References

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Angelo, T. A., & Cross, K. P. (2024). Classroom assessment techniques: Formative feedback tools for college and university teachers (3rd ed.). Wiley. (ISBN: 978-1-119-86016-7) (Wiley)
(Note: If you prefer the classic citation, use the 1993 2nd ed., Jossey-Bass.)

CAST. (2024). Universal Design for Learning (UDL) Guidelines 3.0. https://udlguidelines.cast.org/ (Released July 30, 2024). (udlguidelines.cast.org)

Centre for Education Statistics and Evaluation (CESE), NSW Department of Education. (2017). Cognitive load theory in practice (Practical guide). https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/cognitive-load-theory-in-practice (Education NSW)

Centre for Education Statistics and Evaluation (CESE), NSW Department of Education. (2020). What works best: 2020 update. https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/what-works-best-2020-update (Education NSW)

Clancy, K. B. H., Nelson, R. G., Rutherford, J. N., & Hinde, K. (2014). Survey of Academic Field Experiences (SAFE): Trainees report harassment and assault. PLOS ONE, 9(7), e102172. https://doi.org/10.1371/journal.pone.0102172 (PLOS)

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Gernsbacher, M. A. (2015). Video captions benefit everyone. Policy Insights from the Behavioral and Brain Sciences, 2(1), 195–202. https://doi.org/10.1177/2372732215602130 (SAGE Journals)

Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1–24. https://doi.org/10.1016/j.edurev.2017.11.001 (Semantic Scholar)

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Stanford Teaching Commons. (n.d.). Inclusive teaching guide (and related pages: Overview of inclusive teaching practices; Inclusive and equitable discussions). https://teachingcommons.stanford.edu/teaching-guides/inclusive-teaching-guide/ (Teaching Commons)

Stokes, A., Feig, A. D., Atchison, C. L., & Gilley, B. (2019). Making geoscience fieldwork inclusive and accessible for students with disabilities. Geosphere, 15(6), 1809–1825. https://doi.org/10.1130/GES02006.1 (Geoscience World)

UChicago—Chicago Center for Teaching & Learning. (n.d.). Creating an inclusive lab. https://teaching.uchicago.edu/resources/inclusive-labs (teaching.uchicago.edu)

UCL. (n.d.). Reasonable academic adjustments and study adjustments (Equality Act 2010). https://www.ucl.ac.uk/students/support-ucl/student-support-framework/reasonable-adjustments-disabilities-and-long-term-conditions and https://www.ucl.ac.uk/academic-manual/chapters/chapter-2-student-support-framework/section-5-study-adjustments (University College London)

UNC Chapel Hill. (2025). Tar Heel Toolkit: Safe & inclusive fieldwork (v1a, May 2025). https://bio.unc.edu/wp-content/uploads/sites/353/2025/05/Tarheel_Toolkit_Safe_and_Inclusive_Fieldwork_v1a_2025_05.pdf (UNC DEPARTMENT OF BIOLOGY)

University of Oxford Department of Education. (2024). NESTL Neurodivergence Toolkit (Main PDF and Overview). https://www.education.ox.ac.uk/wp-content/uploads/2024/06/NESTL-Toolkit-Main.pdf ; https://www.education.ox.ac.uk/wp-content/uploads/2024/06/NESTL-Toolkit-Overview.pdf (Oxford Education)

ADCET—Australian Disability Clearinghouse on Education and Training. (2025). Practice Guide: Reasonable adjustments (VET/Higher Ed). https://accellier.edu.au/wp-content/uploads/2025/03/ADCET-Practice-Guide-Reasonable-Adjustments.pdf (see also web overview: https://www.adcet.edu.au/disability-practitioner/reasonable-adjustments). (Accellier Education)

Royal Geographical Society (RGS). (2023–2025). Inclusive fieldwork resources (e.g., “Fieldwork principle 4: Accessible and inclusive fieldwork”). https://www.rgs.org/research/higher-education-resources/fieldwork-principle-4-accessible-and-inclusive-fieldwork/ (and schools’ “Inclusive fieldwork” hub). (Royal Geographical Society)

Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education, 10(1), 14–18. https://doi.org/10.1177/088840648701000103 (SAGE Journals)

Ruhl, K. L., & Suritsky, S. K. (1995). The pause procedure and/or an outline: Effect on immediate free recall and lecture notes taken by college students with learning disabilities. Learning Disability Quarterly, 18(1), 2–11. https://doi.org/10.2307/1511361 (Scilit)

Searle Center for Advancing Learning & Teaching, Northwestern University. (2024–2025). Supporting neurodivergent student success (web guide). https://searle.northwestern.edu/resources/our-tools-guides/learning-teaching-guides/supporting-neurodivergent-student-success.html (Searle Center)