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MLA
“Reimagining Course Design: A Case Study.” Sticky Learning: How Neuroscience Supports Teaching That's Remembered, by Kathy L. Dawson et al., Augsburg Fortress, Publishers, Minneapolis, MN, 2014, pp. 97–112, www.jstor.org/stable/j.ctt9m0v02.10. Accessed 24 Oct. 2020.
APA
Dawson, K., Inglis, H., & Nishioka, R. (2014). Reimagining Course Design: A Case Study. In Sticky Learning: How Neuroscience Supports Teaching That's Remembered (pp. 97-112). Minneapolis, MN: Augsburg Fortress. Retrieved October 24, 2020, from http://www.jstor.org/stable/j.ctt9m0v02.10
CHICAGO
Dawson, Kathy L., Holly J. Inglis, and Rodger Y. Nishioka. "Reimagining Course Design: A Case Study." In Sticky Learning: How Neuroscience Supports Teaching That's Remembered, 97-112. Minneapolis, MN: Augsburg Fortress, Publishers, 2014. Accessed October 24, 2020. http://www.jstor.org/stable/j.ctt9m0v02.10.

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