searches, Price challenges her readers to reconsider long-held values of academic life, including productivity, participation, security, and independence. Ultimately, she argues that academic discourse both produces and is produced by a tacitly privileged 'able mind,' and that U.S. higher education would benefit from practices that create a more accessible academic world. Mad at School is the first book to use a disability-studies perspective to focus on the ways that mental disabilities impact academic culture at institutions of higher education. Individual chapters examine the language used to denote mental disability; the role of 'participation' and 'presence' in student learning; the role of 'collegiality' in faculty work; the controversy over 'security' and free speech that has arisen in the wake of recent school shootings; and the marginalized status of independent scholars with mental disabilities." —Summary of book from U. Michigan Press
Hennesy, Jake. "Roll Call: Labor Logs as an Additional Method of Accounting for Classroom Attendance," Composition Studies. (2021)
One solution the author has come to is labor logs, in which the student writes about such things they've done as work for class at home and the time they've spent on it. He allows this to replace two absences. Issue: our student population includes an issue of time—many work, take care of others, etc. Making them do more work outside of class can be its own onerous issue, despite the theory behind labor-based grading.
Hyslop, Jake. "The Attendance Trap: Time to Set Grades Free," The Lumberjack. (2023)
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
I’ve decided to focus these resources on issues of citation and source use; I’ve used the exploration of source use and citation as a course unit theme, and even the theme for entire semester-length classes. I’ve found that students find the topic of plagiarism, citation, and source use interesting, and they often feel a sense of injustice if (as is frequently is the case) they have been warned of dire consequences for plagiarizing or failing to accurately cite sources, without ever having received much direct instruction on how to cite appropriately.
Because citation is a cultural practice with both written and unwritten rules that vary significantly across disciplines, publications, and tasks, understanding how to navigate citation poses challenges for most students. For students who are English-language learners, who are first in their family to go to college, etc., these cultural practices can be even more opaque, and they may have fewer existing supports to draw upon. For students with accessibility issues due to disability, simply using a citation handbook may pose challenges, and neurodiverse students may find it more challenging to pick up on and replicate the often subtle disciplinary conventions that signal “insider” and “outsider” status.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Three books I have not read, but are on my to-read list:
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
My colleagues are always my greatest resource. From ungrading to decolonizing our media, curriculum, and pedagogy, I have received incredible support, guidance, and connections to resources. However, below are a few of the resources I am pulling from and delving deeper into now.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.
