The “bridge” between learning research and practice, however, is a rather superficial one. The research is mostly discussed in a way I would do it if the referee asks to add an additional reference. It’s mentioned without assessing its merits, its contribution, what was done well, and what was not. X found that in context Y, full stop.
Nevertheless, the advice seems sound, at least reasonable. Only one chapter seems a bit lopsided. “Student Development and Course Climate” is a bit too much “cuddle pedagogy”, advocating for a soft, making everyone feel comfortable approach. I, and I guess others too, think a little discomfort goes hand in hand with a necessary challenge. Without a little challenge students would not see that they can still improve, that there is more to learn.
The most helpful part of the book is, however, the appendix. Here are examples of rubrics, peer review question templates, learnings objectives, self-assessment tests, and an exam wrapper. Nothing original, yet, all apt to give inspiration for applying this and that in one’s own course.