The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Ashton, P. (2004). Testing: If you’re going to do it, do it right. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 35–36). Bloomington, IN: Indiana University Press.
Blankenstein, F. M., Dolmans, D. M., Vleuten, C. M., & Schmidt, H. G. (2011). Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science, 39(2), 189–204.
Elander, J., Harrington, K., Norton, L., Robinson, H., & Reddy, P. (2006). Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education, 31(1), 71–90.
Landis, B. D., Altman, J. D., & Cavin, J. D. (2007). Underpinnings of academic success: Effective study skills use as a function of academic locus of control and self-efficacy. Psi Chi Journal of Undergraduate Research, 12(3), 126–130.
Moses, L., Hall, C., Wuensch, K., De Urquidi, K., Kauffmann, P., Swart, W., . . . Dixon, G. (2011). Are math readiness and personality predictive of first-year retention in engineering? Journal of Psychology, 145(3), 229–245.
Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.
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