Inclusive Teaching

• University of Michigan Inclusive Teaching site

Plagiarism/Patchwriting

• The Citation Project
  • Howard, et. al., “Writing From Sources, Writing from Sentences”
  • Jamieson and Howard. “Sentence-Mining: Uncovering the Amount of Reading and Reading Comprehension In College Writers’ Researched Writing”
  • Jamieson. “Reading and Engaging Sources: What Student’s Use of Sources Reveals About Advanced Reading Skills”
  • Howard, “A Plagiarism Pentimento” (paper that establishes ‘patchwriting’ as a concept)
• Price, “Beyond Gotcha!: Situating Plagiarism in Policy and Pedagogy“
• Nelms, “Plagiarism Overview: What the Research on Plagiarism Tells Us”
• Gallant, et. al, “Plagiarism or Not? Investigation of Turnitin®‐detected Similarity Hits in Biology Laboratory Reports”
• Avoiding Plagiarism in Lab Reports (University of Regina)
• How to Recognize the Use of Online Paraphrasing Tools
• Automatic Paraphrasing: A Problem for Academia?
• Paraphrasing Tips and Activities to Teach Paraphrasing

Responding to Student Writing

• Harvard Writing Project Advice
• Harvard Writing Project, “Responding to Student Writing“

Englishes, Home Languages, Vernaculars, and American Academic English(s)

•  Conference on College Composition and Communication, Students’ Right to Their Own Language
• Other People’s English: Code-Meshing, Code-Switching, and African American Literacy -Vershawn Ashanti Young, Edward Barrett, Y’Shanda Young Rivera, Kim Brian Lovejoy
• Young, “Should Writer’s Use They Own English?”
• Jay Hardee, “Code Meshing and Code Switching“
• Hutchison and Morris, “Mesh It, Y’all: Promoting Code-Meshing Through Writing Center Workshops” (article) and the supporting website

Teaching Remotely

• Julie Lowndes, “How to Run a Remote Workshop”

Evidence-Based Teaching Resources

• Instructor Guidance – Carl Wieman Science Education Initiative at the University of British Columbia

Student Workload

• Elizabeth Barre, “How Much Should We Assign? Estimating Out of Class Workloads”
• Steve Volk, “Size Matters: How Much Reading to Assign (and other imponderables)”

Gateway to Completion

• The Gardner Institute, Gateways to Completion
  • “An evidence-based plan for improving teaching, learning, and success in historically high-failure rate courses.”

Transparency in Learning and Teaching

• Transparency In Learning And Teaching Project – Transparent Methods