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Project-Based Learning and Content-Based Instruction in EFL: Developing Lexical Performance and Content Knowledge through Humanitarian Content in a Bangladeshi University

Henan, M. (2026). Project-Based Learning and Content-Based Instruction in EFL: Developing Lexical Performance and Content Knowledge through Humanitarian Content in a Bangladeshi University. Canadian Journal of Language and Literature Studies, 6(4). https://doi.org/10.53103/cjlls.v6i4.296

Internationalizing the Curriculum in Graduate Nursing Edu- cation: Scaffolding Cultural Competence Through Reflection, Dialogue, and Curriculum Design

Howe, D. (2026). Internationalizing the Curriculum in Graduate Nursing Edu- cation: Scaffolding Cultural Competence Through Reflection, Dialogue, and Curriculum Design. Nternational Research and Review, Journal of Phi Beta Delta Honor Society for International Scholars, 15(2). https://www.phibetadelta.org/pdf/5e-FINAL%20IRR%20SprSum%202026%20rev2.pdf#page=51

Evaluation strategies for community-engaged learning: Centering co-creation and community partnerships

Van Cleave, T. J. (2026). Evaluation strategies for community-engaged learning: Centering co-creation and community partnerships. In S. R. Rosenbloom, B. Ludwig, & K. Kenneavy (Eds.), How to Facilitate Community-Engaged Learning (pp. 136–156). Edward Elgar Publishing. https://doi.org/10.4337/9781035346721.00016

Building Bridges: Engaging Stakeholders in the Assessment of University Mission

Franklin, K., & Kinzie, J. (2026). Building Bridges: Engaging Stakeholders in the Assessment of University Mission. Assessment Update, 38(4), 4–14. https://doi.org/10.1002/au.70028

Internationalizing the Curriculum: How Global Learning Outcomes Across Countries Deepen Student Understanding of Psychology

Snelling, J. L. (2026). Internationalizing the Curriculum: How Global Learning Outcomes Across Countries Deepen Student Understanding of Psychology. Nternational Research and Review, Journal of Phi Beta Delta Honor Society for International Scholars, 15(2). https://www.phibetadelta.org/pdf/5e-FINAL%20IRR%20SprSum%202026%20rev2.pdf#page=171

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PDF. (n.d.).

Classroom-level Assessment: Aligning pedagogical practices to enhance student learning

McConnell, K., & Doolittle, P. E. (2012). Classroom-level Assessment: Aligning pedagogical practices to enhance student learning. In Handbook on Measurement, Assessment, and Evaluation in Higher Education (1st ed.). Routledge.

Assessing Early Integrative Learning

Braid, B., Palma de Schrynemakers, G., & Grose, A. (2011). Assessing Early Integrative Learning. Peer Review. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_FA11WI12_Vol13No4_Vol14No1.pdf

Increasing the Validity of Outcomes Assessment

Puseker, K., Torres, M. R., Crawford, I., Levia, D., Lehman, D., & Copic, G. (2011). Increasing the Validity of Outcomes Assessment. Peer Review, 13/14(4/1). https://dgmg81phhvh63.cloudfront.net/content/user-photos/Publications/Archives/Peer-Review/PR_FA11WI12_Vol13No4_Vol14No1.pdf

Themes: student learning outcomes

Integrating a digital health educational activity into a required didactic course: Reflections and lessons learned

Nogid, A., Dushenkov, A., Ryan, L., & Sorvillo, A. M. (2026). Integrating a digital health educational activity into a required didactic course: Reflections and lessons learned. Currents in Pharmacy Teaching and Learning, 18(3), 102533. https://doi.org/10.1016/j.cptl.2025.102533

Rethinking Deep Learning in Education: Toward Humanist Onto-Epistemologies in an Age of AI

Taylor, R. (2026). Rethinking Deep Learning in Education: Toward Humanist Onto-Epistemologies in an Age of AI. Studies in Philosophy and Education. https://doi.org/10.1007/s11217-026-10082-3

Scaling Up: Value-added Cognitive Assessment Redesign Network for the Development of Higher-order Thinking

Simper, N., Frank, B., Scott, J., & Beyer, W. (2019). Scaling Up: Value-added Cognitive Assessment Redesign Network for the Development of Higher-order Thinking. Higher Education Quality Council of Ontario. https://www.researchgate.net/publication/335843540_Scaling_Up_Value-added_Cognitive_Assessment_Redesign_Network_for_the_Development_of_Higher-order_Thinking

Identifying gaps in students' knowledge of artificial intelligence in information literacy

Gotschall, T., Vierrether, T., & Misteri, C. (2026). Identifying gaps in students’ knowledge of artificial intelligence in information literacy. The Journal of Academic Librarianship, 52(5), 103311. https://doi.org/10.1016/j.acalib.2026.103311

Creating Pathways Toward Intercultural Competence in Agricultural and Natural Resource Sciences.

Wingert, D., Hassel, Craig, Petersen, Matthew, Windmuller-Campione, Marcella, & Capeder, Anna. (2026). Creating Pathways Toward Intercultural Competence in Agricultural and Natural Resource Sciences. Currents in Teaching & Learning, 17(2). https://webcdn.worcester.edu/currents-in-teaching-and-learning/wp-content/uploads/sites/65/2026/01/Pathways-Toward-Intercultural-Competence.pdf

The Conclusion Assessment Rubric (CAR): A Tool to Evaluate Students’ Ability to Make Context-Driven Claims with Appropriate Scope from Experimental Biological Evidence

Cary, T. L., Hong, S. M., Kowalkowski, A., & Harris, M. A. (2026). The Conclusion Assessment Rubric (CAR): A Tool to Evaluate Students’ Ability to Make Context-Driven Claims with Appropriate Scope from Experimental Biological Evidence. CBE—Life Sciences Education, 25(3), ar29. https://doi.org/10.1187/cbe.25-11-0255

Integrating structural analysis in the pre-APPE curriculum: Experiences from three institutions

Ko, J., Connor, S. E., Frederick, E. K., Foley, K., Snook, E., Romah, A., & Leslie, K. F. (2026). Integrating structural analysis in the pre-APPE curriculum: Experiences from three institutions. Currents in Pharmacy Teaching and Learning, 18(10), 102694. https://doi.org/10.1016/j.cptl.2026.102694