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impactinged-201	www.library.pitt.edu	http://www.library.pitt.edu
impactinged-201	www.pitt.edu	http://www.pitt.edu
impactinged-201	www.library.pitt.edu	http://www.library.pitt.edu/articles/digpubtype/index.html
impactinged-201	www.library.pitt.edu	http://www.library.pitt.edu/articles/digpubtype/index.html
impactinged-201	upress.pitt.edu	http://upress.pitt.edu
impactinged-201	creativecommons.org	http://creativecommons.org/licenses/by-nc-nd/3.0/us
impactinged-201	cpedinitiative.org	http://cpedinitiative.org
impactinged-201	orcid.org	https://orcid.org/0000-0001-8166-3188
impactinged-201	doi.org	https://doi.org/10.1177/0273475309360159
impactinged-201	doi.org	https://doi.org/10.1177/0273475309360159
impactinged-201	ccrc.tc.columbia.edu	https://ccrc.tc.columbia.edu/media/k2/attachments/understanding-parttime-faculty-community-colleges.pdf
impactinged-201	doi.org	https://doi.org/10.14221/ajte.2018v44n4.2
impactinged-201	doi.org	https://doi.org/10.1080/02602938.2018.1463354
impactinged-201	www.insidehighered.com	https://www.insidehighered.com/advice/2020/02/11/advice-grading-moreefficiently-option
impactinged-201	ccrc.tc.columbia.edu	https://ccrc.tc.columbia.edu/community-college-faqs.html
impactinged-201	completecollege.org	https://completecollege.org/data-dashboard
impactinged-201	www.chronicle.com	https://www.chronicle.com/interactives/20191108-advice-feedback
impactinged-201	www.cultofpedagogy.com	https://www.cultofpedagogy.com/feedforward
impactinged-201	www.educationnext.org	https://www.educationnext.org/achievement-gap-fails-close-half-centurytesting-shows-persistent-divide
impactinged-201	doi.org	https://doi.org/10.3102/003465430298487
impactinged-201	teachpsych.org	http://teachpsych.org/ebooks/asle2014/index.php
impactinged-201	doi.org	https://doi.org/10.1080/07294360701658765
impactinged-201	doi.org	https://doi.org/10.1177/1469787412467125
impactinged-201	doi.org	https://doi.org/10.1080/026029307012
impactinged-201	doi.org	https://doi.org
impactinged-201	doi.org	https://doi.org//10.1177/0091552119835022
impactinged-201	doi.org	https://doi.org//10.1080/02602938.2015.1103365
impactinged-201	nces.ed.gov	https://nces.ed.gov/pubs2005/2005172.pdf
impactinged-201	doi.org	https://doi.org/10.1002/9780470754887
impactinged-201	doi.org	https://doi.org/10.1080/02602938.2011.629291
impactinged-201	insight.cumbria.ac.uk	http://insight.cumbria.ac.uk/id/eprint/2819
impactinged-201	doi.org	https://doi.org/10.1002/cc.327
impactinged-201	doi.org	https://doi.org/10.1016/j.asw.2005.12.001
impactinged-201	doi.org	https://doi.org/10.1080/10572252.2011.548762
impactinged-201	www.insidehighered.com	https://www.insidehighered.com/blogs/justvisiting/administrative-fiction-faculty-workloads
impactinged-201	ccrc.tc.columbia.edu	https://ccrc.tc.columbia.edu/media/k2/attachments/understanding-part-time-faculty-community-colleges.pdf
impactinged-201	ccrc.tc.columbia.edu	https://ccrc.tc.columbia.edu/media/k2/attachments/understanding-part-time-faculty-community-colleges.pdf
impactinged-201	doi.org	https://doi.org/10.14221/ajte.2018v44n4.2
impactinged-201	doi.org	https://doi.org/10.1080/02602938.2018.1463354
impactinged-201	www.insidehighered.com	https://www.insidehighered.com/advice/2020/02/11/advice-grading-more-efficiently-option
impactinged-201	www.insidehighered.com	https://www.insidehighered.com/advice/2020/02/11/advice-grading-more-efficiently-option
impactinged-201	ccrc.tc.columbia.edu	https://ccrc.tc.columbia.edu/community-college-faqs.html
impactinged-201	completecollege.org	https://completecollege.org/data-dashboard
impactinged-201	www.cultofpedagogy.com	https://www.cultofpedagogy.com/feedforward
impactinged-201	www.educationnext.org	https://www.educationnext.org/achievement-gap-fails-close-half-century-testing-shows-persistent-divide
impactinged-201	www.educationnext.org	https://www.educationnext.org/achievement-gap-fails-close-half-century-testing-shows-persistent-divide
impactinged-201	doi.org	https://doi.org/10.3102/003465430298487
impactinged-201	teachpsych.org	http://teachpsych.org/ebooks/asle2014/index.php
impactinged-201	doi.org	https://doi.org/10.1080/07294360701658765
impactinged-201	doi.org	https://doi.org/10.1177/1469787412467125
impactinged-201	doi.org	https://doi.org/10.1080/026029307012
impactinged-201	doi.org	https://doi.org/%2010.1080/19439342.2012.711342
impactinged-201	doi.org	https://doi.org/10.1177/0091552119835022
impactinged-201	doi.org	https://doi.org/10.1080/02602938.2015.1103365
impactinged-201	nces.ed.gov	https://nces.ed.gov/pubs2005/2005172.pdf
impactinged-201	doi.org	https://doi.org/10.1080/02602938.2011.629291
impactinged-201	insight.cumbria.ac.uk	http://insight.cumbria.ac.uk/id/eprint/2819
impactinged-201	doi.org	https://doi.org/10.1002/cc.327
impactinged-201	doi.org	https://doi.org/10.1016/j.asw.2005.12.001
impactinged-201	doi.org	https://doi.org/10.1080/10572252.2011.548762
impactinged-201	www.insidehighered.com	https://www.insidehighered.com/blogs/just-visiting/administrative-fiction-faculty-workloads
impactinged-201	www.insidehighered.com	https://www.insidehighered.com/blogs/just-visiting/administrative-fiction-faculty-workloads