Page 38 - Learning & Teaching Model

Macleans Magazine (2012). How students rate their experiences at 62 Canadian schools: results from the National Survey of Student Engagement. Retrieved October 3, 2012 from http://oncampus.macleans.ca/education/2012/02/08/ how-students-rate-professors-at-62-canadian-schools/.
Meeth, L.R. (1978). Interdisciplinary studies: A matter of de nition. Change, 10(10), 6-9.
Mok, M.M.C., Lung, C.L., Cheng, D.P.W., Cheung, R.H.P. and Ng, M.L. (2006). Self-assessment in higher education: experience in using a metacognitive approach in ve case studies. Assessment & Evaluation in Higher Education, 31 (4), 415-433.
Moss, D.M, Osborn, T.A. & Kaufman, D. (2008). The promise of interdisciplinary assessment. In Moss, D.M, Osborn, T.A. & Kaufman, D. (eds.) Interdisciplinary education in the age of assessment. (pp. 1-6). New York: Routledge.
Muth, R., & Barnett, B. (2001). Making the case for professional preparation in cohorts: Using research for program improvement and political support. Educational Leadership and Administration: Teaching and Program Development, 13, 109-120.
National Survey of Student Engagement (NSSE) (2012). What is NSSE? Retrieved October 3, 2012 from http://nsse.iub.edu/html/about.cfm.
Nelville, A.J. (1999). The problem-based tutor: Teacher? Facilitator? Evaluator? Medical Teacher, 21(4),393-401.
Newmann, F. M. & Wehlage, G. G. (2003). Five standards of authentic instruction. Educational Leadership, 50 (7), 8-12.
Nilson, L.B. (2010). Teaching at its best: A research-based resources for college instructors. San Francisco: Jossey-Bass.
Norton, M. S. (1995, October). The status of student cohorts in educational administration preparation programs. Paper presented at the annual convention of the University Council for Educational Administration, Salt Lake City, UT.
Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Toronto: Riverhead Trade, an imprint of Penguin Books.
Raelin, Joseph A. (2006). “Taking the Charisma Out: Teaching as Facilitation” First Person, Organization Management Journal, Vol. 3, No. 1, pp. 4-12. Retrieved from www.omj-online.org
Randall, N., Roberts, T., & Rogers, S. (2005). Connected assessment: Getting real with authentic assessment online. Presented at the ETUG Spring Workshop on Educational Technologies, Nanaimo, BC, June.
Reason, P. & Bradbury, H. (2001). Introduction: Inquiry and participation in search of a world worthy of human aspiration. In Peter Reason and Hilary Bradbury (Eds). Handbook of Action Research. Thousand Oaks: CA: Sage Publications.
Reeves, T.C, Herrington, J., & Oliver, J. (2002). Authentic activities and online learning. Presented at the Annual Conference of Higher Education Research and Development Society of Australasia. Perth, Australia. Retrieved
May 7, 2008 from http://www.ecu.edu.au/conferences/herdsa/main/papers/ ref/pdf/Reeves.pdf.
Royal Roads University (1995). Education Plan for Royal Roads University: A Unique Vision. Victoria, BC.
Royal Roads University (2009). Rethinking Res: Envisioning Alternatives to Traditional RRU Residencies. Centre for Teaching and Educational Technologies,
Royal Roads University, Victoria, BC.
Scott, D. K. (2002). General Education for an Integrative Age. Higher Education Policy, 15(1), 7-18.
Stage, F.K., Muller, P.A., Kinzie, J. & and Simmons, A. (1998). Creating learner- centered classrooms: What does learning theory have to say? Washington, DC: ERIC Clearinghouse on Higher Education and the Association for the Study of Higher Education.
Stiehl, R. & Lewchuk, L. (2002). The outcomes primer: Tools for reconstructing the college curriculum. Corvallis, Or. : Learning Organization.
Thomas, l., Quinn, J., Slack, K. & Casey, L. (2002). Student Services: Effective Approaches to Retaining Students in Higher Education: Full Research Report. Institute for Access Studies, Staffordshire University Stafford, UK.
Vaill, P. (1996). Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco: Jossey-Bass.
van der Vegt, G.S. and Bunderson, J.S. (2005). Learning and performance
in multidisciplinary teams: the importance of collective team identi cation, Academy of Management Journal, 48, pp. 532-47.
van Offenbeek, M. (2001). Processes and outcomes of team learning. European Journal of Work and Organizational Psychology, 10 (3), pp. 303-17.
van Woerkom, M & Croon, M. (2009). The relationships between team learning activities and team performance. Personnel Review, 38(5), 560-577.
Wenger, E. (2006). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Westley, F., Zimmerman, B., & Quinn Patton, M. (2007). Getting to maybe: How the world is changed. Toronto, Canada: Vintage Canada, a Division of Random House of Canada Ltd.
Weimer, M. (2002). Learner-centred teaching: Five key changes to practice. San Francisco: Jossey-Bass.
Zellmer-Bruhn, M. and Gibson, C. (2006). Multinational organization context: Implications for team learning and performance. Academy of Management Journal, 49, pp. 501-18.
36 Learning and Teaching Model Royal Roads University