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Alder, Emily. 2018. ‘Becoming a Student of English: Students’ Experiences of Transition into the First Year’. Arts and Humanities in Higher Education 17 (2): 185–203. https://doi.org/10.1177/1474022216628303.

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Balslev, Thomas, Astrid Bruun Rasmussen, Torjus Skajaa, Jens Peter Nielsen, Arno Muijtjens, Willem De Grave, and Jeroen Van Merriënboer. 2015. ‘Combining Bimodal Presentation Schemes and Buzz Groups Improves Clinical Reasoning and Learning at Morning Report’. Medical Teacher 37 (8): 759–66. https://doi.org/10.3109/0142159X.2014.986445.

Bamford, David. 10AD. ‘Learning the “How” of the Law: Teaching Procedure and Legal Education’. Osgoode Hall Law Journal (1960). 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=Learning+the+%27How%27+of+the+Law%3A+Teaching+Procedure+and+Legal+Education&rft.jtitle=Osgoode+Hall+Law+Journal&rft.au=David+Bamford&rft.au=Trevor+C+W+Farrow&rft.au=Michael+Karayanni&rft.au=Erik+S+Knutsen&rft.date=2013-10-01&rft.pub=Osgoode+Hall+Law+School+of+York+University&rft.issn=0030-6185&rft.volume=51&rft.issue=1&rft.spage=45&rft.externalDocID=3325608141&paramdict=en-US.

Becher, Tony. 1989a. Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Buckingham: Society for Research into Higher Education.

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Birden, Hudson, Nel Glass, Ian Wilson, Michelle Harrison, Tim Usherwood, and Duncan Nass. 2013. ‘Teaching Professionalism in Medical Education: A Best Evidence Medical Education (BEME) Systematic Review. BEME Guide No. 25’. Medical Teacher 35 (7): e1252–66. https://doi.org/10.3109/0142159X.2013.789132.

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Boud, David, Ruth Cohen, and Jane Sampson. 2001. Peer Learning in Higher Education: Learning from & with Each Other. London: Kogan Page.

Boud, David, and Elizabeth Molloy. 2013. ‘Rethinking Models of Feedback for Learning: The Challenge of Design’. Assessment & Evaluation in Higher Education 38 (6): 698–712. https://doi.org/10.1080/02602938.2012.691462.

Bowl, Marion, and Jonathan Hughes. 2016. ‘Fair Access and Fee Setting in English Universities: What Do Institutional Statements Suggest about University Strategiesin a Stratified Quasi-Market?’ Studies in Higher Education 41 (2): 269–87. https://doi.org/10.1080/03075079.2014.927846.

Braeckman, Lutgart, Lode ‘t Kint, Micheline Bekaert, Luc Cobbaut, and Heidi Janssens. 2014. ‘Comparison of Two Case-Based Learning Conditions with Real Patients in Teaching Occupational Medicine’. Medical Teacher 36 (4): 340–46. https://doi.org/10.3109/0142159X.2014.887833.

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Broadbent, Jaclyn, Ernesto Panadero, and David Boud. 2018. ‘Implementing Summative Assessment with a Formative Flavour: A Case Study in a Large Class’. Assessment & Evaluation in Higher Education 43 (2): 307–22. https://doi.org/10.1080/02602938.2017.1343455.

Bryan, Cordelia, and Karen Clegg. 2006. Innovative Assessment in Higher Education. New York: Routledge. http://www.loc.gov/catdir/toc/ecip0516/2005020737.html.

‘Building Student Engagement and Belonging in Higher Education at a Time of Change: A Summary of Findings and Recommendations from the What Works? Student Retention & Success Programme | Higher Education Academy’. n.d. https://www.heacademy.ac.uk/resource/building-student-engagement-and-belonging-higher-education-time-change-summary-findings-and.

Burridge, Roger and Institute for Learning and Teaching in Higher Education (Great Britain). 2002. Effective Learning & Teaching in Law. London: Kogan Page.

Busse, Vera. 2013. ‘How Do Students of German Perceive Feedback Practices at University? A Motivational Exploration’. Journal of Second Language Writing 22 (4): 406–24. https://doi.org/10.1016/j.jslw.2013.09.005.

Calder, L. 2006. ‘Uncoverage: Toward a Signature Pedagogy for the History Survey’. Journal of American History 92 (4): 1358–70. https://doi.org/10.2307/4485896.

Cameron, D. A., V. I. Binnie, A. Sherriff, and V. Bissell. 2015. ‘Peer Assisted Learning: Teaching Dental Skills and Enhancing Graduate Attributes’. British Dental Journal 219 (6): 267–72. https://doi.org/10.1038/sj.bdj.2015.722.

Cantillon, Peter, and Diana Wood. 2010. ABC of Learning and Teaching in Medicine. 2nd ed. Chichester: Wiley-Blackwell. http://ezproxy.library.qmul.ac.uk/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=QMUL&isbn=9781444323238&uid=^u.

Carless, David. 2006. ‘Differing Perceptions in the Feedback Process’. Studies in Higher Education 31 (2): 219–33. https://doi.org/10.1080/03075070600572132.

Cavalcanti, João, Luis FC Figueredo, João Y Ishihara, Mariana C Bernardes, Pedro HRQA Santana, Alessandro N Vargas, and Geovany A Borges. 2018. ‘A Real-Time Web-Based Networked Control System Education Platform’. International Journal of Electrical Engineering Education 55 (2): 130–41. https://doi.org/10.1177/0020720917750952.

Chen, Chih-Ming, and Chung-Hsin Wu. 2015. ‘Effects of Different Video Lecture Types on Sustained Attention, Emotion, Cognitive Load, and Learning Performance’. Computers & Education 80 (January): 108–21. https://doi.org/10.1016/j.compedu.2014.08.015.

Chen, Kuo-Su, Lynn Monrouxe, Yi-Hsuan Lu, Chang-Chyi Jenq, Yeu-Jhy Chang, Yu-Che Chang, and Pony Yee-Chee Chai. 2018. ‘Academic Outcomes of Flipped Classroom Learning: A Meta-Analysis’. Medical Education 52 (9): 910–24. https://doi.org/10.1111/medu.13616.

Cho, Daniel, Michael Cosimini, and Juan Espinoza. 2017. ‘Podcasting in Medical Education: A Review of the Literature’. Korean Journal of Medical Education 29 (4): 229–39. https://doi.org/10.3946/kjme.2017.69.

Clarke, Marilyn. 2017. ‘Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context’. Studies in Higher Education, February, 1–15. https://doi.org/10.1080/03075079.2017.1294152.

Cohen, David A., Lori R. Newman, and Laurie N. Fishman. 2017. ‘Twelve Tips on Writing a Discussion Case That Facilitates Teaching and Engages Learners’. Medical Teacher 39 (2): 147–52. https://doi.org/10.1080/0142159X.2017.1266315.

‘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.

Cooper, Melanie M., and Ryan L. Stowe. 2018. ‘Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice’. Chemical Reviews 118 (12): 6053–87. https://doi.org/10.1021/acs.chemrev.8b00020.

Coppens, Pieter, Johan Van den Bossche, and Mieke De Cock. 2017. ‘Student Understanding of Phase Shifts, Frequency and Bode Plots’. International Journal of Electrical Engineering Education 54 (3): 247–61. 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, no. 13. https://journals.le.ac.uk/ojs1/index.php/new-directions/article/view/2425/2432.

Cubas Rolim, Estêvão, Julia Martins de Oliveira, Luana T. Dalvi, Daniel C. Moreira, Natasha Garcia Caldas, Felipe Fernandes Lobo, Démerson André Polli, Élida G. Campos, and Marcelo Hermes-Lima. 2017. ‘Blog Construction as an Effective Tool in Biochemistry Active Learning’. Biochemistry and Molecular Biology Education 45 (3): 205–15. https://doi.org/10.1002/bmb.21028.

Cunningham, Catriona. 2017. ‘Teaching and Learning French – A Tale of Desire in the Humanities’. Arts and Humanities in Higher Education 16 (2): 127–40. https://doi.org/10.1177/1474022215599165.

Davies, Clara. 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.

Denton, Philip, and David McIlroy. 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, Erin L. 2017. ‘Undergraduate Research as Curriculum’. Biochemistry and Molecular Biology Education 45 (4): 293–98. https://doi.org/10.1002/bmb.21070.

Dörnyei, Zoltán, and Angi Malderez. 1997. ‘Group Dynamics and Foreign Language Teaching’. System 25 (1): 65–81. https://doi.org/10.1016/S0346-251X(96)00061-9.

Duffy, Richard M., Allys Guerandel, Patricia Casey, Kevin Malone, and Brendan D. Kelly. 2015. ‘Experiences of Using Prezi in Psychiatry Teaching’. Academic Psychiatry 39 (6): 615–19. https://doi.org/10.1007/s40596-014-0204-x.

Duijnhouwer, Hendrien, Frans J. Prins, and Karel M. Stokking. 2012. ‘Feedback Providing Improvement Strategies and Reflection on Feedback Use: Effects on Students’ Writing Motivation, Process, and Performance’. Learning and Instruction 22 (3): 171–84. https://doi.org/10.1016/j.learninstruc.2011.10.003.

Eberlein, Thomas, Jack Kampmeier, Vicky Minderhout, Richard S. Moog, Terry Platt, Pratibha Varma-Nelson, and Harold B. White. 2008. ‘Pedagogies of Engagement in Science’. Biochemistry and Molecular Biology Education 36 (4): 262–73. https://doi.org/10.1002/bmb.20204.

Eckmann, James. 2004. ‘Law School Teaching: Linking Learning with Law Practice’. Legal Education Review, 257–68. 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. 2004. 1st ed. Taylor & Francis Group. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=214776.

Egan, T., and C. Jaye. 2009. ‘Communities of Clinical Practice: The Social Organization of Clinical Learning’. Health: 13 (1): 107–25. https://doi.org/10.1177/1363459308097363.

Ellaway, R. H., L. O’Gorman, R. Strasser, D. C. Marsh, L. Graves, P. Fink, and C. Cervin. 2016. ‘A Critical Hybrid Realist-Outcomes Systematic Review of Relationships between Medical Education Programmes and Communities: BEME Guide No. 35’. Medical Teacher 38 (3): 229–45. https://doi.org/10.3109/0142159X.2015.1112894.

‘Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning | CBE—Life Sciences Education’. n.d. https://www.lifescied.org/doi/abs/10.1187/cbe.16-12-0344.

Esisi, Martina. 2010. ‘Small Group Teaching’. BMJ, November. https://doi.org/10.1136/bmj.c6402.

Fatmi, Mim, Lisa Hartling, Tracey Hillier, Sandra Campbell, and Anna E. Oswald. 2013. ‘The Effectiveness of Team-Based Learning on Learning Outcomes in Health Professions Education: BEME Guide No. 30’. Medical Teacher 35 (12): e1608–24. https://doi.org/10.3109/0142159X.2013.849802.

Fergusson, Stuart J, Justine J Aka, Catherine M Hennessy, Andrew J Wilson, Simon H Parson, Ewen M Harrison, Gabrielle M Finn, and Thomas H Gillingwater. 2018. ‘Examining the Impact of Audience Response Systems on Student Performance in Anatomy Education: A Randomised Controlled Trial’. Scottish Medical Journal 63 (1): 16–21. https://doi.org/10.1177/0036933017741409.

Fiechtner, Susan Brown, and Elaine Actis Davis. 2016. ‘Republication of "Why Some Groups Fail’. Journal of Management Education 40 (1): 12–29. https://doi.org/10.1177/1052562915619639.

Findlay-Thompson, Sandi. n.d. ‘Evaluation of a Flipped Classroom in an Undergraduate Business Course’. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2331035.

Foote, Kathleen, Alexis Knaub, Charles Henderson, Melissa Dancy, and Robert J. Beichner. n.d. ‘Enabling and Challenging Factors in Institutional Reform: The Case of SCALE-UP’. PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH 12. https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.12.010103#fulltext.

Forsythe, Alex, and Sophie Johnson. 2017. ‘Thanks, but No-Thanks for the Feedback’. Assessment & Evaluation in Higher Education 42 (6): 850–59. https://doi.org/10.1080/02602938.2016.1202190.

Fry, Heather, Steve Ketteridge, and Stephanie Marshall, eds. 2014. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fourth edition. London: Routledge. http://ezproxy.library.qmul.ac.uk/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=QMUL&isbn=9781315763088&uid=^u.

Fyfe, A. 2015. ‘Uncomfortable Departments: British Historians of Science and the Importance of Disciplinary Communities’. Arts and Humanities in Higher Education 14 (2): 194–205. https://doi.org/10.1177/1474022214549438.

Gamble Blakey, Althea, and Clinton Golding. 2018. ‘“Of Course They’Re Bloody Scared!” Managing Medical Student Fear to Better Cultivate Thinking’. Medical Science Educator 28 (1): 165–73. https://doi.org/10.1007/s40670-017-0524-z.

Gannon, Kevin. n.d. ‘Getting Medieval with Team-Based Learning Â�� The Tattooed Professor’. http://www.thetattooedprof.com/archives/449.

Geoff Timmins,  Keith Vernon, and Christine Kinealy. 2009. Teaching and Learning History. 1st ed. SAGE Publications. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=456719.

Germany, Robert, Bret Mulligan, and Deborah H. Roberts. 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): 221–42. https://doi.org/10.1353/clw.2015.0023.

Gibbs, Graham. n.d. ‘Twenty Terrible Reasons for Lecturing’. https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html.

Glover, Chris, and Evelyn Brown. 2006. ‘Written Feedback for Students: Too Much, Too Detailed or Too Incomprehensible to Be Effective?’ Bioscience Education 7 (1): 1–16. https://doi.org/10.3108/beej.2006.07000004.

Goff, Eric E., Katie M. Reindl, Christina Johnson, Phillip McClean, Erika G. Offerdahl, Noah L. Schroeder, and Alan R. White. 2017. ‘Variation in External Representations as Part of the Classroom Lecture:An Investigation of Virtual Cell Animations in Introductory Photosynthesis Instruction*’. Biochemistry and Molecular Biology Education 45 (3): 226–34. https://doi.org/10.1002/bmb.21032.

Gourlay, Lesley, and Jacqueline Stevenson. 2017. ‘Teaching Excellence in Higher Education: Critical Perspectives’. Teaching in Higher Education 22 (4): 391–95. https://doi.org/10.1080/13562517.2017.1304632.

Graafland, M., J. M. Schraagen, and M. P. Schijven. 2012. ‘Systematic Review of Serious Games for Medical Education and Surgical Skills Training’. British Journal of Surgery 99 (10): 1322–30. https://doi.org/10.1002/bjs.8819.

Graafland, Maurits, Mary Dankbaar, Agali Mert, Joep Lagro, Laura De Wit-Zuurendonk, Stephanie Schuit, Alma Schaafstal, and Marlies Schijven. 2014. ‘How to Systematically Assess Serious Games Applied to Health Care’. JMIR Serious Games 2 (2). https://doi.org/10.2196/games.3825.

Gross, M. Melissa, Mary C. Wright, and Olivia S. Anderson. 2017. ‘Effects of Image-Based and Text-Based Active Learning Exercises on Student Examination Performance in a Musculoskeletal Anatomy Course’. Anatomical Sciences Education 10 (5): 444–55. https://doi.org/10.1002/ase.1684.

Gunderman, Richard. n.d. ‘Is the Lecture Dead? - The Atlantic’. The Atlantic. http://www.theatlantic.com/health/archive/2013/01/is-the-lecture-dead/272578/.

Gurung, Regan A. R., Nancy L. Chick, and Aeron Haynie. 2009a. Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind. 1st ed. Sterling, Va: 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.

———. 2009b. Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind. 1st ed. Sterling, Va: 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, Nguyen Van, and Nguyen Huu Hop. 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, April. https://doi.org/10.1177/0020720918773050.

Hardman, Jan. 2016. ‘Tutor–Student Interaction in Seminar Teaching: Implications for Professional Development’. Active Learning in Higher Education 17 (1): 63–76. https://doi.org/10.1177/1469787415616728.

Harpe, Barbara de la, and Christina David. 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.

Hatton, Neville, and David Smith. 1995. ‘Reflection in Teacher Education: Towards Definition and Implementation’. Teaching and Teacher Education 11 (1): 33–49. https://doi.org/10.1016/0742-051X(94)00012-U.

Heaslip, G., P. Donovan, and J. G. Cullen. 2014. ‘Student Response Systems and Learner Engagement in Large Classes’. Active Learning in Higher Education 15 (1): 11–24. https://doi.org/10.1177/1469787413514648.

HERSAM, MARK C., MELISSA LUNA, and GREGORY LIGHT. 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, Khe Foon, and Chung Kwan LO. 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, John. 2016. The Asssessment of Learning in Engineering Education: Practice and Policy. Piscataway, NJ: IEEE Press. http://catalogue.library.qmul.ac.uk/uhtbin/ezproxy.pl?url=http://ieeexplore.ieee.org/servlet/opac?bknumber=7461000.

Hill, Jennifer, Helen Walkington, and Derek France. 2016. ‘Graduate Attributes: Implications for Higher Education Practice and Policy’. Journal of Geography in Higher Education 40 (2): 155–63. https://doi.org/10.1080/03098265.2016.1154932.

Hockings, Christine, Sandra Cooke, Hiromi Yamashita, Samantha McGinty, and Marion Bowl. 2008. ‘Switched off? A Study of Disengagement among Computing Students at Two Universities.’ Research Papers in Education 23 (2). http://www2.wlv.ac.uk/celt/Projects/RPiEAcademic_Feb08.pdf.

Holmes, Natasha G., and Carl E. Wieman. 2018. ‘Introductory Physics Labs: We Can Do Better’. Physics Today 71 (1): 38–45. https://doi.org/10.1063/PT.3.3816.

Hong, Shaohua, and Ping Yu. 2017. ‘Comparison of the Effectiveness of Two Styles of Case-Based Learning Implemented in Lectures for Developing Nursing Students’ Critical Thinking Ability: A Randomized Controlled Trial’. International Journal of Nursing Studies 68 (March): 16–24. https://doi.org/10.1016/j.ijnurstu.2016.12.008.

Hu, Rujun, Huiming Gao, Yansheng Ye, Zhihong Ni, Ning Jiang, and Xiaolian Jiang. 2018. ‘Effectiveness of Flipped Classrooms in Chinese Baccalaureate Nursing Education: A Meta-Analysis of Randomized Controlled Trials’. International Journal of Nursing Studies 79 (March): 94–103. https://doi.org/10.1016/j.ijnurstu.2017.11.012.

Hughes, Gwyneth. 2014. Ipsative Assessment: Motivation through Marking Progress. Houndmills, Basingstoke: Palgrave Macmillan. http://catdir.loc.gov/catdir/enhancements/fy1413/2014415059-t.html.

Iatrellis, Omiros, Achilles Kameas, and Panos Fitsilis. 2017. ‘Academic Advising Systems: A Systematic Literature Review of Empirical Evidence’. Education Sciences 7 (4). https://doi.org/10.3390/educsci7040090.

Imai, Pauline H., Shelley Kresyman, and Joanna Asadoorian. 2016. ‘Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases’. Journal of Dental Education 80 (6): 731–40. https://doi.org/10.1002/j.0022-0337.2016.80.6.tb06136.x.

Issa, Nabil, Richard E. Mayer, Mary Schuller, Edward Wang, Michael B. Shapiro, and Debra A. DaRosa. 2013a. ‘Teaching for Understanding in Medical Classrooms Using Multimedia Design Principles’. Medical Education 47 (4): 388–96. https://doi.org/10.1111/medu.12127.

———. 2013b. ‘Teaching for Understanding in Medical Classrooms Using Multimedia Design Principles’. Medical Education 47 (4): 388–96. https://doi.org/10.1111/medu.12127.

———. 2013c. ‘Teaching for Understanding in Medical Classrooms Using Multimedia Design Principles’. Medical Education 47 (4): 388–96. https://doi.org/10.1111/medu.12127.

Issa, Nabil, Mary Schuller, Susan Santacaterina, Michael Shapiro, Edward Wang, Richard E Mayer, and Debra A DaRosa. 2011. ‘Applying Multimedia Design Principles Enhances Learning in Medical Education’. Medical Education 45 (8): 818–26. https://doi.org/10.1111/j.1365-2923.2011.03988.x.

Jackson, Denise. 2012. ‘Business Undergraduates’ Perceptions of Their Capabilities in Employability Skills’. Industry and Higher Education 26 (5): 345–56. https://doi.org/10.5367/ihe.2012.0117.

James, Peggy, and Christopher Hudspeth. 2017. ‘How Do You Take Learning Beyond the Classroom in an Interdisciplinary First-Year Seminar?’ New Directions for Teaching and Learning 2017 (151): 79–95. https://doi.org/10.1002/tl.20250.

Jaques, David, and Gilly Salmon. 2007a. Learning in Groups: A Handbook for Face-to-Face and Online Environments. 4th ed. Abingdon, N.Y.: Routledge. http://catdir.loc.gov/catdir/toc/ecip0616/2006021872.html.

———. 2007b. Learning in Groups: A Handbook for Face-to-Face and Online Environments. 4th ed. Abingdon, N.Y.: Routledge. http://catdir.loc.gov/catdir/toc/ecip0616/2006021872.html.

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Jyoti Mahantesh Nagmoti. 2017a. ‘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.

———. 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.

Kahn, Peter B., Joseph Kyle, and Institute for Learning and Teaching in Higher Education (Great Britain). 2002. Effective Learning and Teaching in Mathematics and Its Applications. London: Kogan Page.

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Kate Exley and Reg Dennick. 2004. Small Group Teaching : Tutorials, Seminars and Beyond. 1st ed. Routledge. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=181936.

Katyal, R. 2016. ‘Enhancing Student’s Learning by Introducing Various Interactive Teaching-Learning Methods in Large Group’. International Journal of Biomedical and Advance Research, no. 8. http://wt3cf4et2l.scholar.serialssolutions.com/?sid=google&auinit=R&aulast=Katyal&atitle=Enhancing+student%E2%80%99s+learning+by+introducing+various+interactive+teaching-learning+methods+in+large+group&title=International+journal+of+biomedical+and+advance+research&volume=7&issue=8&date=2016&spage=363&issn=2229-3809.

Kim, Mijung, C. H. Diong, and ProQuest (Firm). 2012. Biology Education for Social and Sustainable Development. Rotterdam: Sense Publishers. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=3034747.

Kinchin, Ian M., and Robert A. Francis. 2017. ‘Mapping Pedagogic Frailty in Geography Education: A Framed Autoethnographic Case Study’. Journal of Geography in Higher Education 41 (1): 56–74. https://doi.org/10.1080/03098265.2016.1241988.

Kirsten Zimbardi. 2016. ‘Using Inquiry-Based Practicals to Promote Students’ Critical Evaluation of the Scientific Literature and Maturation of Their Understanding of the Nature of Scientific Knowledge’. International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Laborate International) 23 (5). https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/10658.

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Kreber, Carolin. 2008a. The University and Its Disciplines: Teaching and Learning within and beyond Disciplinary Boundaries. New York: Routledge. http://ezproxy.library.qmul.ac.uk/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=QMUL&isbn=9780203892596&uid=^u.

———. 2008b. The University and Its Disciplines: Teaching and Learning within and beyond Disciplinary Boundaries. New York: Routledge. http://ezproxy.library.qmul.ac.uk/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=QMUL&isbn=9780203892596&uid=^u.

Kyra L. Sutton. 2011. ‘Student Satisfaction with Information Provided by Academic Advisors’. Journal of STEM Education: Innovations and Research 12 (7). http://jstem.org/index.php/JSTEM/article/view/1734.

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Land, Ray, Jan H. F. Meyer, and Michael T. Flanagan, eds. 2016a. Threshold Concepts in Practice. Vol. volume 68. Rotterdam, The Netherlands: Sense Publishers.

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Larrivee, Barbara. 2000. ‘Transforming Teaching Practice: Becoming the Critically Reflective Teacher’. Reflective Practice 1 (3): 293–307. https://doi.org/10.1080/713693162.

Laru, Jari, Piia Näykki, and Sanna Järvelä. 2012. ‘Supporting Small-Group Learning Using Multiple Web 2.0 Tools: A Case Study in the Higher Education Context’. The Internet and Higher Education 15 (1): 29–38. https://doi.org/10.1016/j.iheduc.2011.08.004.

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Launer, John. 2018. ‘Managing the Threat to Reflective Writing’. Postgraduate Medical Journal 94 (1111): 314–15. https://doi.org/10.1136/postgradmedj-2018-135753.

Leask, B. 2009. ‘Using Formal and Informal Curricula to Improve Interactions Between Home and International Students’. Journal of Studies in International Education 13 (2): 205–21. https://doi.org/10.1177/1028315308329786.

Lee, Jasmine A. 2018. ‘Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising’. NACADA Journal 38 (1): 77–87. https://doi.org/10.12930/NACADA-17-028.

Lee, Jihyun, Cheolil Lim, and Hyeonsu Kim. 2017. ‘Development of an Instructional Design Model for Flipped Learning in Higher Education’. Educational Technology Research and Development 65 (2): 427–53. https://doi.org/10.1007/s11423-016-9502-1.

Leijen, Äli, Raili Allas, Auli Toom, Jukka Husu, Juan-José Mena Marcos, Paulien Meijer, Dubravka Knezic, Margus Pedaste, and Edgar Krull. 2014. ‘Guided Reflection for Supporting the Development of Student Teachers’ Practical Knowledge’. Procedia - Social and Behavioral Sciences 112 (February): 314–22. https://doi.org/10.1016/j.sbspro.2014.01.1170.

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Letchford, Julie, Hazel Corradi, and Trevor Day. 2017. ‘A Flexible E-Learning Resource Promoting the Critical Reading of Scientific Papers for Science Undergraduates’. Biochemistry and Molecular Biology Education 45 (6): 483–90. https://doi.org/10.1002/bmb.21072.

Li, Linda Y. 2011. ‘“Tell Me What to Do” vs. “Guide Me through It”: Feedback Experiences of International Doctoral Students’. Active Learning in Higher Education 12 (2): 101–12. https://doi.org/10.1177/1469787411402438.

Liu, Cui, Sufen Chen, Chi Chi, Kuei-Pin Chien, Yuzhen Liu, and Te-Lien Chou. 2017. ‘The Effects of Clickers With Different Teaching Strategies’. Journal of Educational Computing Research 55 (5): 603–28. https://doi.org/10.1177/0735633116674213.

Lo, Chung Kwan, Khe Foon Hew, and Gaowei Chen. 2017. ‘Toward a Set of Design Principles for Mathematics Flipped Classrooms: A Synthesis of Research in Mathematics Education’. Educational Research Review 22 (November): 50–73. https://doi.org/10.1016/j.edurev.2017.08.002.

Long, Taotao, Joanne Logan, and Michael Waugh. 2016. ‘Students’ Perceptions of the Value of Using Videos as a Pre-Class Learning Experience in the Flipped Classroom’. TechTrends 60 (3): 245–52. https://doi.org/10.1007/s11528-016-0045-4.

Losco, C. Dominique, William D. Grant, Anthony Armson, Amanda J. Meyer, and Bruce F. Walker. 2017. ‘Effective Methods of Teaching and Learning in Anatomy as a Basic Science: A BEME Systematic Review: BEME Guide No. 44’. Medical Teacher 39 (3): 234–43. https://doi.org/10.1080/0142159X.2016.1271944.

Mac Giolla Phadraig, C., J. H. Nunn, O. Tornsey, and M. Timms. 2015. ‘Does Special Care Dentistry Undergraduate Teaching Improve Dental Student Attitudes towards People with Disabilities?’ European Journal of Dental Education 19 (2): 107–12. https://doi.org/10.1111/eje.12110.

Marginson, Simon. 2018. ‘Public/Private in Higher Education: A Synthesis of Economic and Political Approaches’. Studies in Higher Education 43 (2): 322–37. https://doi.org/10.1080/03075079.2016.1168797.

Mariasiu, Florin, and Horia M Raboca. 2017. ‘Assessment of Extracurricular Activities’ Effects on Automotive Engineering Education: A Cross-National Study’. International Journal of Mechanical Engineering Education 45 (2): 120–41. https://doi.org/10.1177/0306419016674144.

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Mavromihales, Mike, Violeta Holmes, and Radu Racasan. 2018a. ‘Game-Based Learning in Mechanical Engineering Education: Case Study of Games-Based Learning Application in Computer Aided Design Assembly’. International Journal of Mechanical Engineering Education, March. https://doi.org/10.1177/0306419018762571.

———. 2018b. ‘Game-Based Learning in Mechanical Engineering Education: Case Study of Games-Based Learning Application in Computer Aided Design Assembly’. International Journal of Mechanical Engineering Education, March. https://doi.org/10.1177/0306419018762571.

McAllister, Margaret, Dianne Wynaden, Brenda Happell, Trudi Flynn, Victoria Walters, Ravani Duggan, Louise Byrne, Karen Heslop, and Cadeyrn Gaskin. 2014. ‘Staff Experiences of Providing Support to Students Who Are Managing Mental Health Challenges: A Qualitative Study from Two Australian Universities’. Advances in Mental Health 12 (3): 192–201. https://doi.org/10.1080/18374905.2014.11081897.

McGill, Craig M. 2016. ‘"Cultivating Ways of Thinking”: The Developmental Teaching Perspective in Academic Advising’. New Horizons in Adult Education and Human Resource Development 28 (1): 50–54. https://doi.org/10.1002/nha3.20131.

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Mearman, Andrew, Danielle Guizzo, and Sebastian Berger. 2018. ‘Is UK Economics Teaching Changing? Evaluating the New Subject Benchmark Statement’. Review of Social Economy 76 (3): 377–96. https://doi.org/10.1080/00346764.2018.1463447.

Merritt, Chris, Brendan W. Munzer, Margaret Wolff, and Sally A. Santen. 2018. ‘Not Another Bedside Lecture: Active Learning Techniques for Clinical Instruction’. AEM Education and Training 2 (1): 48–50. https://doi.org/10.1002/aet2.10069.

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Middendorf, Joan, and David Pace. 2004. ‘Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking’. New Directions for Teaching and Learning 2004 (98): 1–12. https://doi.org/10.1002/tl.142.

‘Millennial Students: Rethinking Time Management’. n.d. http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Millennial-Students-Rethinking-Time-Management.aspx.

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Milthorpe, Naomi, Robert Clarke, Lisa Fletcher, Robbie Moore, and Hannah Stark. 2018. ‘Blended English: Technology-Enhanced Teaching and Learning in English Literary Studies’. Arts and Humanities in Higher Education 17 (3): 345–65. https://doi.org/10.1177/1474022217722140.

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Motola, Ivette, Luke A. Devine, Hyun Soo Chung, John E. Sullivan, and S. Barry Issenberg. 2013. ‘Simulation in Healthcare Education: A Best Evidence Practical Guide. AMEE Guide No. 82’. Medical Teacher 35 (10): e1511–30. https://doi.org/10.3109/0142159X.2013.818632.

Musser, Terry, Tanja St. Pierre, Douglas Wilson, and Marion Schwartz. 2017. ‘Experiences of Male Undergraduates That Lead to Academic Failure’. NACADA Journal 37 (1): 87–98. https://doi.org/10.12930/NACADA-15-037.

Myers, Janette. 2013. ‘Why Support Students? Using the Past to Understand the Present’. Higher Education Research & Development 32 (4): 590–602. https://doi.org/10.1080/07294360.2012.700509.

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Neve, Hilary, Andy Wearn, and Tracey Collett. 2016. ‘What Are Threshold Concepts and How Can They Inform Medical Education?’ Medical Teacher 38 (8): 850–53. https://doi.org/10.3109/0142159X.2015.1112889.

Nicol, David, Avril Thomson, and Caroline Breslin. 2014. ‘Rethinking Feedback Practices in Higher Education: A Peer Review Perspective’. Assessment & Evaluation in Higher Education 39 (1): 102–22. https://doi.org/10.1080/02602938.2013.795518.

Nielsen, Kjetil L., Gabrielle Hansen, and John B. Stav. 2013. ‘Teaching with Student Response Systems (SRS): Teacher-Centric Aspects That Can Negatively Affect Students’ Experience of Using SRS’. Research in Learning Technology 21 (June). https://doi.org/10.3402/rlt.v21i0.18989.

Odeh, Saad, Shauna McKenna, and Hosni Abu-Mulaweh. 2017. ‘A Unified First-Year Engineering Design-Based Learning Course’. International Journal of Mechanical Engineering Education 45 (1): 47–58. https://doi.org/10.1177/0306419016674508.

Orsmond, Paul, Stephen J. Maw, Julian R. Park, Stephen Gomez, and Anne C. Crook. 2013. ‘Moving Feedback Forward: Theory to Practice’. Assessment & Evaluation in Higher Education 38 (2): 240–52. https://doi.org/10.1080/02602938.2011.625472.

Orsmond, Paul, and Stephen Merry. 2011. ‘Feedback Alignment: Effective and Ineffective Links between Tutors’ and Students’ Understanding of Coursework Feedback’. Assessment & Evaluation in Higher Education 36 (2): 125–36. https://doi.org/10.1080/02602930903201651.

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———. 2001b. Effective Learning & Teaching in Business & Management. London: Kogan Page.

Park, Sophie, Nada F. Khan, Mandy Hampshire, Richard Knox, Alice Malpass, James Thomas, Betsy Anagnostelis, et al. 2015. ‘A BEME Systematic Review of UK Undergraduate Medical Education in the General Practice Setting: BEME Guide No. 32’. Medical Teacher 37 (7): 611–30. https://doi.org/10.3109/0142159X.2015.1032918.

Pat Folsom,  Franklin Yoder, and Jennifer E. Joslin. 2015. The New Advisor Guidebook : Mastering the Art of Academic Advising. 2nd ed. John Wiley & Sons, Incorporated. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=4038953.

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.

Pawson, Eric, Eric Fournier, Martin Haigh, Osvaldo Muniz, Julie Trafford, and Susan Vajoczki. 2006a. ‘Problem-Based Learning in Geography: Towards a Critical Assessment of Its Purposes, Benefits and Risks’. Journal of Geography in Higher Education 30 (1): 103–16. https://doi.org/10.1080/03098260500499709.

———. 2006b. ‘Problem-Based Learning in Geography: Towards a Critical Assessment of Its Purposes, Benefits and Risks’. Journal of Geography in Higher Education 30 (1): 103–16. https://doi.org/10.1080/03098260500499709.

Pickering, James D. 2015. ‘Anatomy Drawing Screencasts: Enabling Flexible Learning for Medical Students’. Anatomical Sciences Education 8 (3): 249–57. https://doi.org/10.1002/ase.1480.

Pickering, James D., and Viktoria C. T. Joynes. 2016. ‘A Holistic Model for Evaluating the Impact of Individual Technology-Enhanced Learning Resources’. Medical Teacher 38 (12): 1242–47. https://doi.org/10.1080/0142159X.2016.1210112.

Pitt, Edd, and Lin Norton. 2017. ‘“Now That’s the Feedback I Want!” Students’ Reactions to Feedback on Graded Work and What They Do with It’. Assessment & Evaluation in Higher Education 42 (4): 499–516. https://doi.org/10.1080/02602938.2016.1142500.

Poletti, Anna, Judith Seaboyer, Rosanne Kennedy, Tully Barnett, and Kate Douglas. 2016. ‘The Affects of Not Reading: Hating Characters, Being Bored, Feeling Stupid’. Arts and Humanities in Higher Education 15 (2): 231–47. https://doi.org/10.1177/1474022214556898.

Posel, Nancy, James B. Mcgee, and David M. Fleiszer. 2015. ‘Twelve Tips to Support the Development of Clinical Reasoning Skills Using Virtual Patient Cases’. Medical Teacher 37 (9): 813–18. https://doi.org/10.3109/0142159X.2014.993951.

Potter, Christopher. 2015. ‘Leadership Development: An Applied Comparison of Gibbs’ Reflective Cycle and Scharmer’s Theory U’. Industrial and Commercial Training 47 (6): 336–42. https://doi.org/10.1108/ICT-03-2015-0024.

Price, Margaret, Karen Handley, Jill Millar, and Berry O’Donovan. 2010. ‘Feedback : All That Effort, but What Is the Effect?’ Assessment & Evaluation in Higher Education 35 (3): 277–89. https://doi.org/10.1080/02602930903541007.

Puroway, Andrew W. 2016. ‘Critical Advising: A Freirian-Inspired Approach’. NACADA Journal 36 (2): 4–10. https://doi.org/10.12930/NACADA-15-015.

‘QMUL Graduate Attributes’. 2009. https://www.qmul.ac.uk/docs/gacep/38598.pdf.

Quinlan, Kathleen M. 2016. ‘Developing Student Character through Disciplinary Curricula: An Analysis of UK QAA Subject Benchmark Statements’. Studies in Higher Education 41 (6): 1041–54. https://doi.org/10.1080/03075079.2014.966069.

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Reflective Practice in Geography Teaching. 2000a. 1st ed. SAGE Publications. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=334515.

———. 2000b. 1st ed. SAGE Publications. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=334515.

Reid, Stephen, Leonard Shapiro, and Graham Louw. 2018. ‘How Haptics and Drawing Enhance the Learning of Anatomy’. Anatomical Sciences Education, August. https://doi.org/10.1002/ase.1807.

Renkl, Alexander, and Katharina Scheiter. 2017. ‘Studying Visual Displays: How to Instructionally Support Learning’. Educational Psychology Review 29 (3): 599–621. https://doi.org/10.1007/s10648-015-9340-4.

Rivière, Etienne, Danielle Saucier, Alexandre Lafleur, Miriam Lacasse, and Gilles Chiniara. 2017. ‘Twelve Tips for Efficient Procedural Simulation’. Medical Teacher, October, 1–9. https://doi.org/10.1080/0142159X.2017.1391375.

Roach, Travis. 2014. ‘Student Perceptions toward Flipped Learning: New Methods to Increase Interaction and Active Learning in Economics’. International Review of Economics Education 17 (September): 74–84. https://doi.org/10.1016/j.iree.2014.08.003.

Ronald Barnett. 2007. Will to Learn : Being a Student in an Age of Uncertainty. McGraw-Hill Education. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=332672.

Rubner, Geoff. 2017. ‘First-Year Undergraduate Teaching of Electrical and Electronic Engineering: Innovation and Inspiration’. International Journal of Electrical Engineering Education 54 (4): 281–82. https://doi.org/10.1177/0020720917694997.

Sadler, D. Royce. 2010. ‘Beyond Feedback: Developing Student Capability in Complex Appraisal’. Assessment & Evaluation in Higher Education 35 (5): 535–50. https://doi.org/10.1080/02602930903541015.

Santas, Amy J. 2009. ‘Reciprocity within Biochemistry and Biology Service-Learning’. Biochemistry and Molecular Biology Education 37 (3): 143–51. https://doi.org/10.1002/bmb.20291.

Schneider, Bertrand, Kshitij Sharma, Sebastien Cuendet, Guillaume Zufferey, Pierre Dillenbourg, and Roy Pea. 2018. ‘Leveraging Mobile Eye-Trackers to Capture Joint Visual Attention in Co-Located Collaborative Learning Groups’. International Journal of Computer-Supported Collaborative Learning 13 (3): 241–61. https://doi.org/10.1007/s11412-018-9281-2.

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Sellbjer, Stefan. 2018. ‘"Have You Read My Comments? It Is Not Noticeable. Change!” An Analysis of Feedback given to Students Who Have Failed Examinations’. Assessment & Evaluation in Higher Education 43 (2): 163–74. https://doi.org/10.1080/02602938.2017.1310801.

Setyonugroho, Winny, Kieran M. Kennedy, and Thomas J.B. Kropmans. 2015. ‘Reliability and Validity of OSCE Checklists Used to Assess the Communication Skills of Undergraduate Medical Students: A Systematic Review’. Patient Education and Counseling 98 (12): 1482–91. https://doi.org/10.1016/j.pec.2015.06.004.

Shahid Yusuf and Kaoru Nabeshima. 2006. How Universities Promote Economic Growth. World Bank Publications. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=459914.

Shiozawa, Thomas, Benjamin Butz, Stephan Herlan, Andreas Kramer, and Bernhard Hirt. 2017. ‘Interactive Anatomical and Surgical Live Stream Lectures Improve Students’ Academic Performance in Applied Clinical Anatomy’. Anatomical Sciences Education 10 (1): 46–52. https://doi.org/10.1002/ase.1623.

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Stephen, Dawn E., Paul O’Connell, and Mike Hall. 2008. ‘“Going the Extra Mile”, “Fire-Fighting”, or Laissez-Faire? Re-Evaluating Personal Tutoring Relationships within Mass Higher Education’. Teaching in Higher Education 13 (4): 449–60. https://doi.org/10.1080/13562510802169749.

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‘Student Perceptions of Effective Small Group Teaching’. 3AD. Medical Education. http://ezproxy.library.qmul.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN145831660&site=eds-live.

Susan Bloxham and Peter F Boyd. 2007. Developing Effective Assessment in Higher Education : A Practical Guide. McGraw-Hill Education. https://ebookcentral.proquest.com/lib/gmul-ebooks/detail.action?docID=332673.

Swanson, Elizabeth, Lisa V McCulley, David J Osman, Nancy Scammacca Lewis, and Michael Solis. 2017. ‘The Effect of Team-Based Learning on Content Knowledge: A Meta-Analysis’. Active Learning in Higher Education, September. https://doi.org/10.1177/1469787417731201.

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Swecker, Hadyn K., Matthew Fifolt, and Linda Searby. 2013. ‘Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention’. NACADA Journal 33 (1): 46–53. https://doi.org/10.12930/NACADA-13-192.

Teasley, Marilee L., and Erin M. Buchanan. 2013. ‘Capturing the Student Perspective: A New Instrument for Measuring Advising Satisfaction’. NACADA Journal 33 (2): 4–15. https://doi.org/10.12930/NACADA-12-132.

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