Volume 2 • Issue 1 • 2019

Letter from the editors

Letter from the editors

James DeVita and Colleen Reilly

2019-05-23 Volume 2 • Issue 1 • 2019

Articles

Using Text Mining and Data Mining Techniques for Applied Learning Assessment

Jessica Cook, Cuixian Chen and Angelia Griffin

2019-04-17 Volume 2 • Issue 1 • 2019 • 60-79

Supporting and Challenging Student Cognitions in the Classroom

Amy K Fisher, Chris Simmons and Susan Allen

2019-04-17 Volume 2 • Issue 1 • 2019 • 120-135

Bringing a Learning Strategies Project to Scale in a First-Year Seminar

Hillary Steiner, Nirmal Trivedi and Joshua Brown

2019-04-17 Volume 2 • Issue 1 • 2019 • 27-44

Students as Co-Producers of Queer Pedagogy

Kathryn Wymer and Collie Fulford

2019-04-17 Volume 2 • Issue 1 • 2019 • 45-59

Randomize it

Dane Christian Joseph

2019-04-17 Volume 2 • Issue 1 • 2019 • 80-92

Promoting Significant Learning: A Case Study in Computational Chemistry

Ruben Dario Parra

2019-04-17 Volume 2 • Issue 1 • 2019 • 93-108

Universal Design for Learning (UDL)

Lynne N Kennette and Nathan Andrew Wilson

2019-04-17 Volume 2 • Issue 1 • 2019 • 1-26

“Nothing Is Set in Stone”: Incorporating Futurology into College Courses

Skylar Davidson

2019-04-17 Volume 2 • Issue 1 • 2019 • 136-152

The Effects of Gaming on University Student Quiz Performance

Corinne M Gist, Natalie Andzik, Elle E Smith, Menglin Xu and Nancy A Neef

2019-04-17 Volume 2 • Issue 1 • 2019 • 109-119