Bibliography
Skip other details (including permanent urls, DOI, citation information)
Volume 19, 2001
:
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Please contact : [email protected] to use this work in a way not covered by the license.
For more information, read Michigan Publishing's access and usage policy.
- AAC (Association of American Colleges). (1985). Integrity in the college curriculum: A report to the academic community. Washington, DC: Association of American Colleges.
- ABET (Accreditation Board for Engineering and Technology). (1998). Criteria 2000, (3rd). Baltimore, MD: Accreditation Board for Engineering and Technology.
- Adams, A., Bell, L., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A sourcebook. New York, NY: Routledge.
- Åkerlind, G. S. (1999a, July). Growing and developing as an academic: What does it mean? Paper presented at the annual conference of the Higher Education Research and Development Society of Australia (HERDSA), Melbourne, Australia.
- Åkerlind, G. S. (1999b, August). Improving university teaching: How academics approach their growth and development. Paper presented at the biennial conference of the European Association for Research in Learning and Instruction (EARLI), Gothenburg, Sweden.
- Altbach, P. G., & Lewis, L. S. (1995). Professional attitudes—an international survey. Change, 27(6), 51-58.
- Altman H., & Cashin, W. C. (1992, September). Writing a syllabus. Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.
- Angelo, T. A. (1997). The campus as learning community: Seven promising shifts and seven powerful levers. AAHE Bulletin, 49 (9), 3-6.
- Andrews, J. D.W. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2 (3&4), 129-163.
- Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
- Appalachian State University. (1998). The strategic plan. Boone, NC: Appalachian State University.
- Apps, J. W. (1973). Towards a working philosophy for adult education (ERIC Document Reproduction Service No. ED 078 229).
- Argyris, C., & Schon, D. A. (1974). Theory and practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
- Astin, H. S., & Davis, D. E. (1985). Research productivity across the life and career cycles: Facilitators and barriers for women. In M. F. Fox (Ed.), Scholarly writing and publishing: Issues, problems, and solutions (pp. 147-160). Boulder, CO: Westview.
- Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.
- Atkins, S. S., & Hageseth, J. A. (1991). The academic chairperson: Leading faculty is like herding cats. Journal of Staff, Program, and Organizational Development, 9 (1), 29-35.
- Austin, A. E. (1992). Supporting junior faculty through a teaching fellows program. In M. D. Sorcinelli & A. E. Austin (Eds.), Developing new and junior faculty (pp. 73-86). New Directions for Teaching and Learning, No. 50. San Francisco, CA: Jossey-Bass.
- Austin, A. A., Brocato, J. J., & Rohrer, J. D. (1997). Institutional missions, multiple faculty roles: Implications for faculty development. In D. Dezure & M. Kaplan (Eds.), To improve the academy, 16, 3-20. Stillwater, OK: New Forums.
- Ausubel, D. P. (1978). In defense of advanced organizers: A reply to the critics. Review of Educational Research, 48, 251-258.
- Barber, B. (1992). An aristocracy of everyone: The politics of education and the future of America. New York, NY: Ballantine.
- Barber, B., & Battistoni, R. (Eds.). (1993). Education for democracy. Dubuque, IA: Kendall/Hunt.
- Barber, B., & Battistoni, R. (1993). A season of service: Introducing service-learning into the liberal arts curriculum. PS: Political Science and Politics 26 (pp. 235-262). Dubuque, IA: Kendall/Hunt.
- Barr, R. B. (1998, September-October). Obstacles to implementing the learning paradigm. About Campus, 3 (4), 18-25.
- Barr, R. B., & Tagg, J. (1995, November/December). From teaching to learning—A new paradigm for undergraduate education. Change, 27 (6), 13-25.
- Bass, R. (1998). Inventio. www.georgemason.com.
- Battistoni, R., & Hudson, W. (Eds.). (1997). Experiencing citizenship: Concepts and models for service-learning in political science. Washington, DC: American Association for Higher Education.
- Baxter Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
- Bentley, R., & Blackburn, R. T. (1990). Changes in academic research performance over time: A study of institutional accumulative advantage. Research in Higher Education, 31 (4), 327-353.
- Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books.
- Bellas, M. L., & Toutkoushian, R. K. (1999). Faculty time allocations and research productivity: Gender, race, and family effects. The Review of Higher Education, 22 (4), 367-390.
- Bennett, J. (1983). Managing the academic department. Phoenix, AZ: Oryx.
- Benz, C. R., & Blatt, S. J. (1994, April). Faculty effectiveness as perceived by both students and faculty: A qualitative and quantitative study. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
- Bernard, H. R. (I 995). Research methods in anthropology. Walnut Creek, CA: Altamira.
- Biggs, J. R. (1987). Students’ approaches to learning and studying. Melbourne, Australia: ACER Press.
- Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 18 (I), 55-76.
- Billson, J., & Tiberius, R. (1991). Effective social arrangements for teaching and learning. In R. Menges & M. Svinicki (Eds.), College teaching: From theory to practice. (pp. 87-110). New Directions for Teaching and Learning, No. 45. San Francisco, CA: Jossey-Bass.
- Birdsall, M. (1989). Writing, designing, and using a course syllabus. Boston, MA: Northeastern University, Office for Effective Teaching.
- Black, B. (1998). Using the SGID method for a variety of purposes. In M. Kaplan & D. Lieberman (Eds.), To improve the academy, 17, 245-262. Bolton, MA: Anker.
- Blackburn, R. T., Behymer, C. E., & Hall, D. E. (I 978, April). Research note: Correlates of faculty publications. Sociology ofEducation, 51, 132-141.
- Blackburn, R. T., & Lawrence, J. H. (1995). Faculty at work: Motivation, expectation, satisfaction. Baltimore, MD: Johns Hopkins University.
- Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook I: Cognitive domain. New York, NY: David McKay.
- Boice, R. (1987). Is released time an effective component of faculty development programs? Research in Higher Education, 26 (3), 311-326.
- Boice, R. (1989). Procrastination, busyness, and bingeing. Behavior Research Therapy, 27(6), 605-61I.
- Boice, R. (1991). New faculty as teachers. Journal of Higher Education, 62 (2), 150-173.
- Boice, R. (1991). Quick starters: New faculty who succeed. New Directions for Teaching and Learning, No. 48. San Francisco, CA: Jossey-Bass.
- Boice, R. (1992). The new faculty member: Supporting and fostering professional development. San Francisco, CA: Jossey-Bass.
- Boice, R. (1992). Strategies for enhancing scholarly productivity. In J. F. Moxley (Ed.), Writing and publishing for academic authors (pp. 15-32). New York, NY: University Press of America.
- Boice, R. (1994). How writers journey to comfort and fluency. Westport, CT: Praeger.
- Boice, R. (1996). Procrastination and blocking: A novel, practical approach. Westport, CT: Praeger.
- Boix, V. (1997). Of kinds of disciplines and kinds of understanding. Phi Delta Kappa, 78 (5), 381-386.
- Bollin, G., & Hill, P. (1996). Reflections on practice. Board game developed for the Pennsylvania Society of Teaching Scholars (PASTS).
- Bonilla, J. (1992). Walking the walk: Towards creating more racially diverse institutions of higher education. Unpublished doctoral dissertation, University of Massachusetts at Amherst.
- Bonwell, C. C., & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report 1. Washington, DC: George Washington University.
- Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago, IL: University of Chicago Press.
- Border, L. L. (1993). The graduate teacher certification program: Description and assessment after two years. In K. Lewis (Ed.), The TA experience: Preparing for multiple roles. (pp. 113-121). Stillwater, OK: New Forums.
- Border, L.B. & Chism, N.V.N. (1992). Teaching for diversity. New Directions for Teaching and Learning, No. 49. San Francisco, CA: Jossey-Bass.
- Bormann, E.G. (1972). Fantasy and rhetorical vision: The rhetorical criticism of social reality. Quarterly Journal of Speech, 58, 396-407.
- Bormann, E. G., Cragan, J. F., & Shields, D. C. (1994). In defense of symbolic convergence theory: A look at the theory and its criticisms after two decades. Communication Theory, 4, 259-294.
- Bormann, E. G., Cragan, J. F., and Shields, D. C. (1996). An expansion of the rhetorical vision component of the symbolic convergence theory: The cold war paradigm case. Communication Monographs, 63, 1-28.
- Bosworth, K., & Hamilton, S. J. (Eds.). (l 994). Collaborative learning: Underlying processes and effective techniques. New Directions for Teaching and Learning, No. 59. San Francisco, CA: Jossey-Bass.
- Bowen, H. R., & Schuster, J. H. (1985). Outlook for the academic profession. Academe 71 (5), 9-17.
- Bowen, H. R., & Schuster, J. H. (1986). American professors: A national resource imperiled. New York, NY: Oxford.
- Boyer, E. (1987). College: The undergraduate experience in America. New York, NY: Harper & Row.
- Boyer, E. (1990). Scholarship reconsidered: Priorities of the prefessoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
- Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. Lawrenceville, NJ: The Carnegie Foundation for the Advancement of Teaching.
- Boyte, H, & Kari, N. (1996). Building America: The democratic promise of public work. Philadelphia, PA: Temple University Press.
- Brady, L. (1991). Political science course syllabi collection: International Relations. Washington, DC: American Political Science Association.
- Branch, V. (1995). Teaching is “job number one”: New faculty at a comprehensive university. Journal of Staff, Program, and Organizational Development, 12, 209-218.
- Brew, A., & Boud, D. (1996). Preparing for new academic roles. The International journal for Academic Development, 1 (2), 17-26.
- Brookfield, S. D. (l 988). Developing critical thinkers. San Francisco, CA: JosseyBass.
- Brookfield, S. D. (1990). The skillful teacher. San Francisco, CA: Jossey-Bass.
- Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey- Bass.
- Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45 (2), 41-48.
- Brownlie, F., & Feniak, C. (1998). Student diversity: Addressing the needs.
- Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
- Bush, A. J., Kennedy, J.J., & Cruickshank, D. R. (1977). An empirical investigation of teacher clarity. Journal of Teacher Education, 28 (2), 53-58.
- Butler, K. A. (1987). Learning and teaching style: In theory and practice. Columbia, CT: The Learner’s Dimension.
- Cambridge, B. L. (2000). The scholarship of teaching and learning: A national initiative. In M. Kaplan & D. Lieberman (Eds.), To improve the academy, 18, 55-68. Bolton, MA: Anker.
- Candy, P. (1991). Self direction for lifelong learning. San Francisco, CA: Jossey-Bass.
- Candy, P. C. (1996). Promoting lifelong learning: Faculty developers and the university as a learning organization. The lnternational Journal for Faculty Development, 1 (1), 7-18.
- Cashin, W. (August, 1979). Motivating students. IDEA paper no. 1. Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.
- CAUCUS. (1995). [Computer software]. Front View, Inc.
- Chapman, V. L. (1998). Adult education and the body: Changing performances of teaching and learning. Proceedings of the 39th Annual Adult Education Conference (pp. 301-306). San Antonio, TX: University of the Incarnate Word.
- Chism, N. V. N. (1998). The role of educational developers in institutional change: From basement office to front office. To improve the academy, 17, 141-154. Stillwater, OK: New Forums.
- Claxton, C. S., & Murrell, P. H. (1987). Learning styles: Implications for improving education practices. ASHE-ERIC Higher Education Report No. 4. Washington, DC: Association for the Study of Higher Education.
- Cook, C. E. & Sorcinelli, M. D. (1999). Building multiculturalism into teaching development programs. AAHE Bulletin, 51 (7), 3-6.
- Conner, D. R. (1993). Managing at the speed of change: How resilient managers succeed and prosper where others fail. New York, NY: Villard.
- Cosser, M. (1998). Towards the design of a system of peer review of teaching for the advancement of the individual within the university. Higher Education, 35, 143-162.
- Courtney, S. (1997). “The class started without me”: Toward a new culture of learning and teaching. Proceedings of the 17th Lilly Conference on College Teaching (pp. 63-66). Oxford, OH: Miami University.
- Courtney, S., Jha, L., & Babchuk, W. (1995). ‘Like school’: A grounded theory of life in an ABE/GED classroom. Adult Basic Education: An Interdisciplinary Journal, 4 (3), 172-195.
- Courtney, S., Vasa, S., Luo, J., & Muggy, V. (1999). Characteristics of adults as learners and implications for computer-based systems for information and instruction. Minneapolis, MN: America’s Learning Exchange, Minnesota Department of Economic Security.
- Cox, M. D. (1995). The development of new and junior faculty. In W. A. Wright & Associates (Eds.), Teaching improvement practices: Successful strategies for higher education (pp. 283-310). Bolton, MA: Anker.
- Cox, M. D. (1996). A department-based approach to developing teaching portfolios: Perspectives for faculty developers. To improve the academy, 15, 275-302. Stillwater, OK: New Forums.
- Cox, M. D. (1997). Long-term patterns in a mentoring program for junior faculty: Recommendations for practice. To improve the academy, 16, 225-268. Stillwater, OK: New Forums.
- Cox, M. D. (1999a). Teaching communities, grants, resources, and events, 1999-00. Oxford, OH: Miami University.
- Cox, M. D. (1999b). Peer consultation and faculty learning communities. In C. Knapper & S. Piccinin (Eds.), Using consultation to improve teaching (pp. 39-49). New Directions for Teaching and Learning, No. 79. San Francisco, CA: Jossey-Bass.
- Cox, M. D., & Blaisdell, M. (1995, October). Teaching development for senior faculty: Searching for fresh solutions in a salty sea. Paper presented at the 20th annual Conference of the Professional and Organizational Development Network in Higher Education, North Falmouth, MA.
- Cox, M. D., Cottell, P. G., & Stevens, M. P. (1999, October). Developing and coordinating faculty learning communities: Procedures and materials for practice. Workshop presented at the 24th annual conference of the Professional and Organizational Development Network in Higher Education, Lake Harmony, PA.
- Cox, M. D., & Sorenson, D. L. (1999). Student collaboration in faculty development: Connecting directly to the learning revolution. To improve the academy, 18, 97-127. Stillwater, OK: New Forums.
- Cragan, J. F., & Shields, D. C. (Eds.). (1981). Applied communication theory and research. Prospect Heights, IL: Waveland.
- Cranton, P. (1992). Working with adult learners. Toronto, ON: Wall and Emerson.
- Cranton, P. (1994). Understanding and promoting transformative learning. San Francisco, CA: Jossey-Bass.
- Cranton, P. (1996). Professional development as transformative learning. San Francisco, CA: Jossey-Bass.
- Crawley, A. L. (1995). Faculty development programs at research universities: Implications for senior faculty renewal. In E. Neal (Ed.), To improve the academy, 14, 65-90. Stillwater, OK: New Forums Press.
- Creamer, E.G., & McGuire, S. P. (1998). Applying the cumulative advantage perspective to scholarly writers in higher education. The Review of Higher Education, 22 (1), 73-82.
- Cross, K. P. (1998, July-August). Why learning communities? Why now? About Campus, 4-11.
- Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass.
- Cruickshank, D.R., & Kennedy, J. J. (1986). Teacher Clarity. Teaching and Teacher Education, 2 (1), 43-67.
- Cruickshank, D.R., Kennedy, J. J., Bush, A. J., & Meyers, B. (1979). Clear teaching: What is it? British journal of Teacher Education, 5 (1), 27-33.
- Danzinger, S. H., Sandefur, G.D., & Weinberg D. H. (Eds.). (1994). Confronting poverty: Prescriptions for change. Cambridge, MA: Harvard University Press.
- Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
- Deming, W. E. (1982). Quality, productivity, and competitive position. Cambridge, MA: MIT Press.
- Deming, W. E. (1986). Out of the crisis. Cambridge, MA: MIT Press.
- Deming, W. E. (1993). The new economics for business, government, and education. Cambridge, MA: MIT Press.
- Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
- Dewey, J. (1938). Experience and education. New York, NY: Collier Books
- Dewey, J. (1933). How we think. Lexington, MA: Heath.
- Diamond, N., Sharp, G., & Ory, J. (1983). Improving your lecturing. Urbana, IL: Office of Instructional Resources, University of Illinois at Urbana-Champaign.
- Diamond, R. M. (1988). Faculty development, instructional development, and organizational development: Options and choices. In E. C. Wadsworth (Ed.), A handbook for new practitioners (pp. 9-11). Stillwater, OK: New Forums Press.
- Diamond, R. M. (1989). Designing and improving courses and curricula in higher education: A systematic approach. San Francisco, CA: Jossey-Bass.
- Diamond, R. M. (1993). Changing priorities and the faculty reward system. In R. M. Diamond & B. E. Adam (Eds.), Recognizing faculty work: Reward systems for the year 2000. (pp. 5-12). New Directions for Higher Education, No. 81. San Francisco, CA: Jossey-Bass.
- Diamond, R.M. (1998). Designing and assessing courses and curricula: A practical guide. San Francisco, CA: Jossey-Bass.
- Donald, J. G. (1997). Improving the environment for learning. San Francisco, CA: Jossey- Bass.
- Dormant, D. (1999). Implementing human performance technology in organizations. In H. Stolovitch & E. Keeps (Eds.), Handbook of human performance technology. (pp. 237-259). San Francisco, CA: Jossey-Bass.
- Dormant, D., Middendorf, J. K., and Marker, A. W. (1997). Change mappingSM participant guide. Bloomington, IN: Dormant and Associates.
- Downes, S. (1998). The future of online learning. Unpublished manuscript, Assiniboine Community College.
- Duffy, D. K., & Jones, J. W. (1995). Teaching within the rhythms of the semester. San Francisco, CA: Jossey-Bass.
- Eckel, P., Kezar, A., & Lieberman, D. (1999, November). Learning for organizing: Institutional reading groups as a strategy for change. AAHE Bulletin, 52 (3), 6-8.
- Edgerton, R., Hutchings, P., & Quinlan, K. (1991). The teaching portfolio: Capturing the scholarship of teaching. Washington, DC: American Association for Higher Education.
- Ely, M. (1991). Doing qualitative research: Circles within circles. Bristol, PA: Falmer.
- Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London, England: Croom Helm.
- Evans, W E., & Guymon, R. E. (1978, March). Clarity of explanation: A powerful indicator of teacher effectiveness. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.
- Ewell, P. T. (1997). Organizing for learning: A new imperative. AAHE Bulletin,50(4), 10-12.
- Feldman, K. A. (1989). The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies. Research in Higher Education, 30 (6), 583-645.
- Feldman, K. A. (1998). Identifying exemplary teachers and teaching: Evidence from student ratings. In K. Feldman & M. Paulsen (Eds.), Teaching and learning in the college classroom (2nd ed.). (pp. 391-414). Needham Heights, MA: Simon & Schuster.
- Feldman, K. A., & Paulsen, M. B. (1998). (Eds.), Teaching and learning in the college classroom. (2nd ed.). Needham Heights, MA: Simon & Schuster.
- Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8 (3), 151-163.
- Freedman, J. (1986). The professor’s life, though rarely clear to outsiders, has its reqards and costs. Chronicle of Higher Education, 31 (23), 92.
- Freire, P. (1973). Education for critical consciousness. New York, NY: Continuum.
- Freire, P. (1985). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey.
- Fuhrman, B., & Grasha, T. (l 983). A practical handbook for college teachers. Boston, MA: Little, Brown.
- Fullan, M. (1993). Change forces: Probing the depths of educational reform. Bristol, PA: Falmer Press.
- Fulton, C., & Licklider, B. L. (1998). Supporting faculty development in an era of change. To improve the academy, 19, 51-66. Stillwater, OK: New Forums.
- Gabelnick, F., MacGregor, J., Matthews, R. S., & Smith, B. L. (1990). Learning communities: Creating connections among students, faculty, and disciplines. New Directions for Teaching and Learning, No. 41. San Francisco, CA: JosseyBass.
- Gablenick, F. (1997 Jan/Feb). Educating a committed citizenry. Change, 29 (1), 30-35.
- Gaff, J. (1983). General education today: A critical analysis of controversies, practices, and reforms. San Francisco, CA: Jossey-Bass.
- Gaff, J. G. (1991). New life for the college curriculum: Assessing achievements and furthering progress in the reform of general education. San Francisco, CA: JosseyBass.
- Gaff, J. G., & Lambert, L. M. (1996, July/August). Socializing future faculty to the values of undergraduate education. Change, 38-45.
- Gagne, R. M. (1974). Essentials of learning for instruction. Hinsdale, IL: Dryden.
- Gardiner, L. F. (1992). Designing a college curriculum: Overview, planning aids, and selected resources. Professional Resource No. 4 (copyright by Gardiner).
- Gardiner, L. (1994). Redesigning higher education: Producing dramatic gains in student learning. ASHE-ERIC Higher Education Report 7. Washington, DC: George Washington University.
- Gardiner, L. F., Anderson, C., & Cambridge, B. L. (1997). Learning through assessment: A resource guide for higher education. Washington, DC: American Association for Higher Education.
- Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48 (1), 18-34.
- Gianini, P., & Sarantos, S. T. (1995). Academic rhetoric versus business reality. In J. Roueche, K. Taber, & S. Roueche (Eds.), The company we keep (pp. 203-206). Washington DC: Community College Press.
- Gibb, J. R. (1978). Trust: A new view of personal and organizational development. Los Angeles, CA: The Guild of Tutors Press.
- Giroux, H. A. (1983). Theory and resistance in education. New York, NY: Bergin and Garvey.
- Giroux, H. A. (1988). Schooling and the struggle for public life. Minneapolis, MN: University of Minnesota Press.
- Gladding, S. T. (1995). Group work: A counseling specialty (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco, CA: Jossey-Bass.
- Glazer, J. S. (1993). A teaching doctorate: The doctor of arts degree, then and now. Washington, DC: American Association for Higher Education.
- Gmelch, W. H., & Miskin, V. D. (1993). Leadership skills for department chairs. Bolton, MA: Anker.
- Goldman, S.V. (1996). Mediating micro worlds: Collaboration on high school science activities. In T. Koschman (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 45-92). Hillsdale, NJ: Lawrence Erlbaum.
- Goodlad, J. I. (1990). Teachers for our nation’s schools. San Francisco, CA: JosseyBass.
- Goodlad, J. I. (1994). Educational renewal. San Francisco, CA: Jossey-Bass.
- Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan & D. Lieberman (Eds.), To improve the academy, 17, 103-122, Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.
- Gray, T. (1999). Publish, don’t perish: Twelve steps to help scholars flourish. Journal of Staff, Program, and Organization Development, 16 (3), 135-142.
- Greene, M. (1986). In search of a critical pedagogy. Harvard Educational Review,56 (4), 427-441.
- Greene, M. (1988). The dialectic of freedom. New York, NY: Teachers College Press.
- Gross Davis, B. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass
- Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker.
- Guskin, A. E. (1994). Restructuring the role of the faculty. Change, 26 (5), 16-25.
- Guskin, A. E. (1996). Facing the future. Change, 28 (4), 27-37.
- Habermas, J. (1971). Knowledge and human interests. Boston, MA: Beacon Press.
- Habermas, J. (1984). The theory of communicative action. Boston, MA: Beacon Press.
- Hageseth, J. A., & Atkins, S. S. (1988). Assessing faculty quality of life. In J. G. Kurfiss (Ed.), To improve the academy, 7, 109-120. Stillwater, OK: New Forums Press.
- Hageseth, J. A., & Atkins, S.S. (1989). Building university community: Where’s the staff? Journal of Staff, Program, and Organizational Development, 7(4) 173-180.
- Harper, V. (1996). Establishing a community of conversation: Creating a context for self-reflection among teacher-scholars. To improve the academy, 15, 251-266. Stillwater, OK: New Forums.
- Hativa, N. (1983). What makes mathematics lessons easy to follow, understand, and remember? Two Year College Mathematics Journal, 14 (5), 398-406.
- Hativa, N. (1984). Sources for learning mathematics in undergraduate university courses. International Journal of Mathematics Education in Science and Technology, 15 (3), 375-380.
- Hativa, N. (1985). A study of the organization and clarity of mathematics lessons. International Journal of Mathematics Education in Science and Technology, 6(1), 89-99.
- Hativa, N. (1995). The department-wide approach to improving faculty instruction in higher education: A qualitative evaluation. Research in Higher Education, 36 (4), 377-413.
- Hativa, N. (1998). Lack of clarity in university teaching: A case study. Higher Education, 36 (3), 353-381.
- Hativa, N. (2000). Teaching for effective learning in higher education. Dordrecht, Holland: Kluwer Academic Publishers.
- Hativa, N., Barak, R., & Simhi, E. (1998). Expert university teachers: Thinking, knowledge, and practice regarding effective teaching behaviors. Paper presented at the conference of the EARLI-SIG on Higher Education, Leiden, Holland.
- Hativa, N., & Raviv, A. (1996). University instructors’ ratings profiles: Stability over time and disciplinary differences. Research in Higher Education, 37 (3), 341-365.
- Havelock, R. G., & Zlotolow, S. (1995). The change agent’s guide (2nd ed.). Englewood Cliffs, NJ: Educational Technology Publications.
- Hecht, I. W. D. (1999, Fall). Transitions from faculty member to department chair. The Department Chair: A Newsletter for Academic Administrators, 10 (2), p. 5.
- Herron, J. (1996). Helping whole people learn. In D. Boud & N. Miller (Eds.), Working with experience. (75-94). London, England: Routledge.
- Hill, W. F. (1977). Learning through discussion. Beverly Hills, CA: Sage Publications.
- Hines, C. V. (1982). A further investigation of teacher clarity: The observation of teacher clarity and the relationship between clarity and student achievement and satisfaction. (Doctoral dissertation, The Ohio State University, Dissertation Abstracts International, 42, 3122A.)
- Hines, C. V., Cruickshank, D., & Kennedy, J. J. (1985). Teacher clarity and its relationship to student achievement and satisfaction. American Educational Research Journal, 22 (1), 87-99.
- Houle, C. (1961). The inquiring mind. Madison, WI: University of Wisconsin Press.
- Hubbard, G. T., & Atkins, S.S. (1995). The professor as a person: The role of faculty well-being in faculty development. Innovative Higher Education, 20, 117-128.
- Hubbard, G. T., Atkins, S. S., & Brinko, K. T. (1998). Holistic faculty development: Supporting personal, professional, and organizational well-being. In M. Kaplan & D. Lieberman (Eds.), To improve the academy, 17, 35-49. Stillwater, OK: New Forums Press.
- Hutchings, P. (1996). Making teaching community property: A menu for peer collaboration and peer review. Washington, DC: American Association for Higher Education.
- Hutchings, P. (1999). 1999 Pew Scholars Institute. Menlo Park, CA.
- Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31 (5), 11-15.
- Jacobson, R.L. (1984). AAUP’s leaders assays decline in faculty morale, governance. Chronicle of Higher Education, 27 (18), 15-17.
- Jackson, K. (Ed). (1994). Redesigning curricula. Providence, RI: Campus Compact.
- Jaffee, D. (1998, November). Pedagogical isomorphisms and resistance to change in higher education. Paper presented at the 8th Annual Conference, Creating Alternative Learning Cultures, SUNY, New Paltz.
- Jenrette, M. S., & Napoli, V. (1994). The teaching-learning enterprise. Bolton, MA: Anker.
- Johnstone, D. B. (1993). Enhancing the productivity of learning. AAHE Bulletin, 46 (4), 3-5.
- Jones, R. (1981). Experiment at Evergreen. Cambridge, MA: Shenkman.
- Kardia, D. (1998). Becoming a multicultural faculty developer: Reflections from the field. In M. Kaplan & D. Lieberman (Eds.), To improve the academy, 17, 15-34. Bolton, MA: Anker.
- Karpiak, I. E. (1997). University professors at mid-life: Being a part of . . . but feeling apart. To improve the academy, 16, 21-40. Stillwater, OK: New Forums.
- Katz, J., & Henry, M. (1993). Turning professors into teachers: A new approach to faculty development and student learning. Phoenix, AZ: Oryx.
- Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
- Keller, J. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 383-433). Hillsdale, NJ: Lawrence Erlbaum.
- Kelly, G. A. (1955). The psychology of personal constructs. Vol 1. A theory of personality. New York, NY: Norton.
- Kennedy, J. J., Cruickshank, D. R., Bush, A. J., & Myers, B. (1978). Additional investigations into the nature of teacher clarity. Journal of Educational Research, 72 (2), 3-10.
- King, P. M., & Kitchener, K. S. (1994). Developing reflective judgement. San Francisco, CA: Jossey-Bass.
- Kloss, R. J. (1994). A nudge is best: Helping students through the Perry Scheme of intellectual development. College Teaching, 42 (4), 151-158.
- Knapper, C. K. (1995). The origins of teaching portfolios. Journal of Excellence in College Teaching, 6 (1), 45-56.
- Knapper, C. K, McFarlane, B., & Scanlon, J. (I 972). Student evaluation: An aspect of teaching effectiveness. CAUT Bulletin, 21 (2), 26-34.
- Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
- Kolb, D. W. (1998). Learning styles and disciplinary differences. In K. Feldman & M. Paulsen (Eds.), Teaching and learning in the college classroom (2nd ed.). (pp. 127-138). Needham Heights, MA: Simon & Schuster.
- Kolodner, J., & Guzdial, M. (1996). Effects with and of CSCL: Tracking learning in a new paradigm. In T. Koschman (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 307-320). Hillsdale, NJ: Lawrence Erlbaum.
- Koshman, T. (1996). CSCL: Theory and practice of an emerging paradigm. Hillsdale, NJ: Lawrence Erlbaum.
- Kotter, J. P. (1985). Power and influence: Beyond formal authority. New York, NY: The Free Press.
- Kram, K. E. (1985). Mentoring at work. Glenview, IL: Scott, Foresman.
- Kreber, C. (1999a). A course-based approach to the development of teaching-scholarship; A case study. Teaching in Higher Education, 4 (3), 309-325.
- Kreber, C. (1999b). Defining and implementing the scholarship of teaching: The results of a Delphi study. Paper presented at the annual meeting of the Canadian Society for the Study of Higher Education (CSSHE), Sherbrooke, Quebec.
- Kreber, C. (Ed.). (in press). Revisiting scholarship: Identifying and implementing the scholarship ofteaching (tentative title). New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass.
- Kreber, C. (in press). Observations, reflections, and speculations: What we have learned about the scholarship of teaching and where it might lead. In C. Kreber (Ed.), Revisiting scholarship: Identifying and implementing the scholarship of teaching (tentative title). New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass.
- Kreber, C., & Cranton, P. (1999). Fragmentation versus integration of faculty work. To improve the academy, 18, 217-231. Stillwater, OK: New Forums.
- Kreber, C., & Cranton, P. A. (in press). Exploring the scholarship of teaching. Journal ofHigher Education, 71.
- Kreps, G. (1995). Using focus group discussion to promote organizational reflexivity: Two applied communication field studies. In L. R. Frey (Ed.), Innovations in group facilitation: Applications in natural settings (pp. 177-199). Cresskill, NJ: Hampton Press, Inc.
- Krieger, S. (1985). Beyond “subjectivity”: The use of the self in social science. Qualitative Sociology, 9 (4), 309-324.
- Kurfiss, J., & Boice, R. (1990). Current and desired faculty development practices among POD members. To improve the academy, 9, 73-82. Stillwater, OK: New Forums.
- Lambert, L. M. (1993). Beyond TA orientations: Reconceptualizing the Ph.D. degree in terms of preparation for teaching. In K. G. Lewis (Ed.), The TA experience: Preparing for multiple roles. (pp. 107-112). Stillwater, OK: New Forums.
- Langdon, H. H. (in preparation). Staff quality of life study. Boone, NC: Appalachian State University.
- Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London, England: Routledge.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
- Lawson, K. H. (1991). Philosophical foundations. In P. Jarvis & J. M. Peters (Eds.), Adult Education (pp. 282-301). San Francisco, CA: Jossey-Bass.
- Lefrancois, G. (1991). Psychology for teaching. Belmont, CA: Wadsworth.
- List, K. (1997). A continuing conversation on teaching: An evaluation of a decade-long Lilly Teaching Fellows Program, 1986-1996. To improve the academy, 16, 201-224. Stillwater, OK: New Forums.
- Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
- Lowman, J. (1995). Mastering the techniques of teaching. San Francisco, CA: JosseyBass.
- Lucas, A. F. (1994). Strengthening departmental leadership: A team-building guide for chairs in colleges and universities. San Francisco, CA: Jossey-Bass.
- Magner, D. K. (1999, September 3). The graying professorate. The Chronicle of Higher Education, A18-19.
- Marsh, H. W., & Dunkin, M.J. (1997). Students’ evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J. C. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 241-313). New York, NY: Agathon.
- Massy, W. F., & Wilger, A. K. (1995). Improving productivity. Change, 27 (4), 10-21.
- Matthews, R. (1996). Collaborative learning: Creating knowledge with students. In R. Menges & M. Weimer (Eds.), Teaching on solid ground (pp. 101-124). San Francisco, CA: Jossey-Bass.
- McKeachie, W. J. (1999). Teaching tips: Strategies, research, and theory for college and university teachers (10th ed.). Boston, MA: Houghton Mifflin.
- Meiklejohn, A. (1932). The experimental college. New York, NY: HarperCollins.
- Menges, R., & Weimer, M. (Eds.). (1996). Teaching on solid ground. San Francisco, CA: Jossey-Bass.
- Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
- Meyers, C. (1988). Teaching students to think critically. San Francisco, CA: Jossey-Bass.
- Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
- Middendorf, J. K. (1998) A case study in getting faculty to change. In M. Kaplan & D. Lieberman (Eds.), To improve the academy, 17, 203-224. Stillwater, OK: New Forums Press.
- Middendorf, J. K. (2000). Finding key faculty to influence change. In M. Kaplan & D. Lieberman (Eds.), To improve the academy, 18, 83-93. Bolton, MA: Anker.
- Mies, M. (1983). Toward a methodology for feminist research. In G. Bowles & R. Klein (Eds.), Theories of women’s studies (pp. 117-139). New York, NY: Routledge.
- Millis, B.J. (1990). Helping faculty build learning communities through cooperative groups. To improve the academy, 9, 43-58. Stillwater, OK: New Forums.
- Millis, B.J. & Cottell, P.G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx.
- Morey, A., & Kitano, M. (Eds.). (1997). Multicultural course transformation in higher education: A broader truth. Boston, MA: Allyn & Bacon.
- Morgan, D., & Spanish, L. (1984). Focus groups: A new tool for qualitative research. Qualitative Sociology, 7, 253-270.
- Moxley, J. M. (1992). Publish, don’t perish: Scholar’s guide to academic writing and publishing. Westport, CT: Praeger.
- Murray, H. G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology, 75 (1), 138-149.
- Murray, H. G. (1985). Classroom teaching behaviors related to college teaching effectiveness. In J. G. Donald & Sullivan (Eds.), Using teaching to improve (pp. 21-34). New Directions for Teaching and Learning, No. 23. San Francisco, CA: Jossey-Bass.
- Murray, H. G. (1997). Effective teaching behaviors in the college classroom. In R. P. Perry & J. C. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 171-203). New York, NY: Agathon.
- NASULGC (National Association of State Universities and Land-Grant Colleges). (1997). Returning to our roots: The student experience. Washington, DC: National Association of State Universities and Land Grant Colleges.
- National Center for Education Statistics. Distance education at postsecondary institutions: 1997-98. [online]. Available: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000013.
- Neumann, Y., & Finaly-Neumann, E. (1990). The support-stress paradigm and faculty research publication. Journal of Higher Education, 61 (5), 565-578.
- Nichols, J. O. (1995). A practitioner’s handbook for institutional effectiveness and student outcomes assessment implementation. New York, NY: Agathon.
- NIE (National Institute of Education). (1984). Involvement in learning: Realizing the potential of American higher education. Washington, DC: National Institute of Education.
- Noddings, N. (1995). Teaching themes of care, Phi Delta Kappan, 76 (9), 675-679.
- O’Banion, T. (1997). A learning college for the 21st century. Phoenix, AZ: American Council on Education & the Oryx Press.
- Orbe, M. P. (1998). Constructing co-cultural theory: An explication of culture, power, and communication. Thousand Oaks, CA: Sage.
- Ouellett, M. L. & Sorcinelli, M. D. (1998). TA training: Strategies for responding to diversity in the classroom. In M. Marincovich, H. Prostko, & F. Stout (Eds.), The professional development of graduate teaching assistants. Bolton, MA: Anker.
- Ozmon, H., & Graver, S. (1990). Philosophical foundations of education (4th ed.) Toronto, Canada: Merrill.
- Palloff, R.M., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco, CA: Jossey-Bass.
- Palmer, B. H. (1995). Lesjes van de Nederlanders: Little lessons from the Dutch to promote educational quality. Palo Alto, CA: American Institute of Research.
- Palmer, P. J. (1992). Divided no more: A movement approach to educational reform. Change, 24 (2), 12-17.
- Palmer, P. J. (1997). The renewal of community in higher education. In W. E. Campbell & K. A. Smith (Eds.), New paradigms for college teaching (pp. 1-18). Edina, MN: Interaction Book Co.
- Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’slife. San Francisco, CA: Jossey-Bass.
- Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of study. San Francisco, CA: Jossey-Bass.
- Patrick, S. K., & Fletcher, J. J. (1998). Faculty developers as change agents: Transforming colleges and universities into learning organizations. To improve the academy, 17, 155-170. Stillwater, OK: New Forums.
- Paul. R. (1990). Critical thinking. Rohnert Park, CA: Center for Critical Thinking and Moral Critique.
- Paulsen, M. B. (2000). The relation between research and the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Defining and implementing the scholarship of teaching. New Directions for Teaching and Learning, No. 82. San Francisco: Jossey-Bass.
- Paulsen, M. B. & Feldman, K. A. (1995a). Taking teaching seriously: Meeting the challenges of instructional improvement. ASHE-ERIC Higher Education Report No. 2. Washington, DC: The George Washington University, School of Education and Human Development.
- Paulsen, M. B., & Feldman, K. A. (I995b). Toward a reconceptualization of scholarship: A human action system with functional imperatives. Journal of Higher Education, 66, 615-641.
- Paulsen, M. B., & Gentry, J. A. (1995). Motivation, learning strategies, and academic performance: A study of the college finance classroom. Financial Practice and Education, 5 (1), 78-89.
- Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Troy, MO: Holt, Rinehart, & Winston.
- Perkins, D. N. (1992). Understanding performances. In D. N. Perkins (Ed.), Smart schools: From training memories to educating minds (pp. 75-79). New York, NY: Free Press.
- Perkins, D. N. (1998). What is understanding? In M. S. Wiske (Ed.), Teaching for understanding: A practical framework. San Francisco, CA: Jossey-Bass.
- Perry, W. J. (1970). Forms of intellectual and ethical development in the college years. New York, NY: Holt, Rinehart, and Winston.
- Piaget. (1975). The development of thought: Equilibration of cognitive structures. New York, NY: Viking.
- Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In M. Maehr and C. Ames (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes, 7. (pp. 371-402). Greenwich, CT: JAI Press.
- Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education. Englewood Cliffs, NJ: Prentice Hall.
- Plater, W. M. (1995). Future work: Faculty time in the 21st century. Change, 27 (3), 23-33.
- Porter, L. W., & McKibbin, L. E. (1988). Management education and development: Drift or thrust into the 21st Century? New York, NY: McGraw-Hill.
- Poulsen, S. J. (1995). Describing an elephant: Specialists explore the meaning of learning productivity. Wingspread Journal, 17 (2), 4-6.
- Pratt, D., & Associates. (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger.
- Putnam, R. (1995, January). Bowling alone. Journal of Democracy 6, pp. 65-78.
- Quinlan, K. M. (1999). Enhancing mentoring and networking of junior academic women: What, why, and how? Journal of Higher Education Policy and Management, 21 (1), 31-42.
- Rahn, W. (1998, May 8-9). Generations and American national identity: A data essay. Presentation at the Communication in the Future of Democracy Workshop. Washington, DC: Annenberg Center.
- Ramsden, P. (1992). Learning to teach in higher education. London, England: Routledge.
- Ramsden, P. (1998). Learning to lead in higher education (2 ed.). London, England: Routledge.
- Ramsden, P., Margetson, D., Martin, E., & Clarke, S. (1995). Recognizing and rewarding good teaching in Australian universities. Canberra, Australia: Australian Government Publishing Service.
- Rausch, E. E. (1984). Balancing needs of people and organizations: The linking elements concept. Cranford, NJ: Didactic Systems, Inc.
- Resnick, L. (1987, December). Learning in school and out. Educational Researcher, 16 (9), 13-20.
- Rice, E. (1991). The new American scholar: Scholarship and the purposes of the university. Metropolitan Universities, 1 (4), 7-18.
- Rice, R. E. (1992). Toward a broader conception of scholarship: The American context. In T. G. Whiston, & R. L. Geiger (Eds.), Research and higher education: The United States and the United Kingdom (pp. 117-129). Buckingham, Great Britain: The Society for Research into Higher Education and Open University Press.
- Rice, R. E., & Austin, A. (1988). High faculty morale: What exemplary colleges do right. Change, 20 (2), 50-58.
- Richlin, L. (Ed.). (1993). Preparing faculty for new conceptions of scholarship New Directions for Teaching and Learning, No. 54. San Francisco, CA: Jossey-Bass.
- Richlin, L. (1995). A different view on developing teaching portfolios: Ensuring safety while honouring practice. Journal of Excellence in College Teaching, 6 (1), 161-178.
- Richlin, L. (in press). Teaching excellence, scholarly teaching, and the scholarship of teaching. New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass.
- Rogers, E.M. (1995). Diffusion of innovations (4th ed.). New York, NY: The Free Press.
- Rogers, Y. (1997). A briefintroduction to distributed cognition. Available: http://www.cogs.susx.ac.uk/users/yvonne/dcog.html.
- Rosenshine, B., & Furst, N. (1971). The use of direct observation to study teaching. In R. M. W. Travers (Ed.), Second handbook of research on teaching (pp. 122-217). Chicago, IL: Rand McNally.
- Rossman, G., & Marshal, C. (1989). Designing qualitative research. Newbury Park, CA: Sage.
- Roth, J. K. (Ed.). (1996). Inspiring teaching: Carnegie professors of the year speak. Bolton, MA: Anker.
- Rothman, M. (Ed.). (1998). Service matters. Providence, RI: Campus Compact.
- Rubin, S. (1985, August). Professors, students, and the syllabus. Chronicle ofHigher Education, 7, p. 56.
- Sanderson, A., Phua, V. C., & Herda, D. (2000). The American faculty poll. Chicago, IL: National Opinion Research Center.
- Sanford, N. (1980). Learning after college. Orinda, CA: Montaigne.
- Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschman (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249-268). Hillsdale, NJ: Lawrence Erlbaum.
- Schoem, D., Frankel, L., Zuniga, X., & Lewis, E. (Eds.). (1995). Multicultural teaching in the university. Westport, CT: Praeger.
- Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books, Inc.
- Schuster, J. H. (1993). Preparing the next generation of faculty: The graduate school’s opportunity. In L. Richlin (Ed.), Preparing faculty for the new conceptions of scholarship (pp. 27-38). New Directions for Teaching and Learning, No. 54. San Francisco: Jossey-Bass.
- Schuster, J. H., & Bowen, H.R. (1985). The faculty at risk. Change, 17 (4), 13-21.
- Schutte, J. (1997). Virtual teaching in higher education: The new intellectual superhighway or just another traffic jam? [online] Available http://csun.edu/sociology/virexp.htm
- Scott, S. M., Chovanec, D. M., & Young, B. (1994). Philosophy-in-action in university teaching. The Canadian Journal of Higher Education, XXIV (3), 1-25.
- Senge, P. M. (1990). The fifth discipline. New York, NY: Doubleday.
- Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
- Shapiro, N. S., & Levine, J. H. (1999, November-December). Introducing learning communities to your campus. About Campus, 4 (5), 2-10.
- Shore, B. M., Foster, S. F., Knapper, C. K, Nadeau, G. G., Neill, N., & Sim, V. (1980, 1986) The teaching dossier: A guide to its preparation and use. (Rev. ed.). Montreal, Canada: Canadian Association of University Teachers.
- Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training. Eugene, OR: Center for Educational Policy and Management.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
- Shulman, L. S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Hutchings (Ed.), The course portfolio. Washington, DC: American Association for Higher Education.
- Shulman, L. (1999). 1999 Pew Scholars Institute. Menlo Park, CA.
- Shulman, L., & Hutchings, P. (1997). Fostering a scholarship of teaching and learning: The Carnegie Teaching Academy. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
- Smith, K. S. (1995). Managing and mentoring graduate teaching assistants at the University of Georgia. In T. A. Heenan (Ed.), Teaching graduate students to teach: Engaging the disciplines (pp. 101-106). University of Illinois at Urbana-Champaign, Office of Conferences and Institutes.
- Smith, K S., & Klaper R. D. (1999). Graduate assistant involvement in transforming the undergraduate experience at research universities. The Journal of Graduate Teaching Assistant Development, 6 (2), 95-102.
- Smith, P. (1990). Killing the spirit: Higher education in America. New York, NY: Viking.
- Smith, R. A. (1995). Creating a culture of teaching through the teaching portfolio. Journal of Excellence in College Teaching, 6 (1), 75-100.
- Smith, S. (1978). The identification of teaching behaviors descriptive of the construct: Clarity of presentation. (Doctoral dissertation, Dissertation Abstracts International, 39(06), 3529A.)
- Snyder, M. (1995). An investigation into the factors that encourage university faculty to use information technologies in their teaching. Unpublished doctoral dissertation, University of Nebraska, Lincoln.
- Sorcinelli, M. D. (1992). New and junior faculty stress: Research and responses. In M. D. Sorcinelli & A. E. Austin (Eds.), Developing new and junior faculty (pp. 27-37). New Directions for Teaching and Learning, No. 50. San Francisco: Jossey-Bass.
- Stark, J. S. & Lattuca, L. R. (1997). Shaping the college curriculum: Academic plans in action. Needham Heights, MA: Allyn & Bacon.
- Stark, J. S., Shaw, K. M., & Lowther, M. A. (1989). Student goals for college and courses. Report No. 6. Washington, DC: School of Education and Human Development, The George Washington University.
- Sternberg, R. J. (1989). The triarchic mind: A new theory of human intelligence. New York, NY: Penguin.
- Stevens, M. P., & Cox, M. D. (1999, October). Faculty development and the inclusion of diversity in the classroom: A faculty learning community approach. Paper presented at the 24th annual Conference of the Professional and Organizational Development Network in Higher Education, Lake Harmony, PA.
- Stritter, F. T., Tresolini, C. P., & Reeb, K. G. (1994). The Delphi technique in curriculum development. Teaching and Learning in Medicine, 6 (2), 136-141.
- Sullivan, W. M. (2000). Institutional identity and social responsibility. In T. Ehrlich (Ed.), Civic responsibility and higher education (pp. 19-36). Phoenix, AZ: Oryx Press.
- Svinicki, M. D., & Dixon, N. (1998). The Kolb model modified for classroom activities. In K. Feldman & M. Paulsen (Eds.), Teaching and learning in the college classroom (2nd ed.). (pp. 577-584). Needham Heights, MA: Simon & Schuster.
- Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. New York, NY: Basic Books.
- Taylor, P. G. (1997). Creating environments which nurture development: Messages from research into academics’ experiences. The International Journal for Academic Development, 2 (2), 42-49.
- Theall, M., & Centra, J. A. (in press). Assessing the scholarship of teaching: Valid decisions from valid evidence. In C. Kreber (Ed.), Revisiting scholarship: Identifying and implementing the scholarship of teaching (tentative title). New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass.
- Thomas, T. (1992). Connected teaching: An exploration of the classroom enterprise. Journal on Excellence in College Teaching, 3, 101-119.
- Tiberius, R. (1997). Small group methods for collecting information from students. In K. T. Brinko & R. J. Menges (Eds.), Practically speaking: A sourcebook for instructional consultants in higher education (pp. 53-63). Stillwater, OK: New Forums Press.
- Tiffin, J. & Rajasingham, L (1995). In search of the virtual class. London, England: Routledge.
- Tinto, V. (1995, March). Learning communities, collaborative learning, and the pedagogy of educational citizenship. AAHE Bulletin, 47 (7), 11-13.
- Tinto, V. (1997). Universities as learning organizations. About Campus,1 (6), 2-4.
- Tisdell, E. (1993). Interlocking systems of power, privilege, and oppression in adult higher education. Adult Education Quarterly, 43 (4), 203-226
- Trow, M., & Clark, P. (1994). Managerialism and the academic profession: Quality and control. Higher Education Report No. 2. London, England: Open University, Q!iality Support Centre.
- Tussman, J. (1969). Experiment at Berkeley. London: Oxford University Press.
- University of Illinois (1999). Teaching at an Internet distance: The pedagogy of online teaching and learning. The report of a 1998-1999 University of Illinois Faculty Seminar.
- University of Michigan Department of Biology. (1998). Alumni Newsletter, p. 5.
- Vahala, M. E., & Winston, R. B. (1994). College classroom environments: Disciplinary and institutional-type differences and effects on academic achievement in introductory courses. Innovative Higher Education, 19 (2), 99-122.
- Valimaa, J. (1994). Faculty on assessment and peer review—Finnish experience. Higher Education Management, 6 (3), 391-408
- van der Bogert, V., Brinko, K. T., Atkins, S. S., & Arnold, E. L. (1990). Transformational faculty development: Integrating the feminine and tthe masculine. In L. Hilsen. (Ed.), To improve the academy, 9, 89-98. Stillwater, OK: New Forums Press.
- Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco, CA: Jossey-Bass.
- Wanner, R. A., Lewis, L. S., & Gregorio, D. I. (1981, October). Research productivity in academia: A comparative study of the sciences, social sciences and humanities. Sociology of Education, 54, 238-253.
- Weimer, M. (1987). Theories of teaching. The Teaching Professor, 1(3), 1-2.
- Weinstein, C. E., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York, NY: Macmillan.
- Weiss, G. & Haber, H. F. (1999). Perspectives on embodiment: The intersection of nature and culture. New York, NY: Routledge.
- Wheatley, M. J. (1992). Leadership and the new science. San Francisco, CA: Berrett-Koehler.
- WIDS instructional designer. (1997). Waunakee, WI: Wisconsin Technical College System Foundation. [Computer Software].
- Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
- Williams, J., & Colomb, G. (1990). Style: Toward clarity and grace. Chicago, IL: University of Chicago Press.
- Wright, M. (1998, May 27). Faculty seminar produces ideas focused on learning. Herald Times, (Al, A7).
- Wright, W. A., & O’Neil, M. C. (1995). Teaching improvement practices: International perspectives. In W. A. Wright & Associates (Eds.), Teaching improvement practices: Successful strategies for higher education (pp. 1-57). Bolton, MA: Anker.
- Wunsch, M. (Ed.). (1994). Mentoring revisited: Making an impact on individuals and institutions. San Francisco, CA: Jossey-Bass.