Appendix 2: List of References

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Bosworth, K. & Hamilton, S. J. (Eds.). (1994). Collaborative learning: Underlying processes and effective techniques. New Directions for Teaching and Learning 59. San Francisco: Jossey-Bass.

Boyer Commission (1998). Reinventing undergraduate education:
A blueprint for America’s research universities.
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Brookfield, S. D. (1995). Becoming a critically reflective teacher.
San Francisco: Jossey-Bass.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999).
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Clancy, M., Titterton, N., Ryan, C., Slotta, J., Linn, M. (2003).
New roles for students, instructors, and computers in a lab-based introductory programming course. Paper presented at SIGCSE, February 2003, Reno, NV. http://education.berkeley.edu/accreditation/pdf/Clancy_et_al_2003.pdf

Conrad, C. F. & Wilson, R. F. (2000). Academic program reviews:
Institutional approaches, expectations, and controversies. San Francisco: Jossey-Bass.

Cross, K. P. (1990). Teachers as scholars. AAHE Bulletin 43(4): 3-5.

Cross, K. P. & Steadman, M. H. (1996). Classroom research:
Implementing the scholarship of teaching. San Francisco: Jossey-Bass.

Davis, Barbara Gross (1993). Tools for Teaching. San Francisco: Jossey-Bass.

Fox, M. A. & Hackerman, N. (Eds.) (2003). Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics. National Research Council. Washington, D.C.:
National Academies Press.

Gibbs, G. (1982). Twenty terrible reasons for lecturing. SCEDSIP
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Gibbs, G. & Jenkins, A. (Eds.) (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. Herndon, VA: Stylus Publishing.

Goodsell, A., Mather, M., & Tinto, V. (1992). Collaborative learning: A sourcebook for higher education. University Park, PA: Pennsylvania State University.

Hutchings, P. & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change 31(5): 10-15.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report 4. Washington, D.C..

Kuh, G. D. (1999). How are we doing? Tracking the quality of the
undergraduate experience, 1960s to the present. Review of
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MacGregor, J., Cooper, J. L., Smith, K. A., & Robinson, P. (Eds.). (2000). Strategies for energizing large classes: From small groups to learning communities. New Directions for Teaching and Learning 81. San Francisco: Jossey-Bass.

Millis, B. J. & Cottell, P. G. (1998). Cooperative learning for
higher education faculty. Phoenix, AZ: Oryx Press.

Pascarella, E. T. & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco:
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Ramsden, P. (1992). Learning to teach in higher education. London:
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Schoen, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Van Deusen-Scholl, N., von Hoene, L., & Moeller-Irving, K. (1999). The professionalization of language teachers: A case study of the professional development needs of lecturers at the University of California, Berkeley.
In L. K. Heilenman (Ed.), Research issues and language program
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http://education.berkeley.edu/accreditation/pdf/Van_Deusen_et_al_1999.pdf

von Hoene, L. & Mintz, J. (2000). Research on faculty as teaching mentors: Lessons learned from a study of participants in UC Berkeley’s seminar
for faculty who teach with Graduate Student Instructors. From
To Improve the Academy 20: 77-93.
http://education.berkeley.edu/accreditation/pdf/von_Hoene_Mintz_2000.pdf

von Hoene, L. & Van Deusen-Scholl, N. (2001). Creating a framework for
the professional development of lecturers: The Berkeley model. In B. Johnston and S. Irujo (Eds.), Research and practice in language teacher education:
Voices from the field. Selected papers from the First International Conference on Language Teacher Education (pp. 251-265). CARLA Working Paper Series 19. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
http://education.berkeley.edu/accreditation/pdf/von_Hoene_Van_Deusen_2001.pdf

Weimer, M. (Ed.) (1987). Teaching large classes well. New Directions for Teaching and Learning 32. San Francisco: Jossey-Bass.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice.
San Francisco: Jossey-Bass.

Weinstein, R. S. (2002). Achievement cultures for university faculty. In R. S. Weinstein (Ed.), Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.

Wergin, J. F. & Swingen, J. N. (2000). Departmental assessment: How some campuses are effectively evaluating the collective work of faculty.
Washington, D.C.: American Association of Higher Education.

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