• Adams, A. H., & Gatterman, M. (1997, March/April). The state of the art of research on chiropractic education. Journal of Manipulative Physiology Therapy, 20(3), 179–184.
  • Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York, NY: Routledge.
  • Adams, T. A. (2005). Establishing intellectual space for black students in predominantly white universities through black studies. Negro Educational Review, 56(4), 285–299.
  • Aitken, N. D., & Sorcinelli, M. D. (1994). Academic leaders and faculty developers: Creating an institutional culture that values teaching. In E. C. Wadsworth (Ed.), To improve the academy: Vol. 13. Resources for faculty, instructional, and organizational development (pp. 63–77). Stillwater, OK: New Forums Press.
  • Akerlind, G. S. (2003, October). Growing and developing as a university teacher—Variation in meaning. Studies in Higher Education, 28(4), 375–390.
  • Alexander, B. B., Burda, A. C., & Millar, S. B. (1997). A community approach to learning calculus: Fostering success for underrepresented ethnic minorities in an emerging scholars program. Journal of Women and Minorities in Science and Engineering, 3(3), 145–159.
  • Allen, C. (1999). Wiser women: Fostering undergraduate success in science and engineering with a residential academic program. Journal of Women and Minorities in Science and Engineering, 5(3), 265–277.
  • Allen, G. (Ed.). (1989). No more masterpieces: Short prose by new writers. Toronto, Canada: Canadian Scholars Press.
  • Ambady, N., Paik, S., Steele, J., Owen-Smith, A., & Mitchell, J. P. (2004). Deflecting negative self-relevant stereotype activation: The effects of individuation. Journal of Experimental Social Psychology, 40(3), 401–408.
  • American Association for Higher Education & Carnegie Campus Cluster. (2004). T and P SoTL language. Retrieved May 15, 2007, from www.cfkeep.org/html/snapshot.php?id=92442l2
  • Andrade, H., & Du, Y. (2005, April). Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation, 10(3), 1–11.
  • Andrade, H. G. (1997). Understanding rubrics. Educational Leadership, 54(4). Retrieved May 2l, 2007, from the Harvard Graduate School of Education, Active Learning Practices for Schools web site: http://learnweb.harvard.edu/ALPS/thinking/docs/rubricar.htm
  • Angelo, T. A. (1996), Relating exemplary teaching to student learning. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 57–64). San Francisco, CA: Jossey-Bass.
  • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Annotated bibliography. (1990). Recent Advances in Nursing, 26, 193–215.
  • Ardizzone, A., Breithaupt, F., & Gutjahr, P. (2004). Decoding the humanities. In D. Pace & J. Middendorf (Eds.), New directions for teaching and learning: No. 98. Decoding the disciplines: Helping students learn disciplinary ways of thinking (pp. 50–55). San Francisco, CA: Jossey-Bass.
  • Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York, NY: Longman.
  • Aronson, J. (2004, November). The threat of stereotype. Educational Leadership, 62(3), 14–19.
  • Aronson, J., Quinn, D. M., & Spencer, S. J. (1998). Stereotype threat and the academic underperformance of minorities and women. In J. Swim & C. Stangor (Eds.), Prejudice: The target’s perspective (pp. 83–103). San Diego, CA: Academic Press.
  • Aronson, J., & Salinas, M. F. (1997). Stereotype threat, attributional ambiguity, and Latino underperformance. Unpublished manuscript.
  • Aronson, J., & Williams, J. (2004). Stereotype threat: Forewarned is forearmed. Unpublished manuscript.
  • Arreola, R. A. (2000). Developing a comprehensive faculty evaluation system: A handbook for college faculty and administrators on designing and operating a comprehensive faculty evaluation system (2nd ed.). Bolton, MA: Anker.
  • Austin, A. E. (2002, January/February). Preparing the next generation of faculty: Graduate school as socialization to the academic career. Journal of Higher Education, 73(1), 94–122.
  • Austin, A. E., & Baldwin, R. G. (1991). Faculty collaboration: Enhancing the quality of scholarship and teaching. Washington, DC: The George Washington University, School of Education and Human Development.
  • Austin, A. E., 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: Vol. 16. Resources for faculty, instructional, and organizational development (pp. 3–20). Stillwater, OK: New Forums Press.
  • Badran, S. (2004). Honoring exemplary teaching: Departmental teaching awards in mathematics departments of research institutions. Dissertation Abstracts International, 67(4), 96. (UMI No. 3217013)
  • Baker, P. (1998). Students’ perception of classroom factors that impact success for African-American students in higher education settings (Doctoral dissertation, Northern Illinois University, 1998). Dissertation Abstracts International, 59, 1434.
  • Baldwin, R. G., & Chang, D. A. (2006, Fall). Reinforcing our “keystone” faculty: Strategies to support faculty in the middle years of academic life. Liberal Education, 92(4), 28–36.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
  • Banks, J. A. (1991). Teaching strategies for ethnic studies (5th ed.). Needham Heights, MA: Allyn & Bacon.
  • Barbuto, D. M., & Kreisel, M. M. (1994). “To keep the present and future in touch with the past”: An annotated bibliography. Behavioral & Social Sciences Librarian, 13(1), 11–38.
  • Barlow, A. E. L., & Villarejo, M. R. (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41(9), 861–881.
  • Barnes, P., & Mertens, T. R. (1976, November/December).A survey and evaluation of human genetic traits used in classroom laboratory studies. Journal of Heredity, 67(6), 347–352.
  • Barr, R. B., & Tagg, J. (1995, November/December). From teaching to learning-A new paradigm for undergraduate education. Change, 27(6), 12–25.
  • Barrows, H. D., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York, NY: Springer.
  • Bartlett, T. (2003, December 12). What makes a teacher great? The Chronicle of Higher Education, p.A8.
  • Bascom, J. (1994). Southern exposure: Teaching 3rd-world geography. Journal of Geography, 93(5), 210–218.
  • Bass, R. (1999, February). The scholarship of teaching: What’s the problem? Inventio, 1(1). Retrieved May 15, 2007, from the George Mason University, Division of Instructional Technology web site: www.doit.gmu.edu/Archives/feb98/randybass.htm
  • Beggs, T. A. (2000, April). Influences and barriers to the adoption of instructional technology. Paper presented at the Mid-South Instructional Technology Conference, Murfreesboro, TN.
  • Ben-Peretz, M. (1995). Teacher stress and curriculum innovations in science teaching. In A. Hofstein, B. Eylon, & G. Giddings (Eds.), Science education: From theory to practice (pp. 429–435). Rehovot, Israel: Weizmann Institute of Science.
  • Berge, Z. L. (1998, Summer). Barriers to online teaching in post-secondary institutions: Can policy changes fix it? Online Journal of Distance Learning Administration, 1(2). Retrieved May 21, 2007, from www.westga.edu/~distance/Berge12.htm
  • Berheide, C. W., & Marx, M. S. (2004). Thinking about thinking: Using an idea notebook to develop critical thinking skills. Retrieved May 14, 2007, from www.cfkeep.org/html/
  • snapshot.php?id=68820745934565
  • Berliner, D. C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 60–83). London, UK: Cassell Educational Limited.
  • Berry, K. A., & Daniel, R. S. (1985, December). Annotated bibliography on the teaching of psychology: 1984. Teaching of Psychology, 12(4), 231–236.
  • Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy. San Diego, CA: Academic Press.
  • Billings, J. A. (1993, January). Medical education for hospice care: A selected bibliography with brief annotations. Hospice Journal, 9(1), 69–83.
  • Blaidsell, M. L., & Cox, M. D. (2004). Mid-career and senior faculty learning communities: Learning throughout faculty careers. In M. D. Cox & L. Richlin (Eds.), New directions for teaching and learning: No. 97. Building faculty learning communities (pp. 137–148). San Francisco, CA: Jossey-Bass.
  • Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives, handbook 1: Cognitive domain. New York, NY: Longman.
  • Blumberg, P. (2004). Documenting the educational innovations of faculty: A win-win situation for faculty and the faculty development center. In C. M. Wehlburg & S. Chadwick-Blossey (Eds.), To improve the academy: Vol. 22. Resources for faculty, instructional, and organizational development (pp. 41–51). Bolton, MA: Anker.
  • Bode, R. K. (1999). Mentoring and collegiality. In R. J. Menges & Associates, Faculty in new jobs: A guide to settling in, becoming established, and building institutional support (pp. 118–144). San Francisco, CA: Jossey-Bass.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education (3rd ed.). Needham Heights, MA: Allyn & Bacon.
  • Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education (4th ed.). Boston, MA: Allyn & Bacon.
  • Boice, R. (1990). Mentoring new faculty: A program for implementation. Journal of Staff, Program, and Organizational Development, 8(3), 143–160.
  • Boice, R. (1991, March/April). New faculty as teachers. Journal of Higher Education, 62(2), 150–173.
  • Boice, R. (1992). Lessons learned about mentoring. In M. D. Sorcinelli & A. E. Austin (Eds.), New directions for teaching and learning: No. 50. Developing new and junior faculty (pp. 51–61). San Francisco, CA: Jossey-Bass.
  • Boice, R. (1992). The new faculty member: Supporting and fostering professional development. San Francisco, CA: Jossey-Bass.
  • Boice, R. (2000). Advice for new faculty members: Nihil nimus. Boston, MA: Allyn & Bacon.
  • Boice, R., & Turner, J. L. (1989). The FIPSE-CSULB mentoring project for new faculty. In S. Kahn (Ed.), To improve the academy: Vol. 8. Resources for student, faculty, and institutional development (pp. 117–129). Stillwater, OK: New Forums Press.
  • Borich, G. D. (1999). Dimensions of self that influence effective teaching. In R. P. Lipka & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 92–117). Albany, NY: State University of New York Press.
  • Bosson, J. K., Haymovitz, E. L., & Pinel, E. C. (2004). When saying and doing diverge: The effects of stereotype threat on self-reported versus non-verbal anxiety. Journal of Experimental Social Psychology, 40(2), 247–255.
  • Boud, D., & Feletti, G. (Eds.). (2001). The challenge of problem-based learning (2nd ed.). London, UK: Kogan Page.
  • Bova, B. M. (1995). Mentoring revisited: The Hispanic woman’s perspective. Journal of Adult Education, 23(1), 8–19.
  • Bowser, T., Duff, E., Enns, C., & Evancio, J. (2003). Resource manual for instructors in nursing (Vol. 1). Manitoba, Canada: University of Manitoba, University Teaching Services.
  • Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. Retrieved May 17, 2007, from the Stony Brook University web site: http://naples.cc.sunysb.edu/Pres/boyer.nsf
  • Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press.
  • Brazier, P. (1985). Art history in education: An annotated bibliography and history. London, UK: University of London, Heinemann Educational Books for the Institute of Education.
  • Brew, A. (2003, May). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research and Development, 22(1), 3–18.
  • Brinko, K. T., Atkins, S. S., & Miller, M. E. (2005). Looking at ourselves: The quality of life of faculty development professionals. In S.Chadwick-Blossey & D. R. Robertson (Eds.), To improve the academy: Vol. 23. Resources for faculty, instructional, and organizational development (pp. 93–110). Bolton, MA: Anker.
  • Brookfield, S. D. (2007). A critical theory perspective on faculty development. In D. R. Robertson & L. B. Nilson (Eds.), To improve the academy: Vol. 25. Resources for faculty, instructional, and organizational development (pp. 55–69). Bolton, MA: Anker.
  • Brown, J. S. (2006, September/October). New learning environments for the 21st century: Exploring the edge. Change, 38(5), 26–33.
  • Browning, P. L. (1970). Evaluation of short-term training in rehabilitation. Eugene, OR: University of Oregon, Department of Special Education.
  • Buchanan, M. A., & MacPhee, E. D. (1928). An annotated bibliography of modern language methodology. Toronto, Canada: University of Toronto Press.
  • Burstyn, J. N., Sellers, S. L., Friedrich, K. A., & Gunasekera, N. (2006). [Workshop evaluations of CIRTL Diversity Resources]. Unpublished raw data.
  • Butler, D. L., & Sellbom, M. (2002, Summer). Barriers to adopting technology for teaching and learning. Educause Quarterly, 25(2), 22–28.
  • Cabrera, A. F., Crissman, J. L., Bernal, E. M., Nora, A., Terenzini, P. T., & Pascarella, E.T. (2002, January/February). Collaborative learning: Its impact on college students’ development and diversity. Journal of College Student Development, 43(1), 20–34.
  • Cabrera, A. F., Doyon, K., Friedrich, K., Roberts, J., Saleem, T., & Giovanetto, L. (2004). Literature review. Retrieved May 16, 2007, from the University of Wisconsin–Madison, Center for the Integration of Research, Teaching and Learning web site: http://cirtl.wceruw.org/DiversityInstitute/resources/annotated%2Dbibliography
  • Cabrera, A. F., & Nora, A. (1994). College students’ perceptions of prejudice and discrimination and their feelings of alienation: A construct validation approach. Review of Education/Pedagogy/Cultural Studies, 16(3–4), 387–409.
  • Cahn, S. M. (2004, January-February).Taking teaching seriously. Academe, 90(1), 32–33.
  • Cambridge, B. L. (Ed.). (2004). Campus progress: Supporting the scholarship of teaching and learning. Sterling, VA: Stylus.
  • Camic, P. M., Rhodes, J. E., & Yardley, L. (Eds.). (2003). Qualitative research in psychology: Expanding perspectives in methodology and design. Washington, DC: American Psychological Association.
  • Carey, G. W., & Schwartzberg, J. (1969). Teaching population geography: An interdisciplinary ecological approach. New York, NY: Teachers College Press.
  • Carey, S. J. (2006, Fall). From the editor. Peer Review: Learning & Technology, 8(4), 3.
  • The Carnegie Foundation for the Advancement of Teaching. (2001). The Carnegie classification of institutions of higher education, 2000 edition. Menlo Park, CA: Author.
  • The Carnegie Foundation for the Advancement of Teaching. (2006). CASTL campus program. Retrieved May 15, 2007, from www.carnegiefoundation.org/programs/sub.asp?key=2l&subkey=68&topkey=2l
  • The Carnegie Foundation for the Advancement of Teaching. (2006). Integrative Learning Project: Opportunities to connect. Retrieved May 21, 2007, from www.carnegiefoundation.org/programs/index.asp?key=24
  • Carr, C. (2000, March). Teaching and using chemical information: Annotated bibliography, 1993–1998. Journal of Chemical Education, 77(3), 412–422.
  • Carter, D., & Tuitt, F. (2006, October). Black achievers’ experiences with and responses to stereotype threat and racial microaggressions. Paper presented at the BOTA Think Tank, Atlanta, GA.
  • Carter, R. (1986). Teaching and learning in the 3rd culture: An annotated bibliography of issues in engineering education. Studies in Higher Education, 11(3), 323–324.
  • Carusetta, E., & Cranton, P. (2005, July). Nurturing authenticity through faculty development. Journal of Faculty Development, 20(2), 79–86.
  • Cashin, W. E. (1990). Assessing teaching effectiveness. In P. Seldin,. & Associates, How administrators can improve teaching: Moving from talk to action in higher education (pp. 89–103). San Francisco, CA: Jossey-Bass.
  • Center for Innovation in the Liberal Arts Associates. (2001–2006). Proposals and final reports (0102A–0506B). Northfield, MN: St. Olaf College.
  • Centra, J. A. (1996). Identifying exemplary teachers: Evidence from colleagues, administrators, and alumni. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 51–56). San Francisco, CA: Jossey-Bass.
  • Chickering, A., & Ehrmann, S. C. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2). Retrieved May 17, 2007, from www.tltgroup.org/programs/seven.html
  • Chism, N. V. N. (1997–1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9(3) 1–2.
  • Chism, N. V. N. (2006, July/August). Teaching awards: What do they award? Journal of Higher Education, 77(4), 589–617.
  • Chism, N., & Mintz, J. (1998). Who’s developing the developers? A survey of job satisfaction, challenges, and disappointments of North American educational developers. Paper presented at the International Consortium of Educational Developers, Austin, TX.
  • Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001, March). Assessing epistemological beliefs: Schommer’s questionnaire revisited. Educational Research and Evaluation: An International Journal on Theory and Practice, 7(1), 53–77.
  • Clark, R. E. (1983, Winter). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.
  • Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302–1318.
  • Cohen, P. A. (1980a). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education, 13(4), 321–341.
  • Cohen, P. A. (1980b). A meta-analysis of the relationship between student ratings of instruction and student achievement. Dissertation Abstracts International, 41 (05), 2012. (UMI No. 8025666)
  • Cohen, W. A. (2006). The marketing plan (5th ed.). Hoboken, NJ: John Wiley & Sons.
  • Collins, A., Brown, J. S., & Holum, A. (1991, Winter). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11, 38–46.
  • Connolly, M. (2005). Distinguished, my ass. In M. Lerch (Ed.), Making a difference/Toute la difference (pp. 31–32). Ontario, Canada: Society for Teaching and Learning in Higher Education.
  • Cook, C. E., Kaplan, M., Nidiffer, J., & Wright, M. C. (200I, March). Preparing future faculty—faster: A crash course guides students to the professoriate. AAHE Bulletin, 54(3), 3–7.
  • Cook, C. E., Wright, M. C., & Hollenshead, C. S. (2000). More than a research university: The importance of teaching at the University of Michigan (Center for Research on Learning and Teaching Occasional Paper No. 14). Ann Arbor, MI: University of Michigan.
  • Coppola, B. (2000). How to write a teaching philosophy for academic employment. American Chemical Society, Department of Career Services Bulletin, 1–8.
  • Cornwall, A., & Jewkes, R. (1995, December). What is participatory research? Social Science and Medicine, 41(12), 1667–1676.
  • Cox, M. D. (1994). Reclaiming teaching excellence: Miami University’s Teaching Scholars Program. In E. C. Wadsworth (Ed.), To improve the academy: Vol. 13. Resources for faculty, instructional, and organizational development (pp. 79–96). Stillwater, OK: New Forums Press.
  • Cox, M. D. (1995). The development of new and junior faculty. In W. A. Wright & Associates, Teaching improvement practices: Successful strategies for higher education (pp. 283–310). Bolton, MA: Anker.
  • Cox, M. D. (1997). Long-term patterns in a mentoring program for junior faculty: Recommendations for practice. In D. DeZure & M. Kaplan (Eds.), To improve the academy: Vol. 16. Resources for faculty, instructional, and organizational development (pp. 225–267). Stillwater, OK: New Forums Press.
  • Cox, M. D. (2001). Faculty learning communities: Change agents for transforming institutions into learning organizations. In D. Lieberman & C. Wehlburg (Eds.), To improve the academy: Vol. 19. Resources for faculty, instructional, and organizational development (pp. 69–93). Bolton, MA: Anker.
  • Cox, M. D. (2004). Introduction to faculty learning communities. In M. D. Cox & L. Richlin (Eds.), New directions for teaching and learning: No.97. Building faculty learning communities (pp. 5–23). San Francisco, CA: Jossey-Bass.
  • Cox, M. D., & Richlin, L. (2004). Editor’s notes. In M. D. Cox & L. Richlin (Eds.), New directions for teaching and learning: No. 97. Building faculty learning communities (pp. 1–4). San Francisco, CA: Jossey-Bass.
  • Cox, M. D., & Sorenson, L. D. (2000). Student collaboration in faculty development: Connecting directly to the learning revolution. In M. Kaplan & D. Lieberman (Eds.), To improve the academy: Vol. 18. Resources for faculty, instructional, and organizational development (pp.97–127). Bolton, MA: Anker.
  • Cowan, D. H., & Laidlaw, J. C. (1993, Summer). A strategy to improve communication between health care professionals and people living with cancer: 1. Improvement of teaching and assessment of doctor-patient communication in Canadian medical schools. Journal of Cancer Education, 8(2), 109–117.
  • Cranton, P. (1998). No one way: Teaching and learning in higher education. Dayton, OH: Wall & Emerson.
  • Cremens, M. C., Calabrese, L. V., Shuster, J. L., Jr., & Stern, T. A. (1995). The Massachusetts General Hospital annotated bibliography for residents training in consultation-liaison psychiatry. Psychosomatics, 36(3), 217–235.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco, CA: Jossey-Bass.
  • Cuban, L. (1999). How scholars trumped teachers: Change without reform in university curriculum, teaching, and research 1890–1990. New York, NY: Teachers College Press.
  • Dagenbach, D. (1999). Some thoughts on teaching a pluralistic history in the history and systems of psychology course. Teaching of Psychology, 26(1), 22–28.
  • Damron, J. (2003). What’s the problem? A new perspective on ITA communication. Journal of Graduate Teaching Assistant Development, 9(2), 81–88.
  • Dancy, M. H., & Henderson, C. (2005). Beyond the individual instructor: Systemic constraints in the implementation of research-informed practices. In S. Franklin, J. Marx, & P. Heron (Eds.), Proceedings of the 2004 Physics Education Research Conference (Vol. 790, pp. 113–116). Melville, NY: American Institute of Physics.
  • Daniel, R. S. (1981). Annotated bibliography on the teaching of psychology: 1980. Teaching of Psychology, 8(4), 249–253.
  • Davies, P. G., Spencer, S. J., & Steele, C. M. (2005). Clearing the air: identity safety moderates the effects of stereotype threat on women’s leadership aspirations. Journal of Personality and Social Psychology, 88(2), 276–287.
  • Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd ed.), Thousand Oaks, CA: Sage.
  • Desert, M., Goncalves, G., Leyens, J.-P.(2005). Stereotype threat effects upon behavior: The role of actual control. Manuscript submitted for publication.
  • Dewey, B. I., DeBlois, P. B., & Educause Current Issues Committee. (2006, Summer). Current IT issues survey report, 2006. Educause Quarterly, 29(2). Retrieved May 21, 2007, from www.educause.edu/eq/eqm06/eqm0622.asp
  • deWinstanley, P. A., & Bjork, R. A. (2002). Successful lecturing: Presenting information in ways that engage effective processing. In D. F. Halpern & M. D. Hakel (Eds.), New directions for teaching and learning: No. 89. Applying the science of learning to university teaching and beyond (pp. 19–31).San Francisco, .CA: Jossey-Bass.
  • Dieterich, D. J., & Behm, R. H. (1984, May). Annotated bibliography of research in the teaching of literature and the teaching of writing. Research in the Teaching of English, 18(2), 201–218.
  • Dooley, K. E., & Murphy, T. H. (2001). College of agriculture faculty perceptions of electronic technologies in teaching. Journal of Agricultural Education, 42(2), 1–10.
  • Dorsey, R. (2006). Decoding creative plot development. Unpublished manuscript, Indiana University, Bloomington.
  • Dubinsky, E., Mathews, D., & Reynolds, B. E. (Eds.). (1997). Readings in cooperative learning for undergraduate mathematics. Washington, DC: Mathematical Association of America.
  • Dunkin, M. J., & Precians, R. P. (1992, December). Award-winning university teachers’ concepts of teaching. Higher Education, 24(4), 483–502.
  • Durisen, R., & Pilachowski, C. (2004.) Decoding astronomical concepts. In D. Pace & J. Middendorf (Eds.), New directions for teaching and learning: No. 98. Decoding the disciplines: Helping students learn disciplinary ways of thinking (pp. 33–43). San Francisco, CA: Jossey-Bass.
  • Durst, R. K., & Marshall, J. D. (1991, December). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 25(4), 497–509.
  • Durunna, O. N., Schӧnwetter, D. J., & Crow, G. H. (2006, March). Teaching animal genetics and breeding: What are the resources available to instructors? Paper presented at the 30th annual meeting of the Nigerian Society for Animal Production, Nigeria.
  • Durunna, O. N., Schӧnwetter, D. J., & Crow, G. H. (in press). Teaching animal genetics and breeding: What are the resources available to instructors? Nigerian Journal of Animal Production.
  • Dweck, C. S. (1986, October). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048.
  • Eddy, P. L., & Mitchell, R. (2006, May). Innovations: Co-teaching-training professionals to teach. The National Teaching and Learning Forum, 15(4), 1–7.
  • Ehrmann, S. C. (n.d.). Asking the right question: What does research tell us about technology and higher learning? Retrieved May 17, 2007, from www.tltgroup.org/resources/Flashlight/AskingRightQuestion.htm
  • Elbow, P. (1986). Embracing contraries: Explorations in learning and teaching. New York, NY: Oxford University Press.
  • Elliot, D. L., Skeff, K. M., & Stratos, G. A. (1999). How do you get to the improvement of teaching? A longitudinal faculty development program for medical educators. Teaching and Learning in Medicine, 11(1), 52–57.
  • Ellis, D., & Griffin, G. (2000). Developing a teaching philosophy statement: A special challenge for graduate students. Journal of Graduate Teaching Assistant Development, 7(l), 85–92.
  • Elmore, R. F. (1996, Spring). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26.
  • Entwistle, N. (1997). Contrasting perspectives on learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 3–22). Edinburgh, Scotland: Scottish Academic Press.
  • Erby, K. (2001). Teaching and learning from an interdisciplinary perspective. Peer Review, 3–4(4–1), 28–31.
  • Farnham-Diggory, S. (1994, Autumn). Paradigms of knowledge and instruction. Review of Educational Research, 64(3), 463–477.
  • Fausto-Sterling, A. (1993, March/April). The five sexes: Why male and female are not enough. The Sciences, 20–24.
  • Fayne, H., & Ortquist-Ahrens, L. (2006). Learning communities for first-year faculty: Transition, acculturation, and transformation. In S. Chadwick-Blossey & D. R. Robertson (Eds.), To improve the academy: Vol. 24. Resources for faculty, instructional, and organizational development (pp. 277–290). Bolton, MA: Anker.
  • Felder, R. M. (1996). Teaching to all types: Examples from engineering education. ASEE Prism, 6(4), 18–23.
  • Felder, R. M., & Brent, R. (1996, Spring). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43–47.
  • Feldman, K. A. (1977). Consistency and variability among college students in rating their teachers and courses: A review and analysis. Research in Higher Education, 6(3), 223–274, 277.
  • Feldman, K. A. (1978). Course characteristics and college students’ ratings of their teachers: What we know and what we don’t. Research in Higher Education, 9(3), 199–242.
  • Feldman, K. A. (1987). Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration. Research in Higher Education, 26(3), 277–291.
  • Feldman, K. A. (1989a). 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), 583–545.
  • Feldman, K. A. (1989b). Instructional effectiveness of college teachers as judged by teachers themselves, current and former students, colleagues, administrators, and external (neutral) observers. Research in Higher Education, 30(2), 137–194.
  • Feldman, K. A. (1996). Identifying exemplary teaching: Using data from course and teacher evaluations. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 41–50). San Francisco, CA: Jossey-Bass.
  • Ferreira, M. M. (2002). The research lab: A chilly place for graduate women. Journal of Women and Minorities in Science and Engineering, 8(1), 85–98.
  • Ferrett, T. (2006). First year students “go beyond” with integrative inquiry into abrupt change. Retrieved May 14, 2007, from www.cfkeep.org/html/snapshot.php?id=28615862064637
  • Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
  • Fink, L. D. (2005). Major new ideas that can empower college teaching. Unpublished manuscript. Retrieved May 14, 2007, from www.finkconsulting.info/files/Fink2006 MajorNewIdeasToEmpowerCollegeTeaching.doc
  • Finkel, D. L. (2000). Teaching with your mouth shut. Portsmouth, NH: Boynton/Cook.
  • Firmin, M., Hwang, C., Copella, M., & Clark, S. (2004, Summer). Learned helplessness: The effect of failure on test-taking. Education, 124(4), 688–594.
  • Forsythe, G. B., & Gandolfo, A. (1996). Promoting exemplary teaching: The case of the U.S. Military Academy. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 99–104). San Francisco, CA: Jossey-Bass.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed.). New York, NY: McGraw-Hill.
  • Franklin, J. (2001). Interpreting the numbers: Using a narrative to help others read student evaluations of your teaching accurately. In K. G. Lewis (Ed.), New directions for teaching and learning: No. 87. Techniques and strategies for interpreting student evaluations (pp. 85–100). San Francisco, CA: Jossey-Bass.
  • Frantz, A. C., Beebe, S. A., Horvath, V. S., Canales, J., & Swee, D. E. (2005).The roles of teaching and learning centers. In S. Chadwick-Blossey & D. R. Robertson (Eds.), To improve the academy: Vol. 23. Resources for faculty, instructional, and organizational development (pp. 72–90). Bolton, MA: Anker.
  • Fulkerson, F. E., & Wise, P. S. (1995). Annotated bibliography on the teaching of psychology: 1994. Teaching of Psychology, 22(4), 248–253.
  • Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press.
  • Gaff, J. G., & Simpson, R. D. (1994, March). Faculty development in the United States. Innovative Higher Education, 18(3), 167–176.
  • Gale, R. (2003). Portfolio assessment and student empowerment. Retrieved May 14, 2007, from www.cfkeep.org/html/snapshot.php?id=2478563
  • Gibson, G. W. (1992). Good start: A guidebook for new faculty in liberal arts colleges. Bolton, MA: Anker.
  • Gillespie, K. H., Hilsen, L. R., & Wadsworth, E. C. (Eds.). (2002). A guide to faculty development: Practical advice, examples, and resources. Bolton, MA: Anker.
  • Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.
  • Goldberg, B., & Finkelstein, M. (2002, Summer). Effects of a first-semester learning community on nontraditional technical students. Innovative Higher Education, 26(4), 235–249.
  • Goldberg, N. (1990). Wild mind: Living the writer’s life. New York, NY: Bantam.
  • Goldman, P. (2001). Legal education and technology: An annotated bibliography. Law Library Journal, 93(3), 423–467.
  • Goldsmid, C. A., & Goldsmid, P. L. (1982, April). The teaching of sociology, 1981: Review and annotated bibliography. Teaching Sociology, 9(3), 327–352.
  • Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat and double-minority status on the test performance of Latino women. Personality and Social Psychology Bulletin, 28(5), 659–670.
  • Good, C., Aronson, J., & Inzlicht, M. (2003, December). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645–662.
  • Goodwin, L. D., & Stevens, E. A. (1998, Summer). An exploratory study of the role of mentoring in the retention of faculty. Journal of Staff, Program, and Organizational Development, 16(1), 39–47.
  • Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan & D. Lieberman (Eds.), To improve the academy: Vol. 17. Resources for faculty, instructional, and organizational development (pp. 103–121). Stillwater, OK: New Forums Press.
  • Graf, D., & Wheeler, D. (1996). Defining the field: A survey of the membership of the Professional and Organizational Development Network. Colorado Springs, CO: Professional and Organizational Development Network.
  • Graff, G. (1992). Beyond the culture wars: How teaching the conflicts can revitalize American education. New York, NY: W.W. Norton.
  • Gray, M., & Bergmann, B. R. (2003, September–October). Student teaching evaluations: Inaccurate, demeaning, misused. Academe, 89(5), 44–46.
  • Gray, P., Froh, R., & Diamond, R. (1992). A national study of research universities: On the balance between research and undergraduate teaching. Syracuse, NY: Syracuse University, Center for Instructional Development.
  • Hagner, P. R. (2001). Interesting practices and best systems in faculty engagement and support (NLII White Paper). Retrieved May 21, 2007, from www.educause.edu/ir/library/pdf/NL100l7.pdf
  • Hagner, P. R., & Schneebeck, C. A. (2001). Engaging the faculty. In C. A. Barone & P. R. Hagner (Eds.), Technology-enhanced teaching and learning: Leading and supporting the transformation on your campus (pp. 1–12). San Francisco, CA: Jossey-Bass.
  • Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., et al. (2004, April). Education: Scientific teaching. Science, 304(5670), 521–522.
  • Hattie, J., & Marsh, H. W. (1996, Winter). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507–542.
  • Henderson, C. (2005, August). The challenges of instructional change under the best of circumstances: A case study of one college physics instructor. American Journal of Physics, 73(8), 778–786.
  • Henderson, C., & Dancy, M. H. (2005). When one instructor’s interactive classroom activity is another’s lecture: Communication difficulties between faculty and educational researchers. Paper presented at the winter meeting of the American Association of Physics Teachers, Albuquerque, NM.
  • Herriott, M. E. (1925). How to make a course of study in arithmetic. Urbana, IL: University of Illinois, College of Education.
  • Heyden, R., Luyas, G., & Henry, B. (1990, April). Development management for nursing administration. Nursing Health Care, 11(4), 179–181.
  • Holmgren, R. A. (2005). Teaching partners: Improving teaching and learning by cultivating a community of practice. In S. Chadwick-Blossey & D. R. Robertson (Eds.), To improve the academy: Vol. 23. Resources for faculty, instructional, and organizational development (pp. 211–219). Bolton, MA: Anker.
  • Houston, T. K., Clark, J. M., Levine, R. B., Ferenchick, G. S., Bowen, J. L., Branch, W. T., et al. (2004, December). Outcomes of a national faculty development program in teaching skills. Innovations in Education and Clinical Practice, 19, 1220–1227.
  • Huber, M. T., Brown, C., Hutchings, P., Gale, R., Miller, R., & Breen, M. (Eds.). (2007). Integrative learning: Opportunities to connect (Public report of the Integrative Learning Project sponsored by the Association of American Colleges and Universities and The Carnegie Foundation for the Advancement of Teaching). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
  • Huber, M. T., & Hutchings, P. (2004). Integrative learning: Mapping the terrain. Washington, DC: Association of American Colleges and Universities.
  • Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the teaching commons. San Francisco, CA: Jossey-Bass.
  • Hutchings, P. (Ed.). (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
  • Hutchings, P. (Ed.). (2002). Ethics of inquiry: Issues in the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
  • Hutchings, P., & Bjork, C. (1999). An annotated bibliography of the scholarship of teaching and learning in higher education. Philadelphia, PA: Carnegie Academy for the Scholarship of Teaching and Learning.
  • Hutchings, P., Bjork, C., & Babb, M. (2002). The scholarship of teaching and learning in higher education: An annotated bibliography. Political Science & Politics, 35(2), 233–236.
  • Hutchings, P., & Shulman, L. S. (1999, September/October). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 10–15.
  • Hutchinson, J., & Huberman, M. (1993). Knowledge dissemination and use in science and mathematics education: A literature review (NSF 93–75). Arlington, VA: National Science Foundation.
  • Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11(5), 365–371.
  • Jackson, W. K., & Simpson, R. D. (1994). Mentoring new faculty for teaching and research. In M. A. Wunsch (Ed.), New directions for teaching and learning: No. 57. Mentoring revisited: Making an impact on individuals and institutions (pp. 65–72). San Francisco, CA: Jossey-Bass.
  • Jenkinson, E. B., & Daghlian, P. B. (1968). Books for teachers of English: An annotated bibliography. Bloomington, IN: Indiana University Press.
  • Jenrette, M., & Hays, K. (1996). Honoring exemplary teaching: The two-year college setting. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 77–83). San Francisco, CA: Jossey-Bass.
  • Johnson, C., & Middendorf, J. (2007). Decoding geologic time. Manuscript submitted for publication.
  • Johnson, D. E., Schroder, S. I., & Kirkbride, A. L. (2005). Annotated bibliography on the teaching of psychology: 2004. Teaching of Psychology, 32(4), 281–287.
  • Johnsrud, L. K., & Atwater, C. D. (1993, Spring). Scaffolding the ivory tower: Building supports for faculty new to the academy. CUPA Journal, 44(1), 1–14.
  • Johnston, S., & McCormack, C. (1996, October). Integrating information technology into university teaching: Identifying the needs and providing the support. International Journal of Educational Management, 10(5), 36–42.
  • Jones, L. F. (2005). Exploring the inner landscape of teaching: A program for faculty renewal. In S. Chadwick-Blossey & D. R. Robertson (Eds.), To improve the academy: Vol. 23. Resources for faculty, instructional, and organizational development (pp. 130–143). Bolton, MA: Anker.
  • Kampen, K. (2004). Resource manual for instructors in sociology (Vol. 1). Manitoba, Canada: University of Manitoba, University Teaching Services.
  • Kegan, R., & Lahey, L. L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco, CA: Jossey-Bass.
  • Kember, D. (1997, September). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255–275.
  • Kember, D., & Gow, L. (1994, January/February). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65(1), 58–74.
  • Kember, D., Jenkins, W., & Ng, K. C. (2004, March). Adult students’ perceptions of good teaching as a function of their conceptions of learning—Part 2. Implications for the evaluation of teaching. Studies in Continuing Education, 26(1), 81–97.
  • Kember, D., & Kwan, K.-P. (2000, September). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5–6), 469–490.
  • Kember, D., & Wong, A. (2000, July). Implications for evaluation from a study of students’ perceptions of good and poor teaching. Higher Education, 40(1), 69–97.
  • Kezar, A. J. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations (ASHE-ERIC Higher Education Report, 28[4]). San Francisco, CA: Jossey-Bass.
  • King, K. P. (2004). Both sides now: Examining transformative learning and professional development of educators. Innovative Higher Education, 29(2), 155–174.
  • King, M. (1981). The critical filter: Girls and mathematics: An annotated bibliography. Adelaide, Australia: Adelaide College of the Arts and Education.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Prentice-Hall.
  • Kreber, C. (1999). 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, Sherbrooke, Quebec.
  • Kreber, C. (2001a). Observations, reflections, and speculations: What we have learned about the scholarship of teaching and where it might lead. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 99–104). San Francisco, CA: Jossey-Bass.
  • Kreber, C. (2001b). The scholarship of teaching and its implementation in faculty development and graduate education. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 79–88). San Francisco, CA: Jossey-Bass.
  • Kreber, C., & Cranton, P. (1997). Teaching as scholarship: A model for instructional development. Issues and Inquiry in College Learning and Teaching, 19(2), 4–12.
  • Kreber, C., & Cranton, P. (2000, July/August). Exploring the scholarship of teaching. Journal of Higher Education, 71(4), 476–495.
  • Kurfiss, J., & Boice, R. (1990). Current and desired faculty development practices among POD members. In L. Hilsen (Ed.), To improve the academy: Vol. 9. Resources for student, faculty, and institutional development (pp. 73–82). Stillwater, OK: New Forums Press.
  • Lang, H. G., & DeCaro, J. J. (1989). Support from the administration: A case study in the implementation of a grassroots faculty development program. In S. Kahn (Ed.), To improve the academy: Vol. 8. Resources for student, faculty, and institutional development (pp. 71–79). Stillwater, OK: New Forums Press.
  • Larson, R. L., & Bechan, A. (1992, December). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 26(4), 446–465.
  • Larson, R. L., & Saks, A. L. (1993, December). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 27(4), 423–437.
  • Larson, R. L., & Saks, A. L. (1995, May). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 29(2), 239–255.
  • Laton, A. D., & Bailey, E. W. (1939). Suggestions for teaching selected material from the field of genetics. New York, NY: Columbia University, Teachers College.
  • Lattuca, L. R., Voigt, L. J., & Faith, K. Q. (2004, Fall). Does interdisciplinarity promote learning? Theoretical support and researchable questions. Review of Higher Education, 28(l), 23–48.
  • LeCompte, M. D., Millroy, W. L., & Preissle, J. (Eds.). (1992). The handbook of qualitative research in education. San Diego, CA: Academic Press.
  • Lee, V. S. (Ed.). (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Sterling, VA: Stylus.
  • Lerch, M. (Ed.). (2005). Making a difference/Toute la difference. Ontario, Canada: Society for Teaching and Learning in Higher Education.
  • Levinson-Rose, J., & Menges, R. J. (1981, Fall). Improving college teaching: A critical review of research. Review of Educational Research, 51(3), 403–434.
  • L’Hommedieu, R., Menges, R. J., & Brinko, K. T. (1988). The effects of student ratings feedback to college teachers: A meta-analysis and review of research. Unpublished manuscript.
  • L’Hommedieu, R., Menges, R. J., & Brinko, K. T. (1990, June). Methodological explanations for the modest effects of feedback from student ratings. Journal of Educational Psychology, 82(2), 232––241.
  • Lieberman, D. A., & Guskin, A. E. (2003). The essential role of faculty development in new higher education models. In C. M. Wehlburg & S. Chadwick-Blossey (Eds.), To improve the academy: Vol. 21. Resources for faculty, instructional, and organizational development (pp. 257–272). Bolton, MA: Anker.
  • Light, G., & Cox R. (2001). Learning and teaching in higher education: The reflective professional. Thousand Oaks, CA: Sage.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Lindholm, J. A., Szelény, K., Hurtado, S., & Korn, W. S. (2005). The American college teacher: National norms for the 20042005 HERI faculty survey. Los Angeles, CA: University of California–Los Angeles, Higher Education Research Institute.
  • Lindstrom, F. B. (1998, April). Teaching sociology with fiction: An annotated bibliography. Sociological Inquiry, 68(2), 281–284.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327.
  • Loeher, L. (2006, October). An examination of research university faculty evaluation policies and practices. Paper presented at the 31st annual meeting of the Professional and Organizational Development Network in Higher Education, Portland, OR.
  • Lopez, B. (1986). Arctic dreams. New York, NY: Vintage Books.
  • Lopez, T. B., & Lee, R. G. (2005). Five principles for workable client-based projects: Lessons from the trenches. Journal of Marketing Education, 27(2), 172–188.
  • Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
  • Lowman, J. (1996). Characteristics of exemplary teachers. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 33–40). San Francisco, CA: Jossey-Bass.
  • Luna, G., & Cullen, D. L. (1995). Empowering the faculty: Mentoring redirected and renewed (ASHE-ERIC Higher Education Rep. No. 3). Washington, DC: The George Washington University, School of Education and Human Development.
  • Lunde, J. P., & Barrett, L. A. (1996). Decentralized/departmental reward systems. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 93–98). San Francisco, CA: Jossey-Bass.
  • MacKinney, A. A., Jr. (1994, March). On teaching bedside diagnostic and therapeutic procedures to medical students: An annotated bibliography of audiovisual materials. Journal of General Internal Medicine, 9(3), 153–157.
  • MacVicar, J., & Boroch, R. (1977). Approaches to staff development for departments of nursing: An annotated bibliography. National League for Nursing, 20(1658), 1–38.
  • Maguire, P. (1987). Doing participatory research: A feminist approach. Amherst, MA: University of Massachusetts, Center for International Education.
  • Mahon, P. Y. (1997, July/August). Transcultural nursing: A source guide. Journal of Nurse Staff Development, 13(4), 218–222.
  • Major, B., Spencer, S., Schmader, T., Wolfe, C., & Crocker, J. (1998). Coping with negative stereotypes about intellectual performance: The role of psychological disengagement. Personality and Social Psychology Bulletin, 24(1), 34–50.
  • Marder, C., McCullough, J., & Perakis, S. (2001). Evaluation of the National Science Foundation’s Undergraduate Faculty Enhancement (UFE) program. Arlington, VA: National Science Foundation.
  • Markus, H. R., Steele, C. M., & Steele, D. M. (2002). Color blindness as a barrier to inclusion: Assimilation and nonimmigrant minorities. In R. Shweder, M. Minow, & H. R. Markus (Eds.), Engaging cultural differences: The multicultural challenge in liberal democracies (pp. 453–472). New York, NY: Russell Sage Foundation.
  • Marsh, H. W. (1984). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology, 76(5), 707–754.
  • Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253–388.
  • Marsh, H. W., & Dunkin, M. J. (1992). Students’ evaluations of university teaching: A multidimensional approach. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, Vol. VIII (pp. 143–234). New York, NY: Agathon Press.
  • Marshall, J. D., & Durst, R. K. (1991). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 25(2), 236–253.
  • Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum.
  • Marx, D. M., Brown, J. L., & Steele, C. M. (1999, Fall). Allport’s legacy and the situational press of stereotypes. Journal of Social Issues, 55(3), 491–502.
  • Marx, D. M., & Goff, P. A. (2005, December). Clearing the air: The effect of experimenter race on target’s test performance and subjective experience. British Journal of Social Psychology, 44(4), 645–657.
  • Marx, D. M., & Roman, J. S. (2002, September). Female role models: Protecting women’s math test performance. Personality and Social Psychology Bulletin, 28(9), 1183–1193.
  • Massy, W. F., & Zemsky, R. (1995). Using information technology to enhance academic productivity. Washington, DC: Educom.
  • Maton, K. I., Hrabowski, F. A., & Schmitt, C. L. (2000, September). African American college students excelling in the sciences: College and post-college outcomes in the Meyerhoff Scholars Program. Journal of Research in Science Teaching, 37(7), 629–654.
  • Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.
  • McAlpine, L., & Weston C. (2000, September). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28(5–6), 363–385.
  • McFarland, L. A., Lev-Arey, D. M., & Ziegert, J. C. (2003). An examination of stereotype threat in a motivational context. Human Performance, 16(3), 181–205.
  • McKeachie, W. J. (2002). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (11th ed.). Boston, MA: Houghton Mifflin.
  • McKenzie, J. (2002). Variation and relevance structures for university teachers’ learning: Bringing about change in ways of experiencing teaching. In A. Goody, J. Herrington, & M. Northcote (Eds.), Annual International Conference of Higher Education Research and Development Society of Australasia (pp. 434–441). Perth, Australia: Higher Education Research and Development Society of Australasia.
  • McKinney, K., Broadbear, J., Gentry, D., Klass, P., Naylor, S., & Virgil, N. (2003). Summary of on-line questionnaire study on the status of SoTL at Illinois State University. Retrieved May 15, 2007, from the Illinois State University, Scholarship of Teaching and Learning web site: www.sotl.ilstu.edu/downloads/pdf/sotlonlinequest.pdf
  • McLaughlin, S. P., & George, E. V. (1982). Periodical literature on teaching the classics in translation, 1975–1979: An annotated bibliography. Classical World, 75(6), 341–354.
  • Meizlish, D. S., & Kaplan, M. (2007). Valuing and evaluating teaching in academic hiring: A multi-disciplinary, cross institutional study. Manuscript submitted for publication.
  • Menges, R. J., & Austin, A. E. (2001). Teaching in higher education. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 1122–1156). Washington, DC: American Educational Research Association.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
  • Miami University. (2004). Faculty learning communities: Participating institutions and their communities and directors. Retrieved May 16, 2007, from the Miami University, Faculty Learning Communities web site: www.units.muohio.edu/flc/participating.shtml
  • Miller, E. (1995). Rewarding faculty for teaching excellence/effectiveness: A survey of currently available awards including faculty comments and desires in regard to the whole process of rewards. Dissertation Abstracts International, 56 (6), 2133. (UMI No. 9534400)
  • Mitchell, J., & Marland, P. (1989). Research on teacher thinking: The next phase. Teaching and Teacher Education, 5(2), 115–128.
  • Mooney, K. M., Fordham, T., & Lehr, V. D. (2005). A faculty development program to promote engaged classroom dialogue: The Oral Communication Institute. In S. Chadwick-Blossey & D. R. Robertson (Eds.), To improve the academy: Vol. 23. Resources for faculty, instructional, and organizational development (pp. 220–235). Bolton, MA: Anker.
  • Mooney, K., Reder, M., & Holmgren, R. (2005, January). Transforming teaching cultures: The need for teaching and learning programs at liberal arts colleges. Paper presented at the annual meeting of the Association of American Colleges and Universities, San Francisco, CA.
  • Moore, J. L., III, Madison-Colmore, O., & Smith, D. M. (2003, Fall). The prove-them-wrong syndrome: Voices from unheard African-American males in engineering disciplines. Journal of Men’s Studies, 12(1), 61–73.
  • Montell, G. (2003, March 27). What’s your philosophy on teaching, and does it matter? The Chronicle of Higher Education. Retrieved May 21, 2007, from http://chronicle.com/ jobs/2003/03/200303270lc.htm
  • Morgan, G. (2003). Key findings: Faculty use of course management systems. Retrieved May 21, 2007, from www.educause.edu/ir/library/pdf/ERS0302/ekf0302.pdf
  • Morgan, L. I., & Daniel, R. S. (1983). Annotated bibliography on the teaching of psychology: 1982. Teaching of Psychology, 10(4), 248–253.
  • Mosley, C. E., & Daniel, R. S. (1982). Annotated bibliography on the teaching of psychology: 1981. Teaching of Psychology, 9(4), 250–254.
  • Mullen, C. A., & Forbes, S. A. (2000, April). Untenured faculty: Issues of transition, adjustment and mentorship. Mentoring & Tutoring, 8(1), 31–46.
  • Mullinix, B. B. (2003). A rubric for rubrics. Retrieved May 21, 2007, from the Monmouth University, Faculty Resource Center web site: http://its.monmouth.edu/facultyresource center/Rubrics/A%20Rubric%20for%20Rubrics.htm
  • Mullinix, B. B. (2006, April). Trends across the HE landscape: The faculty status of faculty developers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Mullinix, B. B., & Akatsa-Bukachi, M. (1998). Participatory evaluation: Offering Kenyan women power and voice. In E. T. Jackson & Y. Kassam (Eds.), Knowledge shared: Participatory evaluation in development cooperation (pp. 167–176). West Hartford, CT: Kumarian Press.
  • Mullinix, B. B., & Chism, N. V. N. (2005, October). The faculty status of faculty developers: A collaborative construction and collective explorations. Paper presented at the 30th annual meeting of the Professional and Organizational Development Network in Higher Education, Milwaukee, WI.
  • Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319–341.
  • Munro, T. (2003). A family’s criminal legacy. Legal Studies Forum, 27(1), 403–405.
  • Murphy, P. K., & Alexander, P. A. (2002, Spring). What counts? The predictive powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance. Journal of Experimental Education, 70(3), 197–214. ·
  • Murphy, R. J., Gray, S. A., Straja, S. R., & Bogert, M. C. (2004, August). Student learning preferences and teaching implications. Journal of Dental Education, 68(8), 859–866.
  • National Research Council. (1997). Science teaching reconsidered: A handbook. Washington, DC: National Academy Press.
  • National Research Council. (2003). Improving undergraduate instruction in science, technology, engineering, and mathematics: Report of a workshop. Washington, DC: National Academies Press.
  • National Science Foundation, Division of Science Resources Statistics. (2003). Science and engineering doctorate awards: 2002 (NSF Publication No. 04–303). Arlington, VA: Author.
  • Nauta, M. M., Epperson, D. L., & Kahn, J. H. (1998, October). A multiple-groups analysis of predictors of higher level career aspirations among women in mathematics, science, and engineering majors. Journal of Counseling Psychology, 45(4), 483–496.
  • Niemi, J. A., & Gooler, D. D. (Eds.). (1987). New directions for continuing education: No. 34. Technologies for learning outside the classroom. San Francisco, CA: Jossey-Bass.
  • Nighswander-Rempel, S., & Kondratieva, M. (2005). Resource manual for instructors in mathematics (Vol. 1). Manitoba, Canada: University of Manitoba, University Teaching Services.
  • Nyquist, J. D. (1986). CIDR: A small service firm within a research university. In M. Svinicki, J. Kurfiss, & J. Stone (Eds.), To improve the academy: Vol. 5. Resources for student, faculty, and institutional development (pp. 66–83). Stillwater, OK: New Forums Press.
  • Nyquist, J. D., Manning, L., Wulff, D. H., Austin, A. E., Sprague, J., Fraser, P. K., et al. (1999, May/June). On the road to becoming a professor: The graduate student experience. Change, 31(3), 18–27.
  • Oblinger, D. G., & Oblinger, J. L. (Eds.). (2005). Educating the net generation. Boulder, CO: Educause,
  • O’Connor, T. (2006). Decoding a philosophical argument. Unpublished manuscript, Indiana University, Bloomington.
  • Olsen, D., & Sorcinelli, M. D. (1992). The pretenure years: A longitudinal perspective. In M. D. Sorcinelli & A. E. Austin (Eds.), New directions for teaching and learning: No. 48. Developing new and junior faculty (pp. 15–25). San Francisco, CA: Jossey-Bass.
  • O’Reilley, M. R. (1993). The peaceable classroom. Portsmouth, NH: Boynton/Cook.
  • O’Reilley, M. R. (1998). Radical presence: Teaching as contemplative practice. Portsmouth, NH: Boynton/Cook.
  • Osborne, J. W, (2001, July). Testing stereotype threat: Does anxiety explain race and sex differences in achievement? Contemporary Educational Psychology, 26(3), 291–310.
  • Pace, D., & Middendorf, J. (Eds.). (2004). New directions for teaching and learning: No. 98. Decoding the disciplines: Helping students learn disciplinary ways of thinking. San Francisco, CA: Jossey-Bass.
  • Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
  • Parkes, J., & Harris, M. B. (2002, Spring). The purposes of a syllabus. College Teaching, 50(2), 55–61.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Paulsen, M. B. (1999). How college students learn: Linking traditional educational research and contextual classroom research. Journal of Staff, Program, and Organizational Development, 16(2), 63–71.
  • Paulsen, M. B. (2001). The relation between research and the scholarship of teaching. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 19–29). San Francisco, CA: Jossey-Bass.
  • Perry, R. P., Hladkyj, S., Pekrun, R. H., Clifton, R. A., & Chipperfield, J. G. (2005,August). Perceived academic control and failure in college students: A three-year study of scholastic attainment. Research in Higher Education, 46(5), 535–569.
  • Peters, J. K., & Weisberg, M. (2005). Reflecting on our teaching 2005. Spokane, WA: Institute for Law School Teaching.
  • Piburn, M., & Sawada, D. (2000). Reformed teaching observation protocol (RTOP): Reference manual (Technical Rep. No. IN00–3). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers.
  • Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993, Summer). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199.
  • Popham, W. J. (1997, October). What’s wrong—and what’s right—with rubrics. Educational Leadership, 55(2), 72–75.
  • Popp, H. (1996). Studying and teaching ancient history: An introduction with annotated bibliography. Gymnasium, 103(1), 91–92.
  • Pratt, D. D. (2005, January–February). Personal philosophies of teaching: A false promise? Academe, 91(1), 32–35.
  • Preisman, R. C., Steinberg, M. D., Rummans, T. A., Youngner, S. J., Leeman, C. P., Lederberg, M. S., et al. (1999, October). An annotated bibliography for ethics training in consultation-liaison psychiatry. Psychosomatics, 40(5), 369–179.
  • Professional and Organizational Development Network in Higher Education. (2006). POD institutional membership by Carnegie classification. Internal POD Network Document.
  • Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham, UK: Society for Research into Higher Education & Open University Press.
  • Quinn, D. M., & Spencer, S. J. (2001, Spring). The interference of stereotype threat with women’s generation of mathematical problem-solving strategies. Journal of Social lssues, 57(l), 55–71.
  • Quinn, J. (1994, January). Teaching award recipients’ perceptions of teaching award programs. Paper presented at the second annual American Association for Higher Education Forum on Faculty Roles and Rewards, New Orleans, LA.
  • Ralph, E. G. (1998). Motivating teaching in higher education: A manual for faculty development. Stillwater, OK: New Forums Press.
  • Ramsden, P. (2003). Learning to teach in higher education. New York, NY: RoutledgeFalmer.
  • Random House. (2006). Random House unabridged dictionary. Retrieved May 17, 2007, from http://dictionary.reference.com/browse/task
  • Reder, M., & Gallagher, E. V. (2007). Transforming a teaching culture through peer mentoring: Connecticut College’s Johnson Teaching Seminar for Incoming Faculty. In D. R. Robertson & L. B. Nilson (Eds.), To improve the academy: Vol. 25. Resources for faculty, instructional, and organizational development (pp. 327–344). Bolton, MA: Anker.
  • Reder, M., & Mooney, K. (2004, November). Getting started in small college faculty development. Roundtable at the 29th annual meeting of the Professional and Organizational Development Network in Higher Education, Montreal, Canada.
  • 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 Kingdom and the United States (pp. 117–129). Buckingham, UK: Society for Research into Higher Education & Open University Press.
  • Rice, R. E. (2006, Fall). From Athens and Berlin to LA: Faculty work and the new academy. Liberal Education, 92(4), 6–13.
  • Rice, R. E. (2007). It all started in the Sixties: Movements for change across the decades—A personal journey. In D. R. Robertson & L. B. Nilson (Eds.), To improve the academy: Vol. 25. Resources for faculty, instructional, and organizational development (pp. 3–17). Bolton, MA: Anker.
  • Rice, R. E., Sorcinelli, M. D., & Austin, A. E. (2000). Heeding new voices: Academic careers for a new generation. Washington, DC: American Association for Higher Education.
  • Richards, L. (1999). Using NVivo in qualitative research. Thousand Oaks, CA: Sage.
  • Richlin, L. (2001). Scholarly teaching and the scholarship of teaching. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 57–68). San Francisco, CA: Jossey-Bass.
  • Richlin, L., & Essington, A. (2004). Overview of faculty learning communities. In M. D. Cox & L. Richlin (Eds.), New directions for teaching and learning: No. 97. Building faculty learning communities (pp. 25–39). San Francisco, CA: Jossey-Bass.
  • Riley, D. (2003). Employing liberative pedagogies in engineering education. Journal of Women and Minorities in Science and Engineering, 9(2), 137–158.
  • Roberts, R., Sweet, M., Walker, J., Walls, S., Kucsera, J., Shaw, S., et al. (2006, October). Teacher mistakes: A window into teacher self-efficacy. Paper presented at the annual meeting of the American Psychological Association, New Orleans, LA.
  • Ross, B. (2001). Towards a framework for problem-based curricula. In D. Boud & G. Feletti (Eds.), The challenge of problem-based learning (2nd ed., pp. 28–35). London, UK: Kogan Page.
  • Rosser, S. V. (1993). Female friendly science: Including women in curricular content and pedagogy in science. Journal of General Education, 42(3), 191–220.
  • Roth, W.-M., Masciotra, D., & Boyd, N. (1999, October). Becoming-in-the-classroom: A case study of teacher development through coteaching. Teaching and Teacher Education, 15(7), 771–784.
  • Roth, W.-M., & Tobin, K. G. (2002). At the elbow of another: Learning to teach by coteaching. New York, NY: Peter Lang.
  • Rubin, B., & Krishnan, S. (2004.) Decoding applied data in professional schools. In D. Pace & J. Middendorf (Eds.), New directions for teaching and learning: No. 98. Decoding the disciplines: Helping students learn disciplinary ways of thinking (pp. 67–73). San Francisco, CA: Jossey-Bass.
  • Russell, T. (2001). The “no significant difference phenomenon” (5th ed.). Montgomery, AL: International Distance Education Certification Center.
  • Saakvitne, K. W., & Pearlman, L. A. (1996). Transforming the pain: A workbook on vicarious traumatization. New York, NY: W.W. Norton.
  • Saks, A. L., & Larson, R. L. (1994, December). Annotated bibliography of research in the teaching of English. Research in the Teaching of English, 28(4), 418–436.
  • Sandler, B. R. (1993, March 10). Women as mentors: Myths and commandments. The Chronicle of Higher Education, p. B3.
  • Saroyan, A., & Amundsen, C. (Eds.). (2004). Rethinking teaching in higher education: From a course design workshop to a faculty development framework. Sterling, VA: Stylus.
  • Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning. New York, NY: Open University Press.
  • Schӧn, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Schӧnwetter, D. J. (1993). Attributes of effective lecturing in the college classroom. Canadian Journal of Higher Education, 23(2), 1–18.
  • Schӧnwetter, D. J., Clifton, R. A., & Perry, R. P. (2002, December). Content familiarity: Differential impact of effective teaching on student achievement outcomes. Research in Higher Education, 43(6), 625–655.
  • Schӧnwetter, D. J., Ellis, D., Taylor, K. L., & Koop, V. (in press). A review of graduate courses on college/university teaching in Canada and the USA. Journal of Graduate Teaching Assistant Development.
  • Schӧnwetter, D. J., Lavigne, S., Mazurat, R., & Nazarko, O. (2006). Students’ perceptions of effective classroom and clinical teaching in dental and dental hygiene education. Journal of Dental Education, 70(6), 624–635.
  • Schӧnwetter, D. J., MacDonald, L., Mazurat, R., & Thorton-Trump, A. (2006). Resources for teaching: Resource manual for faculty of dentistry and school of dental hygiene. Manitoba, Canada: University of Manitoba, Faculty of Dentistry.
  • Schӧnwetter, D. J., Sokal, L., Friesen, M., & Taylor, K. L. (2002, May). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83–97.
  • Schӧinwetter, D. J., & Taylor, K. L. (2003, October). Bright ideas presentation: Transforming teaching through teaching resource portfolios. Paper presented at the 28th annual meeting of the Professional and Organizational Development Network in Higher Education, Denver, CO.
  • Schӧnwetter, D. J., Taylor, K. L., & Duff, E. (2003, October). Transforming teaching through teaching resource portfolios: Success stories from faculty and graduate students. Paper presented at the annual meeting of the Society for Teaching and Learning in Higher Education, British Columbia, Canada.
  • Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261–275). Mahwah, NJ: Lawrence Erlbaum.
  • Schroeder, C. M. (2005). Evidence of the transformational dimensions of the scholarship of teaching and learning: Faculty development through the eyes of the SoTL scholars. In S. Chadwick-Blossey & D. R. Robertson (Eds.), To improve the academy: Vol. 23. Resources for faculty, instructional, and organizational development (pp. 47–71). Bolton, MA: Anker.
  • Schwartz, P., Mennin, S., & Webb, G. (Eds.). (2001). Problem-based learning: Case studies, experience and practice. London, UK: Kogan Page.
  • Sekerka, L. E., & Chao, J. (2003, Winter). Peer coaching as a technique to foster professional development in clinical ambulatory settings. Journal of Continuing Education in the Health Professions, 23(1), 30–37.
  • Seldin, P. (1984). Changing practices in faculty evaluation. San Francisco, CA: Jossey-Bass.
  • Seldin, P., & Associates. (1999). Changing practices in evaluating teaching: A practical guide to improved faculty performance and promotion/tenure decisions. Bolton, MA: Anker.
  • Sellers, S. L., & Friedrich, K. A. (2006). Unmasking inequality: A self-guided workshop on educational success. Retrieved May 17, 2007, from the University of Wisconsin–Madison, Center for the Integration of Research, Teaching and Learning web site: http://cirtl.wceruw.org/DiversityInstitute/resources/workshops/
  • Sellers, S. L., Friedrich, K., Gunasekera, N., Saleem, T., & Burstyn, J. (2006). Case studies in inclusive teaching in science, technology, engineering, and mathematics. Madison, WI: University of Wisconsin–Madison, Center for the Integration of Research, Teaching, and Learning.
  • Sellers, S. L., Roberts, J., Giovanetto, L., & Friedrich, K. (2005). Reaching all students: A resource for teaching in science, technology, engineering, and mathematics. Madison, WI: University of Wisconsin–Madison, Center for the Integration of Research, Teaching, and Learning.
  • Seymour, E. (2001). Tracking the processes of change in U.S. undergraduate education in science, mathematics, engineering, and technology. Science Education, 86, 79–105.
  • Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
  • Shen, Z. (2004). Cultural competence models in nursing: A selected annotated bibliography. Journal of Transcultural Nursing, 15(4), 317–322.
  • Shenk, G. (2001). California history and political action. Retrieved May 14, 2007, from www.carnegiefoundation.org/programs/project_summary.asp?scholar=114
  • Shih, M., Pittinsky, T., & Ambady, N. (1999, January). Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science, 10(l), 80–83.
  • Shulman, L. S. (1987, February). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Shulman, L. S. (1993, November/December). Teaching as community property: Putting an end to pedagogical solitude. Change, 25(6), 6–7.
  • Shulman, L. S. (2002). Foreword. In M. T. Huber & S. P. Morreale (Eds.), Disciplinary styles in the scholarship of teaching and learning: Exploring common ground (pp. v–ix). Sterling, VA: Stylus.
  • Shulman, L. S. (2004). Visions of educational leadership: Sustaining the legacy of Seymour Fox. In M. Nisan & O. Schremer (Eds.), Educational deliberations: Festschrift in honor of Seymour M. Fox (pp. 451–472). Jerusalem: Keter Publishers.
  • Sileikyte, R., Schӧnwetter, D. J., Mazurat, R., & Nazarko, O. (2007, March). Competency at graduation: Assessment of graduating dental students’ undergraduate educational experiences. Paper presented at the annual meeting of the American Dental Education Association, New Orleans, LA.
  • Skinner, M. E., & Welch, F. C. (1996, Fall). Peer coaching for better teaching. College Teaching, 44(4), 153–156.
  • Slater, T. F. (2003, October). When is a good day teaching a bad thing? The Physics Teacher, 41(7), 437–438.
  • Smallen, D., & Leach, K. (2004). Information technology benchmarks: A practical guide for college and university presidents. Washington, DC: Council of Independent Colleges.
  • Smith, C. E., & Hopkins, R. (2004, March). Mitigating the impact of stereotypes on academic performance: The effects of cultural identity and attributions for success among African American college students. Western Journal of Black Studies, 28(l), 312–321.
  • Smith, K. S. (2001, Fall). Pivotal events in graduate teacher preparation for a faculty career. Journal of Graduate Teaching Assistant Development, 8(3), 97–105.
  • Smith, R. (2001). Expertise and the scholarship of teaching. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 69–78). San Francisco, CA: Jossey-Bass.
  • Sorcinelli, M. D., Austin, A. E., Eddy, P. L., & Beach, A. L. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker.
  • South, S. J. (1989, October). Teaching sociology: An annotated bibliography. Teaching Sociology, 17(4), 515–516.
  • Speck, B. W., Hinnen, D. A., & Hinnen, K. (2003). Teaching revising and editing: An annotated bibliography. Westport, CT: Praeger.
  • Spencer, D., & Hebden, R. E. (1982). Teaching and learning geography in higher education: An annotated bibliography. Norwich, UK: Geo Books.
  • Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Under suspicion of inability: Stereotype vulnerability and women’s math performance. Journal of Experimental Social Psychology, 35, 4–28.
  • Spielberg, S. (Director, Producer). (2001). AI [Motion picture]. United States: Warner Bros.
  • Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
  • Stahl, J. M. (2005, January). Research is for everyone: Perspectives from teaching at historically black colleges and universities. Journal of Social and Clinical Psychology, 24(l), 85–96.
  • Stake, R. E. (1998). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 86–109). Thousand Oaks, CA: Sage.
  • Steel, J., & Hudson, A. (200l, May). Educational technology in learning and teaching: The perceptions and experiences of teaching staff. Innovations in Education and Teaching International, 38(2), 103–111.
  • Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629.
  • Steele, C. M. (1999, August). Thin ice: Stereotype threat and black college students. The Atlantic Monthly, 284(2), 44–54.
  • Steele, C. M. (2004). Kenneth Clark’s context and mine: Toward a context-based theory of social identity threat. In G. Philogéne (Ed.), Racial identity in context: The legacy of Kenneth B. Clark. Washington, DC: American Psychological Association.
  • Steele, C. M., & Aronson, J. (1995, November). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–81l.
  • Steeples, C., & Jones, C. (Eds.). (2001). Networked learning: Perspectives and issues. New York, NY: Springer.
  • Stein, R. B., & Short, P. M. (2001, Summer). Collaboration in delivering higher education programs: Barriers and challenges. Review of Higher Education, 24(4), 417–435.
  • Steinert, Y., Nasmith, L., McLeod, P. J., & Conochie, L. (2003, February). A teaching scholars program to develop leaders in medical education. Academic Medicine, 78(2), 142–149.
  • Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, VA: Stylus.
  • Stevens, M. C. (2004). What makes a faculty learning community effective?Unpublished manuscript.
  • Stewart, J. L. (2006). Integrative learning in the sciences: Decision making at the intersection of science knowledge and student beliefs and values. Retrieved May 14, 2007, from www.cfkeep.org/html/snapshot.php?id=70824690508493
  • Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: The Free Press.
  • Stimpert, J. L. (2004, July/August). Turbulent times: Four issues facing liberal arts colleges. Change, 36(4), 42–49.
  • St. Olaf College, Office of Academic Research and Planning. (2005). Faculty development survey results: Quantitative and qualitative results. Northfield, MN: Author.
  • Stone, J., Lynch, C. I., Sjomeling, M., & Darley, J. M. (1999). Stereotype threat effects on Black and White athletic performance. Journal of Personality and Social Psychology, 77(6), 1213–1227.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
  • Svinicki, M. D., & Menges, R. J. (1996). Consistency within diversity: Guidelines for programs to honor exemplary teaching. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 109–113). San Francisco, CA: Jossey-Bass.
  • Takacs, D. (2001). Teaching to inspire political participation in communities. Retrieved May 14, 2007, from www.carnegiefoundation.org/programs/project_summary.asp?scholar=115
  • Taylor, E., & Antony, J. S. (2000, Summer). Stereotype threat reduction and wise schooling: Towards the successful socialization of African American doctoral students in education. Journal of Negro Education, 69(3), 184–198.
  • Theall, M., & Centra, J. A. (2001). Assessing the scholarship of teaching: Valid decisions from valid evidence. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 31–43). San Francisco, CA: Jossey-Bass.
  • Thornton, S. (2006, March–April). The devaluing of higher education: The annual report on the economic status of the profession 2005–06. Academe, 92(2), 24–35.
  • Tobias, S. (1990, July/August). They’re not dumb. They’re different. A new “tier of talent” for science. Change, 22(4), 10–30.
  • Tompkins, J. (1996). A life in school: What the teacher learned. New York, NY: Perseus.
  • Treisman, U. (1992, November). Studying students studying calculus: A look at the lives of minority mathematics students in college. College Mathematics Journal, 23(5), 362–372.
  • Tschannen-Moran, M., & Hoy, A. W. (2001, October). Teacher efficacy:·Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
  • Tuitt, F. (2003). Black souls in an ivory tower: Understanding what it means to teach in a manner that respects and cares for the souls of African American graduate students. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
  • U.S. Department of Education. (2006). A test of leadership: Charting the future of U.S. higher education. Washington, DC: Author.
  • Van Driel, J. H., Verloop, N., Van Werven, H. I., & Dekkers, H. (1997, July). Teachers’ craft knowledge and curriculum innovation in higher engineering education. Higher Education, 34(1), 105–122.
  • Walker, G. J., & Walker, B. (1928). Annotated bibliography on guidance through teaching how to study. Vocational Guidance Magazine, 7, 82–84.
  • Ward, K., & Wolf-Wendel, L. (2004, Winter). Academic motherhood: Managing complex roles in research universities. Review of Higher Education, 27(2), 233–257.
  • Warren, T. (2005). Teaching revising and editing: An annotated bibliography. Technical Communication, 52(2), 225–226.
  • Weimer, M. (1995). Why scholarship is the bedrock of good teaching. In R. J. Menges, M. Weimer, & Associates, Teaching on solid ground: Using scholarship to improve practice. San Francisco, CA: Jossey-Bass.
  • Weimer, M. (2001). Learning more from the wisdom of practice. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 45–56). San Francisco, CA: Jossey-Bass.
  • Weimer, M. (2006). Enhancing scholarly work on teaching and learning: Professional literature that makes a difference. San Francisco, CA: Jossey-Bass.
  • Weisberg, M. (2003). Epilogue: When (law) students write. Legal Studies Forum, 27(1), 421–435.
  • Weisberg, M., & Peters, J. K. (in press). Experiments in listening. Journal of Legal Education.
  • Wergin, J. (1993, July/August). Departmental awards. Change, 25(4), 24.
  • Weston, C. B., & McAlpine, L. (2001). Making explicit the development toward the scholarship of teaching. In C. Kreber (Ed.), New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching (pp. 89–97). San Francisco, CA: Jossey-Bass.
  • Whitt, E. J. (1991, Winter). “Hit the ground running”: Experiences of new faculty in a school of education. Review of Higher Education, 14(2), 177–197.
  • Wiener, H. S., & Sheckels, T. F. (1981). The writing room: A resource book for teachers of English. New York, NY: Oxford University Press.
  • Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104–124). London, UK: Cassell Educational Limited.
  • Wineburg, S. (2003, April 11). Teaching the mind good habits. The Chronicle of Higher Education, p. B20.
  • Wise, P. S., & Fulkerson, F. E. (1996). Annotated bibliography on the teaching of psychology: 1995. Teaching of Psychology, 23(4), 257–264.
  • Wolverton, M. (1998, Fall). Treading the tenure-track tightrope: Finding balance between research excellence and quality teaching. Innovative Higher Education, 23(1), 61–79.
  • Wright, C. J., & Katcher, M. L. (2004, June). Pediatricians advocating for children: An annotated bibliography. Current Opinion Pediatrics, 16(3), 281–285.
  • Wylie, N. A. (Ed.). (1988). The role of the nurse in clinical medical education. Springfield, IL: Southern Illinois University, School of Medicine.
  • Yanowitz, K. L. (2004). Do scientists help people? Beliefs about scientists and the influence of prosocial context on girls’ attitudes towards physics. Journal of Women and Minorities in Science and Engineering, 10(4), 393–399.
  • Yerrick, R., Parke, H., & Nugent, J. (1997, April). Struggling to promote deeply rooted change: The “filtering effect” of teachers’ beliefs on understanding transformational views of teaching science. International Journal of Science Education, 81(2), 137–159.
  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Zaborski, K. J. (1996). Honoring exemplary teaching in the liberal arts institution. In M. D. Svinicki & R. J. Menges (Eds.), New directions for teaching and learning: No. 65. Honoring exemplary teaching (pp. 85–92). San Francisco, CA: Jossey-Bass.