Resources

Publications which may be of interest to MDEC members are listed below.

Recent Education Resources MDEC201620

Goudas, A. M. (19 May, 2016). “Examining the core principles: Benefits, drawbacks, and data.” CASP, TADE, and TCRLA Webinar Presentation. Download here: GoudasTexasPresentationCorePrinciplesMay2016

Boylan, H. R. (2016). “What makes a difference and how much difference does it make?” MDEC 2016 Keynote Conference Presentation. Download here: BoylanMichiganDevEdConsortium2016

Goudas, A. M. (2016). “Using high school GPA for college placement: The benefits and unintended consequences.” MDEC 2016 Conference Presentation. Download here: GoudasMDECUsingHSGPAforPlacementApr2016

Vader-McCormick, N. (2016). “Using mindfulness practices to increase concentration and focus in your classroom.” MDEC 2016 Conference Presentation. Download here: VaderMindfulnessPPhandout VaderMindfulnessResources

McNier, S., & Trabalka, A. (2016). “Three ingredients to successful reading comprehension.” MDEC 2016 Conference Presentation. Download here: McNierTrabalkaThreeIngredients

Goudas, A. M. (2016). “In defense of developmental education.” MDEC 2016 Conference Presentation. Download here: GoudasMDECPresentationIDDEApr2016

Goudas, A. M. (2016). “Core principles in defense of developmental education.” NADE 2016 Conference Presentation. Download here: GoudasNADEPresentationIDDE2016

Casazza, Martha E. and Sharon L. Silverman. Meaningful Access and Support: The Path to College Completition. Council of Learning Assistance and Developmental Education Associates, 2013.

Gianneschi, Matt. A Cure for Remedial Reporting Chaos: Why the U.S. Needs a Standard Method for Measuring Preparedness for the First Year of College. Education Commission of the States, 2014.

Goudas, A. M., & Boylan, H. R. (2012). “Knee-Jerk Reforms on Remediation.” Inside Higher Education Online.

Goudas, A. M., & Boylan, H. R. (2012). Addressing Flawed Research in Developmental Education. Journal of Developmental Education, 38(2), p. 2-13.

Goudas, A. M., & Boylan, H. R. (2013). A brief response to Bailey, Jaggars, and Scott-Clayton. Journal of Developmental Education36(3), 28–32.

 Other Education Resources

  • Bailey, T. R., Jeong, D.W., & Cho, S.W. (2009). Referral, enrollment and completion in developmental education sequences in community colleges (CCRC Working Paper No. 15). New York, NY: Community College Research Center, Columbia University, Teachers College. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/referral-enrollment-completion-developmental_V2.pdf
  • Bailey, T. R., Jeong, D. W., & Cho, S. W. (2010). Referral, enrollment and completion in developmental education sequences in community colleges. Economics of Education Review, 29(2), 255-270.
  • Bailey, T. R. (2009). Rethinking developmental education in community college (CCRC Brief No. 40). New York, NY: Community College Research Center, Columbia University, Teachers College. Retrieved from http://files.eric.ed.gov/fulltext/ED504329.pdf
  • Bailey, T. R., Jeong, D.W., & Cho, S.W. (2010). Student progression through developmental sequences in community colleges (CCRC Brief No. 45). New York, NY: Community College Research Center, Columbia University, Teachers College. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/student-progression-through-developmental-sequences-brief.pdf
  • Jenkins, D., Speroni, C., Belfield, C., Jaggars, S., & Edgecombe, N. (2010). A model for accelerating academic success of community college remedial English students: Is the accelerated learning program (ALP) effective and affordable? (CCRC Working Paper No. 21). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/publications/accelerating-academic-success-remedial-english.html
  • Edgecombe, N. (2011). Accelerating the academic achievement of students referred to developmental education (CCRC Working Paper No. 30). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/accelerating-academic-achievement-students.pdf
  • Hughes, K. L., & Scott-Clayton, J. (2011). Assessing developmental assessment in community colleges. Community College Review, 39(4), 327-351.
  • Scott-Clayton, J., Crosta, P. M., & Belfield, C. R. (2012). Improving the targeting of treatment: Evidence from college remediation (NBER Working Paper No. 18457). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w18457.pdf
  • Scott-Clayton, J., Crosta, P. M., & Belfield, C. R. (2014). Improving the targeting of treatment: Evidence from college remediation. Educational Evaluation and Policy Analysis, 36(3), 371–393.
  • Scott-Clayton, J., & Rodriguez, O. (2012). Development, discouragement, or diversion? New evidence on the effects of college remediation (NBER Working Paper No. 18328). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w18328.pdf
  • What we know about developmental education outcomes. (2014). Community College Research Center Research Overview. New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf
  • Belfield, C. R., & Crosta, P. M. (2013, April 19). A better factory model. Inside Higher Education. Retrieved from https://www.insidehighered.com/views/2013/04/19/measures-college-efficiency-too-often-ignore-full-chain-production
  • Scott-Clayton, J. (2012, April 20). Are college entrants overdiagnosed as underprepared? The New York Times Economix Blog. Retrieved from http://economix.blogs.nytimes.com/2012/04/20/are-college-entrants-overdiagnosed-as-underprepared/
  • Hart, B., & Risley, T. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, Spring, 4-9. Retrieved from https://www.aft.org/sites/default/files/periodicals/TheEarlyCatastrophe.pdf
  • Turner, C. (2014). This is your brain. This is your brain on music. National Public Radio. Retrieved from http://www.npr.org/blogs/ed/2014/09/10/343681493/this-is-your-brain-this-is-your-brain-on-music
  • Kraus, J., Slater, J., Thompson, E. C., Hornickel, J., Strait, D. L., Nicol, T., & White-Schwoch, T. (2014). Music enrichment programs improve the neural encoding of speech in at-risk children. The Journal of Neuroscience, 34(36), 11913-11918.
  • Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Boston: Houghton Mifflin Harcourt.
  • Dobbs, D. (2013, December 16). Terrible twos who stay terrible. The New York Times. Retrieved from http://well.blogs.nytimes.com/2013/12/16/terrible-twos-who-stay-terrible/
  • Francis, D., Diorio, J., Liu, D., & Meaney, M. J. (1999). Nongenomic transmission across generations of maternal behavior and stress responses in the rat. Science, 286, 1155-1158.
  • Schweinhart, L. J. (2003). Benefits, costs, and explanation of the High/Scope Perry preschool program. Unpublished manuscript. Retrieved from http://www.highscope.org/file/Research/PerryProject/Perry-SRCD_2003.pdf
  • Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (2001). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37(2), 231-242.
  • Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B. H., & Ramey, C. T. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African American families. Child Development, 68(5), 935-954.
  • Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32(4), 743-772.
  • Kristoff, N., & WuDunn, S. (2014, September 12). The way to beat poverty. The New York Times Online. Retrieved from http://www.nytimes.com/2014/09/14/opinion/sunday/nicholas-kristof-the-way-to-beat-poverty.html
  • Mischel, W. (2014). The Marshmallow Test: Mastering Self-Control. New York: Little, Brown and Company.
  • Posada, J. (2009). Don’t eat the marshmallow! com. Retrieved from http://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet?language=en
  • Duckworth, A. L., & Peterson, C. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
  • Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience, 33(44), 17221-17231.
  • Bayol, S. A., Simbi, B. H., Bertrand J. A., & Stickland, N. C. (2008). Offspring from mothers fed a ‘junk food’ diet in pregnancy and lactation exhibit exacerbated adiposity that is more pronounced in females. The Journal of Physiology, 586(13), 3219-3230.
  • Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation. The Journal of Higher Education, 77(5), 886-924. Retrieved from http://knowledgecenter.completionbydesign.org/sites/default/files/16%20Attewell%20JHE%20final%202006.pdf
  • Bahr, P. R. (2008). Does mathematics remediation work?: A comparative analysis of academic attainment among community college students. Research in Higher Education Journal, 49, 420-450.
  • Goudas, A. M., & Boylan, H. R. (2012). Addressing flawed research in developmental education. Journal of Developmental Education, 36(1), 2-13. Retrieved from http://files.eric.ed.gov/fulltext/EJ1035669.pdf
  • Edgecombe, N., Baker, E. D., & Bailey, T. R. (2013). Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD. New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/acceleration-through-holistic-support-model.pdf
  • C. R., & Crosta, P. M. (2012). Predicting success in college: The importance of placement tests and high school transcripts (CCRC Working Paper No. 42). New York, NY: Community College Research Center, Columbia University, Teachers College. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/predicting-success-placement-tests-transcripts.pdf
  • Scott-Clayton, J. (2012). Do high-stakes placement exams predict college success? (CCRC Working Paper No. 41). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/high-stakes-predict-success.pdf
  • Bailey, T. R., Jaggars, S. S., & Scott-Clayton, J. (2013). Characterizing the effectiveness of developmental education: A response to recent criticism. New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://files.eric.ed.gov/fulltext/ED542142.pdf
  • Bettinger, E. P., & Long, B. T. (2009). Addressing the needs of underprepared students in higher education: Does college remediation work? Journal of Human Resources, 44(3), 736-771.
  • Boatman, A. & B. T. (2010). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation (An NCPR Working Paper). New York, NY: National Center for Postsecondary Research, Columbia University, Teachers College. Retrieved from http://www.postsecondaryresearch.org/i/a/document/14155_ABoatman_BLong_Final_9-21-10.pdf
  • Calcagno, J. C., & Long. B. T. (2008).The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance (An NCPR Working Paper). New York, NY: National Center for Postsecondary Research, Columbia University, Teachers College. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/impact-remediation-regression-discontinuity.pdf
  • Jenkins, D., Jaggars, S. S., & Roksa, J. (2009). Promoting gatekeeper course success among community college students needing remediation: Findings and recommendations from a Virginia study (Summary Report). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/strategies-promoting-gatekeeper-success-summary.pdf
  • Martorell, P. & McFarlin, I. (2011). Help or hindrance? Theeffects of college remediation on academic and labor market outcomes. The Review of Economics and Statistics, 93(2), 436-454. Retrieved from https://www.utdallas.edu/research/tsp-erc/pdf/wp_mcfarlin_2010_help_or_hindrance_college_remediation.pdf
  • Edgecombe, N., Cormier, M. S., Bickerstaff, S., & Barragan, M. (2013). Strengthening developmental education reforms: Evidence on implementation efforts from the Scaling Innovation Project (CCRC Working Paper No. 61). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/strengthening-developmental-education-reforms.pdf
  • Levin, H. M., & Garcia, E. (2013). Benefit-cost analysis of Accelerated Study in Associate Programs (ASAP) of the City University of New York (CUNY). New York, NY: Columbia University, Teachers College, Center for Benefit-Cost Studies in Education. Retrieved from http://www.nyc.gov/html/ceo/downloads/pdf/Levin_ASAP_Benefit_Cost_Report_FINAL_05212013.pdf
  • Scrivener, S., & Weiss, M. J. (2013). More graduates: Two-year results from an evaluation of Accelerated Study in Associate Programs (ASAP) for developmental education students (MDRC Policy Brief). New York, NY: MDRC. Retrieved from http://www.mdrc.org/sites/default/files/More_Graduates.pdf
  • Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students. New York, NY: MDRC. Retrieved from http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
  • Twigg, C. A. (2005). Increasing success for underserved students: Redesigning introductory courses. Sarasota Springs, NY: National Center for Academic Transformation.
  • Twigg, C. A. (2009). Increasing success in developmental math: Following the NCAT playbook. Sarasota Springs, NY: National Center for Academic Transformation.
  • Linderman, D., & Kolenovic, Z. (2012). Results thus far and the road ahead: A follow-up report on CUNY Accelerated Study in Associate Programs (ASAP). New York: Center for Economic Opportunity.
  • Brunello, G., & Schlotter, M. (2011). Non cognitive skills and personality traits: Labour market relevance and their development in education & training systems. Bonn, Germany: Institute for the Study of Labor. Retrieved from http://ftp.iza.org/dp5743.pdf
  • Cho, S.W., Kopko, E., Jenkins, & C., Jaggars, S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (CCRC Working Paper No. 53). New York, NY: Community College Research Center, Columbia University, Teachers College. Retrieved from http://ccrc.tc.columbia.edu/publications/ccbc-alp-student-outcomes-follow-up.html
  • Adams, P., Bickerstaff, S., Johnsen, H., & Zollars, M. (2012). Adopting and adapting reforms: Replicating the Accelerated Learning Program [PowerPoint Presentation]. Retrieved from http://ccrc.tc.columbia.edu/presentation/adopting-adapting-reforms-alp.html
  • Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., Wilkinson-Flicker, S., and Kristapovich, P. (2014). The Condition of Education 2014 (NCES 2014-083). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved [1 August 2015] from http://nces.ed.gov/pubs2014/2014083.pdf
  • Rampell, C. (2009, Aug. 27). SAT scores and family income. The New York Times Economix Blog. Retrieved from http://economix.blogs.nytimes.com/2009/08/27/sat-scores-and-family-income/
  • Vigdor, J., & Ladd, H. F. (2010). Scaling the digital divide: Home computer technology and student achievement (CALDER Working Paper No. 48). Washington, D.C.: National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/sites/default/files/alfresco/publication-pdfs/1001433-Scaling-the-Digital-Divide-Home-Computer-Technology-and-Student-Achievement.PDF
  • Warschauer, M., & Ames, M. (2010). Can One Laptop per Child save the world’s poor? Journal of International Affairs, 64(1), 33-51. Retrieved from https://webfiles.uci.edu/mgames/research/Warschauer_Ames_OLPC_JIA.pdf
  • Jaggars, S. (2011). Online learning: Does it help low-income and underprepared students? (CCRC Working Paper No. 26). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/online-learning-help-students.pdf
  • Lynch, R. G. (2015). The economic and fiscal consequences of improving U.S. educational outcomes. Washington, D. C.: The Washington Center for Equitable Growth. Retrieved from http://www.unitedwaysb.org/sites/unitedwaysb.org/files/Economic%20%26%20Fiscal%20Consequences%20of%20Improving%20US%20Education.pdf
  • Issue brief: Childhood lead exposure and educational outcomes. (2013). National Center for Healthy Housing. Retrieved from http://www.nchh.org/Portals/0/Contents/Childhood_Lead_Exposure.pdf
  • Carnevale, A. P., Rose, S. J., & Cheah, B. (2009). The college payoff: Education, occupations, lifetime earnings. Georgetown University Center on Education and the Workforce. Retrieved from https://www2.ed.gov/policy/highered/reg/hearulemaking/2011/collegepayoff.pdf
  • The Advisory Committee on Student Financial Assistance. (2013). Measure twice: The impact on graduation rates of serving Pell Grant recipients. Washington D. C. Retrieved from https://www.insidehighered.com/sites/default/server_files/files/Measure%20Twice%20Final.pdf
  • Calahan, M., & Perna, L. (2015). Indicators of higher education equity in the United States: 45 year trend report. Philadelphia, PA: The Pell Institute and The University of Pennsylvania Alliance for Higher Education and Democracy (PennAHEAD). Retrieved from http://www.pellinstitute.org/downloads/publications-Indicators_of_Higher_Education_Equity_in_the_US_45_Year_Trend_Report.pdf
  • Ariovich, L., & Walker, S. A. (2014). Assessing course redesign: The case of developmental math. Research & Practice in Assessment, 9(Summer), 45-57. Retrieved from http://www.rpajournal.com/dev/wp-content/uploads/2014/06/A3.pdf
  • Boylan, H. R., & Bonham, B. S. (Eds.). (2014). Developmental education: Readings on its past, present, and future. Boston, MA: Bedford/St. Martins.
  • Belfield, C. R., & Levin, H. M. (2009). High school dropouts and the economic losses from juvenile crime in California (California Dropout Research Project Report #16). Santa Barbara, CA: University of California Gevirtz Graduate School of Education. Retrieved from https://www.researchgate.net/publication/239926985_High_School_Dropouts_and_The_Economic_Losses_from_Juvenile_Crime_in_California
  • Weinberg, C. (2013, June 16). United negro college fund updates its slogan, and its brand. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/bottomline/united-negro-college-fund-updates-its-slogan-and-its-brand/
  • Bahr, P. R. (2010). Revisiting the efficacy of postsecondary remediation: The moderating effects of depth/breadth of deficiency. Research in Higher Education Journal, 33(2), 177-205. Retrieved from http://debdavis.pbworks.com/f/revisiting+postsecondary+remediation.pdf
  • The rising cost of not going to college. (2014). The PEW Research Center. Retrieved from http://www.pewsocialtrends.org/files/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf
  • Gamoran, A., & Long, D. A. (2006). Equality of Educational Opportunity: A 40-year retrospective (WCER Working Paper No. 2006-9). Madison, WI: University of Wisconsin–Madison, Wisconsin Center for Education Research. Retrieved from http://www.wcer.wisc.edu/publications/workingPapers/papers.php
  • Gerlaugh, K., Thompson, L., Boylan, H. R., & Davis, H. (2007). National study of developmental education II: Baseline data for community colleges. Research In Developmental Education, 20(4), 1-4. Retrieved from http://ncde.appstate.edu/sites/ncde.appstate.edu/files/RiDE%2020-4.pdf
  • Juszkiewicz, J. (2015, March). Trends in community college enrollment and completion data. Washington, DC: American Association of Community Colleges. Retrieved from http://www.aacc.nche.edu/Publications/Reports/Documents/CCEnrollment_2015.pdf
  • Braga, M., Paccagnella, M., & Pellizzari, M. (2011). Evaluating students’ evaluations of professors. Bonn, Germany: Institute for the Study of Labor (IZA). Retrieved from http://ftp.iza.org/dp5620.pdf
  • Venezia, A., Bracco, K. R., & Nodine, T. (2010). One-shot deal? Students’ perceptions of assessment and course placement in California’s community colleges. San Francisco, CA: WestEd. Retrieved from https://www.wested.org/online_pubs/oneshotdeal.pdf
  • Karp, M. M., & Bork, R. H. (2012). “They Never Told Me What to Expect, so I Didn’t Know What to Do”: Defining and Clarifying the Role of a Community College Student (CCRC Working Paper No. 47). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/defining-clarifying-role-college-student.pdf
  • Jaggars, S. S., & Hodara, M. (2011). The opposing forces that shape developmental education: Assessment, placement, and progression at CUNY community colleges (CCRC Working Paper No. 36). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/opposing-forces-shape-developmental.pdf
  • Anderson, L., & Fulton, M. (2015). Multiple measures for college readiness. Denver, CO: Education Commission of the States (ECS). Retrieved from http://www.ecs.org/clearinghouse/01/17/37/11737.pdf
  • Saxon, D. P., & Morante, E. A. (2014). Effective student assessment and placement: Challenges and recommendations. Journal of Developmental Education, 37(3), 24-31. Retrieved from http://www.nade.net/site/documents/articles/SaxonMorante_ArticleV37.pdf
  • Perez-Pena, R. (2012, July 20). The new community college try. The New York Times. Retrieved from http://www.nytimes.com/2012/07/20/education/edlife/the-new-community-college-cunys-multimillion-dollar-experiment-in-education.html
  • Kahneman, D. (2011).Thinkingfast and slow. New York: Farrar, Straus and Giroux.
  • Gladwell, Malcolm. (2005). Blink. New York: Little, Brown and Co. 52-59.
  • Steele, C., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797- 811.
  • Aronson, J. (2002). Stereotype threat: Contending and coping with unnerving expectations. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education. San Diego, CA: Academic Press.
  • Hoff, K., & Pandey, P. (2005). Belief systems and durable inequalities: An experimental investigation of Indian caste. Washington, D. C.: The World Bank. Retrieved from http://www-siepr.stanford.edu/conferences/Institutions2005/hoff-pandey-belief%20systems.pdf
  • Inagaki, T. K., & Eisenberger, N. I. (2013). Shared neural mechanisms underlying social warmth and physical warmth. Psychological Science, 24(11), 1-9. Retrieved from http://web.natur.cuni.cz/~houdek3/papers/Inagaki%20et%20al%202013.pdf
  • Haley, K. J., & Fessler, D M.T. (2005). Nobody’s watching? Subtle cues affect generosity in an anonymous economic game. Evolution of Human Behavior, 26, 245-256. Retrieved from https://www.researchgate.net/publication/257492174_Nobody’s_watching_Subtle_cues_affect_generosity_in
  • Nettle, D., Nott, K., & Bateson, M. (2012). ‘Cycle thieves, we are watching you’: Impact of a simple signage intervention against bicycle theft. PLoS ONE, 7(12): e51738. doi:10.1371/journal.pone.0051738
  • Johnson, E. J., & Goldstein, D. (2003). Do defaults save lives? Science, 302, 1338-1339.
  • Wansink, B. (2014). Slim by design: Mindless eating solutions for everyday life. New York: William Morrow & Company.
  • Thaler, R. H. (2015, May 8). Unless you are Spock, irrelevant things matter in economic behavior. The New York Times. Retrieved from http://www.nytimes.com/2015/05/10/upshot/unless-you-are-spock-irrelevant-things-matter-in-economic-behavior.html
  • Evans-Pritchard, B. (2013, Winter). Aiming to reduce cleaning costs. com. Retrieved from https://worksthatwork.com/1/urinal-fly
  • Tierney, J. (2011, August 17). Do you suffer from decision fatigue? The New York Times. Retrieved from http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html
  • Wilkenson, Richard and Kate Pickett. (2009). The spirit level: Why greater equality makes societies stronger. New York: Bloomsbury Press. 113-14.
  • Shukman, David. (2011, April 25). IQ test motivation—not just intelligence. co.uk. BBC News Online. Retrieved from http://www.bbc.co.uk/news/health-13156817
  • Willis, M. T. (2012, January 2). Study: Placebo alters brain function. com. Retrieved from http://abcnews.go.com/Health/Depression/story?id=117057
  • Words ‘can change what we smell’. (2005, September 26). BBC News Online. Retrieved from http://news.bbc.co.uk/2/hi/health/4558075.stm
  • Wansink, B. (1994). Antecedents and mediators of eating bouts. Family and Consumers Science Research Journal, 23:2(December), 166-82. Retrieved from http://foodpsychology.cornell.edu/sites/default/files/bouts-1994.pdf
  • Belfield, C. R., Levin, H. M., & Rosen, R. (2012). The economic value of opportunity youth. Washington D.C.: Corporation for National & Community Service. Retrieved from http://www.serve.gov/new-images/council/pdf/econ_value_opportunity_youth.pdf
  • Goodman, M. J., Sands, A. M., & Coley, R. J. (2015). America’s skills challenge: Millenials and the future. Princeton, N.J.: The ETS Center for Research on Human Capital and Education. Retrieved from https://www.ets.org/s/research/30079/asc-millennials-and-the-future.pdf
  • Smith, A. A. (2015, June 25). When you’re not ready. Inside Higher Education. Retrieved from https://www.insidehighered.com/news/2015/06/25/floridas-remedial-law-leads-decreasing-pass-rates-math-and-english
  • Irwin, N. (2015, September 10). How Stanford took on the giants of economics. The New York Times. Retrieved from http://www.nytimes.com/2015/09/13/upshot/how-stanford-took-on-the-giants-of-economics.html
  • Smith, A. A. (2015, May 8). Legislative fixes for remediation. Inside Higher Education. Retrieved from https://www.insidehighered.com/news/2015/05/08/states-and-colleges-increasingly-seek-alter-remedial-classes
  • Noble, J., & Sawyer, R. (2013). A study of the effectiveness of developmental courses for improving success in college. Iowa City, IA: ACT Research Report Series. Retrieved from https://www.act.org/research/researchers/reports/pdf/ACT_RR2013-1.pdf
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