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An interesting design suggestion for multiple-choice tests - after the student gives an answer, ask them to identify the core principle which makes it right.

This study takes the novel approach of comparing course evaluations for courses and follow-up courses and finds that "teacher effectiveness is negatively correlated with students' evaluations." Except for higher performing students, those who did better in follow up courses, indicating greater learning in the earlier courses, gave worse evaluations.

This article is very consonant with the work being done to support inclusive excellence in Kenyon's natural sciences division.

Useful framework for identifying "empirical generalizations", "theoretical statements", and "epistemic assumptions" when we look at the literature on learning, and thinking about how they might be more or less applicable to our work.

Good conversation about the ways in which we can use the study of memory and motivation to help us and our students follow through on our intentions to work and study well.

Teachers at different levels have built bracket-style activities to add some variety to their courses and tap into student's enthusiasm for their home teams.

A set of principles which apply not only to science labs but any collaboration, department, and scholarly organization. The rules are, of course, not "simple" to do at all, but they are clearly stated and explained.