Reference List


FACULTY & PEDAGOGY

Chism, N.V.N. (2006).  Teaching awards: What do they award?  Journal of Higher Education, 77(4), 589-617.

Frost, S.H., & Teodorescu, D. (2001).  Teaching excellence: How faculty guided change at a research university.  Review of Higher Education, 24(4), 397-415.

Huber, M.T. (2008).  The Promise of Faculty Inquiry for Teaching and  Learning Basic Skills. Strengthening Pre-collegiate Education in Community Colleges (SPECC). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.

Lindholm, J.A., & Astin, H.S. (2008).  Spirituality and pedagogy: Faculty’s spirituality and use of student-centered approaches to undergraduate teaching.  Review of Higher Education, 31(2), 185-207.

Marsh, H.W., & Hattie, J. (2002).  The relation between research productivity and teaching effectiveness: Complimentary, antagonistic, or independent constructs?  Journal of Higher Education, 73(5), 603-641.

Umbach, P.D. & Wawrzynski, M.R. (2005) Faculty do matter: The role of college faculty in student learning and engagement.  Research in Higher Education, 46(2), 153-184.

Welsh, J.F., & Metcalf, J. (2003).  Faculty and administrative support for institutional effectiveness activities: A bridge across the chasm?  Journal of Higher Education, 74(4), 445-468.

Wright, M. (2005).  Always at odds?: Congruence in faculty beliefs about teaching at a research university.  Journal of Higher Education, 76(3), 331-353.

Kim, Y.K & Sax, L.J (2009).  Student–faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status.  Research in Higher Education, 50(5), 437-459.

 

 

SCHOLARSHIP OF TEACHING & LEARNING

Bass, R. (1999). The scholarship of teaching: What’s the problem?  Inventio: Creative Thinking about Learning and Teaching (February).

Halpern, D., & Hakel, M. (2003). Applying the science of learning to the university and beyond.  Change (July/August), 36-41.

Henderson, B.B., & Buchanan, H.E. (2007).  The scholarship of teaching and learning: A Special niche for faculty at comprehensive universities?  Research in Higher Education, 48(5), 523-543.

Huber, M.T (2001). Balancing acts: Designing careers around the scholarship of teaching. Change (July/August), 21-29.

Hutchings, P., & Shulman, L. (1999). The scholarship of teaching: New elaborations, new developments.  Change (September/October), 10-15.

Louie, B.Y., Drevdahl, D.J., Purdy, J.M., & Stackman, R.W. (2003).  Advancing the scholarship of teaching through collaborative self-study.  Journal of Higher Education, 74(2), 150-171.

Miller, R. L. (2008).  Reflections on the scholarship of teaching and learning. InSight: A Journal of Scholarly Teaching, 3, 7-9.

 

 

DIVERSITY

Bowman, N.A. (2010). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research, 80(1), 4-33.

Kuh, G., & Umbach, P. (2006). Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness. Journal of Higher Education, 77(1), 169-192.

Mayhew, M.J., Grunwald, H.E., & Dey, E.L (2005).  Curriculum matters: Creating a positive climate for diversity from the student perspective.  Research in Higher Education, 46(6), 389-412.

Meeuwisse, M., Severiens, S.E., & Born, M.P (2010).  Learning environment, interaction, sense of belonging and study success in ethnically diverse student groups.  Research in Higher Education, 51(6), 528-545.

 

 

LEARNING THEORY & APPROACHES

Asera, R. & Fong, C.J. (2010).  Psychosocial theories to inform a new generation of student support structures for learning mathematics.  Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.

Breen, R., & Lindsay, R (2002).  “Different disciplines require different motivations for student success.”  Research in Higher Education, 43(6), 693-725.

Feldman, K.A., Smart, J.C., & Ethington, C.A. (2004).  What do college students have to lose? Exploring the outcomes of differences in person-environment fits.  Journal of Higher Education, 75(5), 528-555.

Hativa, N., & Birenbaum, M. (2000).  Who prefers what? Disciplinary differences in students' preferred approaches to teaching and learning styles.  Research in Higher Education, 41(2), 209-236.

King, P.M. (2009).  Principles of development and developmental change underlying theories of cognitive and moral development.  Journal of College Student Development, 50(6), 597-620.

Lattuca, L.R., Voigt, L.J., & Fath, K.Q. (2004).  Does interdisciplinarity promote learning? Theoretical support and researchable questions.  Review of Higher Education, 28(1), 23-48.

Lattuca, L.R. (2002).  Learning interdisciplinarity: Sociocultural perspectives on academic work.  Journal of Higher Education, 73(6), 711-739.

Lietz, P., & Matthews, B. (2010).  The effects of college students’ personal values on changes in learning approaches.  Research in Higher Education, 51(1), 65-87.

Lyke, J.A., & Young, A.J.K. (2006).  Cognition in context: Students’ perceptions of classroom goal structures and reported cognitive strategy use in the college classroom.  Research in Higher Education, 47(4 ), 477-490.

Paulsen, M.B., & Feldman, K.A (2007).  The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Cognitive and behavioral strategies.  Research in Higher Education, 48(3), 353-401.

Paulsen, M.B., & Feldman, K.A (2005).  The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies.  Research in Higher Education, 46(7), 731-768.

Perry, R.P., Hladkyj, S., Pekrun, R.H., Clifton, R.A., & Chipperfield, J.G. (2005).  Perceived academic control and failure in college students: A three-year study of scholastic attainment.  Research in Higher Education, 46(5), 535-569.

Pierson, C.T., Wolniak, G.C., & Flowers, L.A. (2003).  Impacts of two-year and four-year college attendance on learning orientations.  Review of Higher Education, 26(3), 299-321.

Pizzolato, J.E., Hicklen, S.T., Brown, E.L., Chaudhari, P. (2009).  Student development, student learning: Examining the relation between epistemologic development and learning.  Journal of College Student Development, 50(5), 475-490.

Salter, D.W., Evans, N.J., Forney, D.S. (2006).  A longitudinal study of learning style preferences on the Myers-Briggs Type Indicator and Learning Style Inventory.  Journal of College Student Development, 47(2), 173-184.

Shivpuri, S., Schmitt, N., Oswald, F.L., & Kim, B.H. (2006).  Individual differences in academic growth: Do they exist, and can we predict them?  Journal of College Student Development, 47(1), 69-86.

Valle, A., Cabanach, R.G., Núñez, J.C., González-Pienda, J., Rodríguez, S., & Pineiro, I. (2003).  Cognitive, motivational, and volitional dimensions of learning: An empirical test of a hypothetical model.  Research in Higher Education, 44(5), 557-580.

Whitt, E.J., Pascarella, E.T., Nesheim, B.E., & Marth, B.P.  (2003). Differences between women and men in objectively measured outcomes, and the factors that influence those outcomes, in the first three years of college.  Journal of College Student Development, 44(5), 587-610.

 

 

ACCREDITATION/QUALITY ASSURANCE

Banta, T. W., Lund, J. P., and Oblander, F. W. (eds.) (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.

Benjamin, R., and Hersh, R. H. (2002). Measuring the difference college makes: The RAND/CAE value added assessment initiative. Peer Review (Winter/Spring), 7–10.

Callan, P. M., and Finney, J. E. (2002, July/August). Assessing educational capital: an imperative for policy. Change, 25–31.

Colbeck, C., Caffrey, H. S., Heller, D. E., Lattuca, L. R., Reason, R., Strauss, L. C., Terenzini, P. T., Volkwein, J. F., & Reindl, T. (2003) What works: Policy seminar on student success, accreditation and quality assurance. Pennsylvania State University Center for the Study of Higher Education.

Erwin, T. D., and Schrell, K. W. (2003). Assessment of critical thinking: New Jersey’s tasks in critical thinking. The Journal of General Education 52(1), 50–70.

Ewell, P. T. (1987). Establishing a campus-based assessment program. In Halpern, D. F. (ed.), Student outcomes assessment: what institutions stand to gain. New Directions for Higher Education, vol. 59 (Autumn), 9–24.

Ewell, P. T. (1988). Outcomes, assessment, and academic improvement: In search of usable knowledge. In Smart, J. C. (ed.), Higher Education: Handbook of Theory and Research, Vol. IV, pp. 53–108. New York: Agathon Press.

Ewell, P. T. (1994). A Policy Guide for Assessment: Making Good Use of the Tasks in Critical Thinking. Princeton, NJ: Educational Testing Service.

Klein, S. (2002). Direct assessment of cumulative student learning. Peer Review (Winter/Spring), 26–28.

Klein, S. (2001). Rationale and plan for assessing higher education outcomes with direct constructed response measures of student skills. New York, NY: Council for Aid to Education, Higher Education Policy Series, Number 3.

Shavelson, R.J., and Huang, L. (2003). Responding responsibly to the frenzy to assess learning in higher education. Change  35(1), 10–19.

Volkwein, J.F., Lattuca, L.R., Harper, B.J., & Domingo, R.J. (2007).  Measuring the impact of professional accreditation on student experiences and learning outcomes.  Research in Higher Education, 48(2), 251-282.

 

 

TEACHING METHODS

Collins, J., & Pascarella, E.T. (2003).  Learning on campus and learning at a distance: A randomized instructional experiment.  Research in Higher Education, 44(3), 315-326.

Hampton, S.E.,  and Reiser, R.A. (2004).  Effects of a theory-based feedback and consultation process on instruction and learning in college classrooms.  Research in Higher Education, 45(5), 497-527.

Howard, J.R. (2002).  Do college students participate more in discussion in traditional delivery courses or in interactive telecourses? A preliminary comparison.  Journal of Higher Education, 73(6), 764-780.

Huber, M.T., Hutchings, P., Gale, R., Miller, R., & Breen, M. (2007).  Leading initiatives for integrative learning.  Liberal Education, 92(2), 57-60.

Pascarella, E.T., Cruce, T.M, Wolniak, G.C., & Blaich, C.F. (2004).  Do liberal arts colleges really foster good practices in undergraduate education?  Journal of College Student Development, 45(1), 57-74.

Seifert, T.A., Drummond, J., & Pascarella, E.T. (2006).  African-American students’ experiences of good practices: A comparison of institutional type.  Journal of College Student Development, 47(2), 185-205.

Seifert, T.A., Pascarella, E.T., Goodman, K.M., Salisbury, M.H., & Blaich, C.F. (2010).  Liberal arts colleges and good practices in undergraduate education: Additional evidence.  Journal of College Student Development, 51(1), 1-22.

Zhao, C.M., & Kuh, G.D. (2004).  Adding value: Learning communities and student engagement.  Research in Higher Education, 45(2), 115-138.

 

 

LEARNING OUTCOMES

Barefoot, B., Warnock, C., Dickinson, M., Richardson, S., & Roberts, M. (Eds.). (1998). Exploring the evidence: Reporting outcomes of first-year seminars vol. 2 (Monograph No. 25). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Bowman, N. (2010).  Can first-year college students accurately report their learning and development?  American Educational Research Journal, 47, pp. 466-496.

Carini, R.M., Kuh, G.D., & Klein, S.P. (2006).  Student engagement and student learning: Testing the linkages.  Research in Higher Education, 47(1), 1-32.

Colbeck, C.L., Campbell, S.E., & Bjorklund, S.A. (2000).  Grouping in the dark: What college students learn from group projects. Journal of Higher Education, 71(1), 60-83.

Cruce, T.M., Wolniak, G.C., Seifert, T.A., Pascarella, E.T. (2006).  Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college. Journal of College Student Development, 47(4), 365-383.

Inkelas, K.K., Soldner, M.M, Longerbeam, S.D., & Leonard, J.B. (2008).  Differences in student outcomes by types of living–learning programs: The development of an empirical typology.  Research in Higher Education, 49(6), 495-512.

Kember, D., Leung, D.Y.P., & Ma, R.S.F. (2007).  Characterizing learning environments capable of nurturing generic capabilities in higher education.  Research in Higher Education, 48(5), 609-632.

Klein, S.P., Kuh, G.D., Chun, M., Hamilton, L., Shavelson, R.  (2005).  An approach to measuring cognitive outcomes across higher-education institutions.  Research in Higher Education. 46(3), 251-276.

Lundberg, C.A., & Schreiner, L.A. (2004).  Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity.  Journal of College Student Development, 45(5), 549-565.

Mayhew, M.J., Vanderlinden, K,  & Kim, E.K. (2010).  A multi-level assessment of the impact of orientation programs on student learning.  Research in Higher Education, 51(4), 320-345.

Pascarella, E.T., Seifert, T.A., & Blaich, C. (2010). How effective are the NSSE benchmarks in predicting important educational outcomes? Change, 42(1), 16-22.

Pike, G.R., & Killian, T.S. (2001).  Reported gains in student learning: Do academic disciplines make a difference?  Research in Higher Education, 42(4), 429-454.

Schönwetter, D.J., Clifton, R.A., & Perry, R.P. (2002).  Content familiarity: Differential impact of effective teaching on student achievement outcomes.  Research in Higher Education, 43(6), 625-655.

Seifert, T.A., Pascarella, E.T., Colangelo, N., Assouline, S.G. (2007).  The effects of honors program participation on experiences of good practices and learning outcomes.  Journal of College Student Development, 48(1), 57-74.

Toutkoushian, R., &  Smart, J. (2001). Do institutional characteristics affect student gains from college? Review of Higher Education, 25(1), 39-61.

Tsui, L. (2002).  Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies.  Journal of Higher Education, 73(6), 740-763.

Wolf-Wendel, L., Ward, K., Kinzie, J. (2009).  A tangled web of terms: The overlap and unique contribution of involvement, entanglement, and integration to understanding college student success.  Journal of College Student Development, 50(4), 407-428.

 

 

CURRICULUM

Arnold, G.B. (2004).  Symbolic politics and institutional boundaries in curriculum reform: The case of national sectarian university.  Journal of Higher Education, 75(5), 572-593.

Bahr, P.R. (2008).  Does mathematics remediation work?: A comparative analysis of academic attainment among community college students.  Research in Higher Education, 49(5), 420-450.

Colbeck, C.L. (2002).  Assessing institutionalization of curricular and pedagogical reforms. Research in Higher Education, 43(4), 397-421.

Lambert, A.D., Terenzini, P.T., & Lattuca, L.R. (2007).  More than meets the eye: Curricular and programmatic effects on student learning.  Research in Higher Education, 48(2), 141-168.

Harper, B.J., & Lattuca, L.R. (2010).  Tightening curricular connections: CQI and effective curriculum planning.  Research in Higher Education, 51(6), 505-527.

Nelson Laird, T.F., & Garver, A.K. (2010).  The effect of teaching general education courses on deep approaches to learning: How disciplinary context matters.  Research in Higher Education, 51(3), 248-265.

Nelson Laird, T. F., Niskode´-Dossett, A. S., & Kuh, G. D. (2009). What general education courses contribute to essential learning outcomes. Journal of General Education, 58(2), 65–84.

Nelson Laird, T.F., Shoup, R., Kuh, G.D., & Schwarz, M.J. (2008).  The effects of discipline on deep approaches to student learning and college outcomes.  Research in Higher Education, 49(6), 469-494.

 

 

TEACHING/COURSE EVALUATIONS

Eiszler, C.F. (2002).  College students' evaluations of teaching and grade inflation.  Research in Higher Education, 43(4), 483-501.

Harrison, P.D., Douglas, D.K., & Burdsal, C.A. (2004).  The relative merits of different types of overall evaluations of teaching effectiveness.  Research in Higher Education, 45(3), 311-323.

Nasser, F., & Hagtvet, K.A. (2006).  Multilevel analysis of the effects of student and instructor/course characteristics on student ratings.  Research in Higher Education, 47(5), 559-590.

Pan, D., Tan, G.S.H., Ragupathi, K., Booluck, K., Roop, R., & Ip, Y.K. (2009).  Profiling teacher/teaching using descriptors derived from qualitative feedback: Formative and summative applications.  Research in Higher Education, 50(1), 73-100.

Renaud, R.D., & Murray, H.G. (2005).  Factorial validity of student ratings of instruction.  Research in Higher Education, 46(8), 929-953.

 

 

CLASSROOM ASSESSMENT

Boix Mansilla, V., Duraisingh, E.D., Wolfe, C.R., & Haynes, C. (2009).  Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing.  Journal of Higher Education, 80(3) 334-353.

Boix Mansilla, V., & Duraisingh, E.D. (2007).  Targeted assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The  Journal of Higher Education, 78(2), 215-237.

Cabrera, A.F., Colbeck, C.L., & Terenzini, P.T. (2001).  Developing performance indicators for assessing classroom teaching practices and student learning.  Research in Higher Education, 42(3), 327-352.

Weaver, R., & Jiang, Q. (2005).  Classroom organization and participation: College students’ perceptions.  Journal of Higher Education, 76(5), 570-601.