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Common Factors: A Meta-Model of Academic Advising. (n.d.). http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Common-Factors-A-Meta-Model-of-Academic-Advising.aspx

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Coppens, P., Van den Bossche, J., & De Cock, M. (2017). Student understanding of phase shifts, frequency and Bode plots. International Journal of Electrical Engineering Education, 54(3), 247–261. https://doi.org/10.1177/0020720916680373

Craig McMillan. (2018). From students to scientists: The impact of interactive engagement in lectures. New Directions in the Teaching of Physical Sciences, 13. https://journals.le.ac.uk/ojs1/index.php/new-directions/article/view/2425/2432

Cubas Rolim, E., Martins de Oliveira, J., Dalvi, L. T., Moreira, D. C., Garcia Caldas, N., Fernandes Lobo, F., André Polli, D., Campos, É. G., & Hermes-Lima, M. (2017). Blog construction as an effective tool in biochemistry active learning. Biochemistry and Molecular Biology Education, 45(3), 205–215. https://doi.org/10.1002/bmb.21028

Cunningham, C. (2017). Teaching and learning French – A tale of desire in the humanities. Arts and Humanities in Higher Education, 16(2), 127–140. https://doi.org/10.1177/1474022215599165

Davies, C. (2008). Learning and Teaching in Laboratories: An Engineering Subject Centre Guide. Higher Education Academy Engineering Subject Centre. https://www.heacademy.ac.uk/system/files/learning-teaching-labs.pdf

de la Harpe, B., & David, C. (2012). Major influences on the teaching and assessment of graduate attributes. Higher Education Research & Development, 31(4), 493–510. https://doi.org/10.1080/07294360.2011.629361

Denton, P., & McIlroy, D. (2018). Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks. Assessment & Evaluation in Higher Education, 43(2), 197–206. https://doi.org/10.1080/02602938.2017.1324017

Dolan, E. L. (2017). Undergraduate research as curriculum. Biochemistry and Molecular Biology Education, 45(4), 293–298. https://doi.org/10.1002/bmb.21070

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Duffy, R. M., Guerandel, A., Casey, P., Malone, K., & Kelly, B. D. (2015). Experiences of Using Prezi in Psychiatry Teaching. Academic Psychiatry, 39(6), 615–619. https://doi.org/10.1007/s40596-014-0204-x

Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22(3), 171–184. https://doi.org/10.1016/j.learninstruc.2011.10.003

Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma-Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science. Biochemistry and Molecular Biology Education, 36(4), 262–273. https://doi.org/10.1002/bmb.20204

Eckmann, J. (2004). Law School Teaching: Linking Learning with Law Practice. Legal Education Review, 257–268. http://wt3cf4et2l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Law+School+Teaching%3A+Linking+Learning+with+Law+Practice&rft.jtitle=Legal+Education+Review&rft.au=Eckmann%2C+James+K&rft.date=2004&rft.issn=1033-2839&rft.volume=14&rft.issue=2&rft.spage=257&rft.epage=268&rft.externalDBID=n%2Fa&rft.externalDocID=894780580128516&paramdict=en-US

Effective Learning and Teaching in Modern Languages (1st ed.). (2004). Taylor & Francis Group. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=214776

Egan, T., & Jaye, C. (2009). Communities of clinical practice: the social organization of clinical learning. Health:, 13(1), 107–125. https://doi.org/10.1177/1363459308097363

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Germany, R., Mulligan, B., & Roberts, D. H. (2015). Infusing Theory into the Undergraduate Classics Curriculum: Examples from Haverford College’s Senior Seminar, Translation and Transformation, and History of Literary Theory. Classical World, 108(2), 221–242. https://doi.org/10.1353/clw.2015.0023

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Gurung, R. A. R., Chick, N. L., & Haynie, A. (2009b). Exploring signature pedagogies: approaches to teaching disciplinary habits of mind (1st ed). Stylus. http://catalogue.library.qmul.ac.uk/uhtbin/ezproxy.pl?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=253660

Hanh, N. V., & Hop, N. H. (2018). The effectiveness of the industrial field trip in introduction to engineering: A case study at Hung Yen University of Technology and Education, Vietnam. International Journal of Electrical Engineering Education. https://doi.org/10.1177/0020720918773050

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HERSAM, M. C., LUNA, M., & LIGHT, G. (2004). Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course. Journal of Engineering Education, 93(1), 49–57. https://doi.org/10.1002/j.2168-9830.2004.tb00787.x

HEW, K. F., & LO, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1144-z

Heywood, J. (2016). The asssessment of learning in engineering education: practice and policy. IEEE Press. http://catalogue.library.qmul.ac.uk/uhtbin/ezproxy.pl?url=http://ieeexplore.ieee.org/servlet/opac?bknumber=7461000

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Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 79, 94–103. https://doi.org/10.1016/j.ijnurstu.2017.11.012

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Jyoti Mahantesh Nagmoti. (2017b). Departing from PowerPoint default mode: Applying Mayer’s multimedia principles for enhanced learning of parasitology. Indian Journal of Medical Microbiology, 35(2). https://doi.org/10.4103/ijmm.IJMM_16_251

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Kreber, C. (2008b). The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. Routledge. http://ezproxy.library.qmul.ac.uk/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=QMUL&isbn=9780203892596&uid=^u

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Patrick Alan Danaher and Kalwant Bhopal. (2013). Identity and Pedagogy in Higher Education : International Comparisons (1st ed.). Bloomsbury Publishing PLC. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=1123365

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Reid, S., Shapiro, L., & Louw, G. (2018). How Haptics and Drawing Enhance the Learning of Anatomy. Anatomical Sciences Education. https://doi.org/10.1002/ase.1807

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