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Posted to YouTube by Harmonic ThinkingNow on Jan 19 2010.

RO used this video for her lesson Change Patterns, week 11, semester 4.

Excerpted from Saturday Night Live and posted on Hulu.com, skit runs 5:39, n.d.

R.O. used this humorous Debbie Downer skit as an example of a victim for her students victim/creator lesson, week 4, semester 4.

A series of exercises on commas, as posted to Grammar Bytes! by Robin L. Simmons (n.d.).

RO gave the comma exercises as an assignment, week 5, semester 4.

Part of TED2001, filmed Feb 2001 and posted March 2009. Coach John Wooden of UCLA was one of the winningest coaches in basketball. According to the description, in this talk, "Wooden redefines success and urges us all to pursue the best in ourselves."

RO showed this video in class that looked at student success and paragraph structure, week 6, semester 4.

A video about Nick Vujicic, who has no arms or legs, posted by Daily Motivation to YouTube (on the Daily Motivation channel), Jan 2009.

RO showed this to her class in a lesson titled Reevaluation of motivation and setting goals, week 9, semester 4.

No author/creator's name given and no date. The forum offers both a poll, in which users can vote (with scars winning at 60%, as of May 2012), and a forum where users can express more complete opinions.

TO'C used this article to help inform her discussion of the "heart scars" project, week 5, semester 4.

Article created by Dawn Hawkins in Helium, January 01 2011 (last updated Jan 4 2011). The article offers several legal/technical definitions of domestic violence, as well as a number for support.

This article helped TO'C's students prepare for their work on the Tombstone Project, week 8, semester 4.

Created by Cheryl Carter (n.d.). as part of the Southern LINCS database. From the database's home page, LINCS is "a national electronic information and communication system for adult literacy." The lesson's stated objective is to help learners understand "registers of language,...distinguish between different registers...and utilize these registers for more effective communication." This lesson is based on Ruby Payne's work.

TO'C taught a full lesson on language registers, week 13, semester 4.

By Richard Arum and Josipa Roksa, University of Chicago Press, 2011. The authors argue that students learn very little as undergraduates at most colleges and that, often, "an institutional culture...puts undergraduate learning close to the bottom of the priority list."

JN uses a summary of this book and it's follow-up study with her students, to help them to think critically and to understand that learning is supposed to be hard and to manage their expectations about good grades.

This guide, prepared by Lawrence McEnerney and Joseph M. Williams of the University of Chicago, aims to help students understand what college writing is (or should be). It's easy-to-read tone guides students through the writing process, from understanding what an argument is, to some suggestions about when (and how) to seek out a writing tutor.

"ALM is an international research forum bringing together researchers and practitioners in adult mathematics/numeracy teaching and learning in order to promote the learning of mathematics by adults." The site includes the proceedings from each annual meeting, as well as a newsletter for download.

Compiled by Oliver Knill, Department of Mathematics, Harvard University, from March 2006-July 2011. This fun site has dozens of movie clips (well-known and not so well-known) that each reference some kind of math. Knill includes annotation describing the math that is included.

Built by the University of Maryland, MathBench modules "iintroduce students...to the mathematical underpinnings of what they learn in introductory biology courses." There are links to the various concepts, including such topics as measurement, probability and statistics, and population dynamics. This site is an opportunity to provide "real world" examples in math class.

Published by the Center for Community College Student Engagement (CCCSE), 2012. This is the first of three annual reports to look at "strategies that appear to be associated with a variety of indicators of student progress and success." For more on this project, follow the tag CCCSE.

From the website Research and Documentation Online, 5th Edition published by Bedford/St. Martin's. Outlines the various rules for formatting the paper and preparing the list of works cited.

NH (week 12, semester 3) projects this for the class when discussing how they will finish their research papers.

By Professor Terry Doyle, Faculty Center for Teaching and Learning, Ferris State University. No date.

TO'C (week 3, semester 3) used this presentation with her students to generate conversation on their feelings about/experiences of deep learning.

From Tailored Essays (a custom essay service), this article (no author or date listed) helps students to understand how to find a topic that will be both interesting and about which there is enough to say.

R.O. (week 3, semester 3) used this article in a discussion with students about inventing their essay topics.

Posted by the Center for Excellence in Teaching and Learning at Iowa State University, authored by Lee Haugen, February 1999. This page provides a great definition of CATs as well as a chart with examples of different assessments, what they test, and why they are important.

TM provided this link and other resources as she discussed using CATs in her own classroom.

Produced by the Center for Teaching and Learning at the University of Minnesota; no author, last modified December 2009. This page provides suggestions for how to end the semester, in order to provide closure for students and to think about what students have done --and learned -- over the course of the semester.

TM feels that ending the semester effectively also provides her with some opportunity to have the students assess her work and teaching effectiveness; she shared this page with thoughts on ending the semester.

A series of math tutorials by "qualified, creative individuals." The tutorials are relatively short, and broken down into single concepts. Teachers are invited to share their own videos. Unfortunately, though the tagline says "Choose your lesson. Choose your teacher," it is difficult to find citations/teacher credits for individual lessons.

An alternative to Khan Academy a series of videos to help explain mathematical concepts to your students.