| Month |
Facilitator |
Article |
| September 2018 |
Neil Haave |
Cavanagh et al. 2018. Trust, growth mindset, and student commitment to active learning in a college science course. CBE—LSE, 17(1), ar10.
|
| October 2018 |
Lovaye Kajiura |
Kassarmig V, Bjerre-Nielsen A, Mones E, Lehmann S, Dreyer Lassen D. 2017. Class attendance, peer similarity, and academic performance in a large field study. PLOS ONE https://doi.org/10.1371/journal.pone.0187078 |
| November 2018 |
Tamara Kelly |
Chen P et al. 2017. Strategic resource use for learning: a self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science 28(6): 774-785.
|
| December 2018 |
Lisa Robertson | Sarah Randall Johnson & Frances King Stage (2018) Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?, The Journal of Higher Education, 89:5, 753-781 |
| January 2019 |
Jennifer Waugh | Wyse, S.A. and P.A.G. Soneral. 2018. "Is this class hard?" Defining and analyzing academic rigor from a learner's perspective. CBE-Life Sciences Education 17(4) |
| February 2019 |
Tanya Noel
|
Hall, N. C., & Sverdlik, A. 2016. Encouraging Realistic Expectations in STEM Students: Paradoxical Effects of a Motivational Intervention. Frontiers in Psychology 7: 1109 |
| March 2019 |
Fiona Rawle |
Henry MA, Shorter S, Charkoudian L, Heemstra JM, Corwin LA. 2019. FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments CBE—Life Sciences Education 18(1)
|
| April 2019 |
Wendy Keenleyside |
Grimaldi PJ, Basu Mallick D, Waters AE, Baraniuk RG. 2019. Do open educational resources improve student learning? Implications of the access hypothesis. PLoS ONE 14(3): e0212508
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