{"id":583,"date":"2019-08-14T18:07:08","date_gmt":"2019-08-14T23:07:08","guid":{"rendered":"http:\/\/torrencia.org\/MSET\/?page_id=583"},"modified":"2019-08-17T14:56:47","modified_gmt":"2019-08-17T19:56:47","slug":"works-cited","status":"publish","type":"page","link":"http:\/\/torrencia.org\/MSET\/universal-design\/works-cited\/","title":{"rendered":"Works Cited"},"content":{"rendered":"\n

Al Husban, A. A. S., Al\nHusban, S. A. M., & Al Betawi, Y. (2016). Implementing the competences-based students-centered learning approach in Architectural Design Education. The case of the T MEDA Pilot Architectural Program at the Hashemite University (Jordan). Tuning Journal for Higher Education; Vol 4, No 1 (2016): Steps for innovation: course units design, classroom experiences, and employability<\/em>. Retrieved from http:\/\/www.tuningjournal.org\/article\/view\/1077\/1455<\/a><\/p>\n\n\n\n

Arum,\nR., & Roksa, J. (2011). Academically\nadrift: Limited learning on college campuses<\/em>. Chicago: University of\nChicago Press.<\/p>\n\n\n\n

Bowe,\nF. (2000). Universal design in education:\nTeaching nontraditional students<\/em>. Westport, CT: Bergin & Garvey.<\/p>\n\n\n\n

Burgstahler,\nS. (2015, 2015). Universal design of instruction (UDI): Definition, principles,\nguidelines, and examples. Retrieved from https:\/\/www.washington.edu\/doit\/universal-design-instruction-udi-definition-principles-guidelines-and-examples<\/a><\/p>\n\n\n\n

Burgstahler,\nS., & Cory, R. (2015). Universal\ndesign in higher education: From principles to practice<\/em> (2nd ed.).\nCambridge, MA: Harvard Education Press.<\/p>\n\n\n\n

Burke,\nD. D., Clapper, D., & McRae, D. (2016). Accessible online instruction for\nstudents with disabilities: Federal imperatives and the challenge of\ncompliance. Journal of Law and Education,\n45<\/em>(2), 135-180. Retrieved from http:\/\/ezproxy.mnsu.edu\/login?url=https:\/\/search-proquest-com.ezproxy.mnsu.edu\/docview\/1802195473?accountid=12259<\/a><\/p>\n\n\n\n

Cazden,\nC., Cope, B., Fairclough, N., Gee, J., & et al. (1996). A pedagogy of\nmultiliteracies: Designing social futures. Harvard\nEducational Review, 66<\/em>(1), 60.<\/p>\n\n\n\n

Chickering,\nA. W., & Gamson, Z. F. (1987). Seven principles for good practice in\nundergraduate education. AAHE Bulletin<\/em>(March).\n<\/p>\n\n\n\n

Choi,\nB. (2016). How people learn in an asynchronous online learning environment: The\nrelationships between graduate students’ learning strategies and learning\nsatisfaction. Canadian Journal of\nLearning and Technology, 42<\/em>(1), 1-15.<\/p>\n\n\n\n

Clark,\nR. C., & Mayer, R. E. (2016). E-learning\nand the science of instruction: Proven guidelines for consumers and designers\nof multimedia learning<\/em> (Fourth edition. ed.). Hoboken, New Jersey: Wiley.<\/p>\n\n\n\n

Costley,\nJ., & Lange, C. (2017). The effects of lecture diversity on germane load. International Review of Research in Open\n& Distance Learning, 18<\/em>(2), 27-46. doi:10.19173\/irrodl.v18i2.2860<\/p>\n\n\n\n

Creswell,\nJ. W. (2015). Educational research:\nPlanning, conducting, and evaluating quantitative and qualitative research<\/em>\n(Fifth edition. ed.). Boston: Pearson.<\/p>\n\n\n\n

Cuevas,\nJ., & Dawson, B. L. (2017). A test of two alternative cognitive processing\nmodels: Learning styles and dual coding. Theory\nand Research in Education, 16<\/em>(1), 40-64. doi:10.1177\/1477878517731450<\/p>\n\n\n\n

Dallas,\nB. K., McCarthy, A. K., & Long, G. (2016). Examining the educational\nbenefits of and attitudes toward closed captioning among undergraduate\nstudents. Journal of the Scholarship of\nTeaching & Learning, 16<\/em>(2), 56-65. doi:10.14434\/josotl.v16i2.19267<\/p>\n\n\n\n

DeLong,\nR. (2008). Writing assignments and universal design for instruction: Making the\nphantom visible. In J. L. Higbee & E. Goff (Eds.), Pedagogy and student services for institutional transformation:\nImplementing universal design in higher education<\/em> (pp. 131\u2013136.).\nMinneapolis: University of Minnesota, Center for Research on Developmental\nEducation and Urban Literacy.<\/p>\n\n\n\n

Ernst,\nH., McGahan, W. T., & Harrison, J. (2015). Questionable benefit of visual\nand peer mediated learning on overall learning outcomes of a first-year\nphysiology course. International Journal\nof Mobile and Blended Learning, 7<\/em>. Retrieved from http:\/\/link.galegroup.com\/apps\/doc\/A424714264\/PROF?u=mnamsumank&sid=PROF&xid=3f3d021a<\/a><\/p>\n\n\n\n

Fields,\nT. T., & Hatala, J. J. (2014). That, that, but not that. . . Using a\ncafeteria plan to enhance writing skills. Administrative\nIssues Journal: Education, Practice & Research, 4<\/em>(2), 3-11.\ndoi:10.5929\/2014.4.2.7<\/p>\n\n\n\n

Finley,\nA. (2016). Problem solving and transparent teaching practices: insights from\ndirect assessment. Peer Review, 18<\/em>(1-2),\n39. Retrieved from https:\/\/www.aacu.org\/peerreview\/2016\/winter-spring\/Finley<\/a><\/p>\n\n\n\n

Goodwin,\nJ. A., & Gilbert, B. D. (2001). Cafeteria-style grading in general\nchemistry. Journal of Chemical Education,\n78<\/em>(4), 490. doi:10.1021\/ed078p490<\/p>\n\n\n\n

Greer,\nD. L., Crutchfield, S. A., & Woods, K. L. (2013). Cognitive theory of\nmultimedia learning, instructional design principles, and students with\nlearning disabilities in computer-based and online learning environments. The Journal of Education, 193<\/em>(2), 41-50.\nRetrieved from http:\/\/www.jstor.org\/stable\/24636945<\/a><\/p>\n\n\n\n

Hanewicz,\nC., Platt, A., & Arendt, A. (2017). Creating a learner-centered teaching\nenvironment using student choice in assignments. Distance Education, 38<\/em>(3), 273-287.\ndoi:10.1080\/01587919.2017.1369349<\/p>\n\n\n\n

Heinrich,\nW. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical\nthinking assessment across four sustainability-related experiential learning\nsettings. Journal of Experiential\nEducation, 38<\/em>(4), 373-393. doi:10.1177\/1053825915592890<\/p>\n\n\n\n

Higbee,\nJ. L. (2009). Implementing universal instructional design in postsecondary\ncourses and curricula. Journal of College\nTeaching and Learning, 6<\/em>(8), 65-77. Retrieved from http:\/\/ezproxy.mnsu.edu\/login?url=https:\/\/search-proquest-com.ezproxy.mnsu.edu\/docview\/218884392?accountid=12259<\/a><\/p>\n\n\n\n

Higher\nLearning Commission. (2014). HLC policy: Criteria for accreditation. In Criteria and Requirements<\/em>. Chicago, IL:\nHigher Learning Commission.<\/p>\n\n\n\n

Hu, S.,\nMcCormick, A. C., & Gonyea, R. M. (2012). Examining the relationship\nbetween student learning and persistence. Innovative\nHigher Education, 37<\/em>(5), 387-395. doi:10.1007\/s10755-011-9209-5<\/p>\n\n\n\n

Izmirli,\nS., & Kurt, A. A. (2016). Effects of modality and pace on achievement,\nmental effort, and positive affect in multimedia learning environments. Journal of Educational Computing Research,\n54<\/em>(3), 299-325. doi:10.1177\/0735633115621921<\/p>\n\n\n\n

Jacob, F., Kincaid, S., & Traver, A. E. (2018). Poetry across the curriculum: New methods of writing intensive pedagogy for U.S. community college and undergraduate education<\/cite>. Leiden: Brill.<\/p>\n\n\n\n

Kiramba,\nL. K. (2017). Multilingual literacies: Invisible representation of literacy in\na rural classroom. Journal of Adolescent\n& Adult Literacy, 61<\/em>(3), 267-277. doi:doi:10.1002\/jaal.690<\/p>\n\n\n\n

Mayer,\nR. E. (2014). The Cambridge handbook of\nmultimedia learning<\/em> (Second Edition ed.). New York: Cambridge University\nPress.<\/p>\n\n\n\n

Mayer,\nR. E., & Johnson, C. I. (2008). Revising the redundancy principle in\nmultimedia learning. Journal of\nEducational Psychology, 100<\/em>(2), 380. doi:10.1037\/0022-0663.100.2.380<\/p>\n\n\n\n

McGahan,\nW. T., Ernst, H., & Dyson, L. E. (2016). Individual learning strategies and\nchoice in student-generated multimedia. International\nJournal of Mobile and Blended Learning, 8<\/em>(3), 1-18.\ndoi:10.4018\/IJMBL.2016070101<\/p>\n\n\n\n

McGuire-Schwartz,\nM. E., & Arndt, J. S. (2007). Transforming universal design for learning in\nearly childhood teacher education from college classroom to early childhood\nclassroom. Journal of Early Childhood\nTeacher Education, 28<\/em>(2), 127-139. doi:10.1080\/10901020701366707<\/p>\n\n\n\n

Meyer,\nA., Rose, D. H., & Gordon, D. (2014). Universal\ndesign for learning: Theory and practice<\/em>. Wakefield, MA: CAST Professional\nPublishing.<\/p>\n\n\n\n

Murray,\nE. A., Sheets, H. A., & Williams, N. A. (2009). The new work of assessment:\nEvaluating multimodal compositions. Computers\nand Composition Online<\/em>. Retrieved from http:\/\/cconlinejournal.org\/murray_etal\/index.html<\/a><\/p>\n\n\n\n

National\nForum on Education Statistics. (2011). Forum\nguide to ensuring equal access to education websites: An introduction to\nelectronic accessibility standards<\/em>. (NFES 2011\u2013807). Washington, DC:\nNational Center for Education Statistics Retrieved from https:\/\/nces.ed.gov\/pubs2011\/2011807.pdf<\/a><\/p>\n\n\n\n

Oberfoell,\nA., & Correia, A. (2016). Understanding the role of the modality principle\nin multimedia learning environments. Journal\nof Computer Assisted Learning, 32<\/em>(6), 607-617. doi:10.1111\/jcal.12157<\/p>\n\n\n\n

Oswal,\nS. K., & Meloncon, L. (2017). Saying no to the checklist: Shifting from an\nideology of normalcy to an ideology of inclusion in online writing instruction.\nWPA: Writing Program Administration, 40<\/em>(3),\n61\u201377.<\/p>\n\n\n\n

Rappolt-Schlichtmann,\nG., Daley, S. G., & Rose, T. (2012). A\nresearch reader in universal design for learning<\/em>. Cambridge, Mass.: Harvard\nEducation Press.<\/p>\n\n\n\n

Raue,\nK., & Lewis, L. (2011). Students with\ndisabilities at degree-granting postsecondary institutions<\/em>. (NCES\n2011\u2013018). Washington, DC: U.S. Government Printing Office Retrieved from https:\/\/nces.ed.gov\/pubs2011\/2011018.pdf<\/a><\/p>\n\n\n\n

Rhodes,\nT. (2010). Assessing outcomes and\nimproving achievement: Tips and tools for using the rubrics<\/em>. Washington,\nDC: Association of American Colleges and Universities.<\/p>\n\n\n\n

Roberts,\nK. D., Park, H.-J., Brown, S., & Cook, B. (2011). Universal design for\ninstruction in postsecondary education: A systematic review of empirically\nbased articles. Journal of Postsecondary\nEducation and Disability, 24<\/em>(1), 5-15. Retrieved from https:\/\/files.eric.ed.gov\/fulltext\/EJ941728.pdf<\/a><\/p>\n\n\n\n

Roberts,\nK. D., Satlykgylyjova, M., & Park, H.-J. (2015). Universal design of\ninstruction in postsecondary education: A literature review of empirically\nbased articles. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice<\/em>\n(2nd ed., pp. 65\u201380). Cambridge, MA: Harvard Education Press.<\/p>\n\n\n\n

Scott,\nS. S., McGuire, J. M., & Foley, T. E. (2003). Universal design for\ninstruction: A framework for anticipating and responding to disability and\nother diverse learning needs in the college classroom. Equity & Excellence in Education, 36<\/em>(1), 40-49.\ndoi:10.1080\/10665680303502<\/p>\n\n\n\n

Scott,\nS. S., McGuire, J. M., & Shaw, S. F. (2003). Universal design for\ninstruction: A new paradigm for adult instruction in postsecondary education. Remedial & Special Education, 24<\/em>(6),\n369-379. Retrieved from http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=aph&AN=11399145&site=ehost-live<\/a><\/p>\n\n\n\n

Silver,\nP., Bourke, A., & Strehorn, K. C. (1998). Universal instructional design in\nhigher education: An approach for inclusion. Equity & Excellence in Education, 31<\/em>(2), 47-51.\ndoi:10.1080\/1066568980310206<\/p>\n\n\n\n

Stiller,\nK. D., Freitag, A., Zinnbauer, P., & Freitag, C. (2009). How pacing of\nmultimedia instructions can influence modality effects: A case of superiority\nof visual texts. Australasian Journal of\nEducational Technology, 25<\/em>(2), 184-203. doi:10.14742\/ajet.1149<\/p>\n\n\n\n

U.S.\nDepartment of Justice Civil Rights Division. (2016). The United States’ findings and conclusions based on its investiagtion\nunder Title II of the American with Disabilities Act of the University of\nCalifornia at Berkeley, DJ No. 204-11-309<\/em>. \nRetrieved from https:\/\/www.ada.gov\/briefs\/uc_berkley_lof.pdf<\/a><\/p>\n\n\n\n

U.S.\nDepartment of Justice Civil Rights Division, & University of Montana.\n(2014). Resolution agreement<\/em>.  Retrieved from https:\/\/www2.ed.gov\/about\/offices\/list\/ocr\/docs\/investigations\/more\/10122118-b.pdf<\/a><\/p>\n\n\n\n

United\nStates of America v. Miami University et al. \n(United States District Court for the Southern District of Ohio 2016).<\/p>\n\n\n\n

Wang,\nJ., Dawson, K., Saunders, K., Ritzhaupt, A. D., Antonenko, P. p., Lombardino,\nL., . . . Davis, R. O. (2018). Investigating the effects of modality and\nmultimedia on the learning performance of college students with dyslexia. Journal of Special Education Technology, 33<\/em>(3),\n182-193. doi:10.1177\/0162643418754530<\/p>\n\n\n\n

Wanner,\nT., & Palmer, E. (2018). Formative self-and peer assessment for improved\nstudent learning: The crucial factors of design, teacher participation and\nfeedback. Assessment & Evaluation in\nHigher Education, 43<\/em>(7), 1032-1047. doi:10.1080\/02602938.2018.1427698<\/p>\n\n\n\n

Weimer,\nM. (2013). Learner-centered teaching:\nFive key changes to practice<\/em>. Somerset: John Wiley & Sons,\nIncorporated.<\/p>\n\n\n\n

Winkelmes,\nM.-A. (2014). Transparency in teaching and learning in higher education\nproject. Retrieved from https:\/\/tilthighered.com\/<\/a><\/p>\n\n\n\n

Winkelmes,\nM.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.\nH. (2016). A teaching intervention that increases underserved college students’\nsuccess. Peer Review, 18<\/em>(1-2), 31.<\/p>\n\n\n\n

World\nWide Web Consortium. (2008). Web content accessibility guidelines (WCAG) 2.0:\nW3C recommendation 11 December 2008. Retrieved from https:\/\/www.w3.org\/TR\/WCAG20\/<\/a><\/p>\n\n\n\n

World\nWide Web Consortium. (2018). Web content accessibility guidelines (WCAG) 2.1:\nW3C recommendation 05 June 2018. Retrieved from https:\/\/www.w3.org\/TR\/WCAG21\/<\/a><\/p>\n\n\n\n

Yergeau, M., Brewer, E., Kerschbaum, S., Oswal, S. K., Price, M., Selfe, C. L., Salvo, M. J., & Howes, F. (2013). Multimodality in motion: disability & kairotic spaces. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 18<\/em>(1). Retrieved from http:\/\/kairos.technorhetoric.net\/18.1\/coverweb\/yergeau-et-al\/index.html<\/a><\/p>\n\n\n\n

Young, A. (2003). Writing across and against the curriculum. College Composition and Communication<\/cite>, 54<\/em>(3), 472-485. doi:10.2307\/3594174><\/p>\n","protected":false},"excerpt":{"rendered":"

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