1.
QMUL Graduate Attributes. (2009).
2.
Student Experience, Teaching, Learning and Assessment Strategy (SETLA) 2014 - the next five years. (2014).
3.
TEF Year Two provider submission.
4.
Kalfa, S. & Taksa, L. Cultural capital in business higher education: reconsidering the graduate attributes movement and the focus on employability. Studies in Higher Education 40, 580–595 (2015).
5.
Clarke, M. Rethinking graduate employability: the role of capital, individual attributes and context. Studies in Higher Education 1–15 (2017) doi:10.1080/03075079.2017.1294152.
6.
Quinlan, K. M. Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements. Studies in Higher Education 41, 1041–1054 (2016).
7.
Artess, Jane. Employability: A review of the literature 2012-2016. (2017).
8.
Gourlay, L. & Stevenson, J. Teaching excellence in higher education: critical perspectives. Teaching in Higher Education 22, 391–395 (2017).
9.
Jackson, D. Business Undergraduates’ Perceptions of Their Capabilities in Employability Skills. Industry and Higher Education 26, 345–356 (2012).
10.
Hill, J., Walkington, H. & France, D. Graduate attributes: implications for higher education practice and policy. Journal of Geography in Higher Education 40, 155–163 (2016).
11.
de la Harpe, B. & David, C. Major influences on the teaching and assessment of graduate attributes. Higher Education Research & Development 31, 493–510 (2012).
12.
Mearman, A., Guizzo, D. & Berger, S. Is UK economics teaching changing? Evaluating the new subject benchmark statement. Review of Social Economy 76, 377–396 (2018).
13.
Shahid Yusuf and Kaoru Nabeshima. How Universities Promote Economic Growth. (World Bank Publications, 2006).
14.
Bowl, M. & Hughes, J. 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, 269–287 (2016).
15.
Marginson, S. Public/private in higher education: a synthesis of economic and political approaches. Studies in Higher Education 43, 322–337 (2018).
16.
Troschitz, R. & EBSCOhost. Higher education and the student: from welfare state to neoliberalism. (Routledge, 2017).
17.
Patrick Alan Danaher and Kalwant Bhopal. Identity and Pedagogy in Higher Education : International Comparisons. (Bloomsbury Publishing PLC, 2013).
18.
Becher, T. Academic tribes and territories: intellectual enquiry and the cultures of disciplines. (Society for Research into Higher Education, 1989).
19.
Kreber, C. The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. (Routledge, 2008).
20.
Threshold concepts in practice. vol. volume 68 (Sense Publishers, 2016).
21.
Gurung, R. A. R., Chick, N. L. & Haynie, A. Exploring signature pedagogies: approaches to teaching disciplinary habits of mind. (Stylus, 2009).
22.
Shulman, L. S. Signature pedagogies in the professions. Daedalus 134, 52–59 (2005).
23.
What are threshold concepts and how can they inform medical education? - PubMed - NCBI. https://www.ncbi.nlm.nih.gov/pubmed/26609736.
24.
Neve, H., Wearn, A. & Collett, T. What are threshold concepts and how can they inform medical education? Medical Teacher 38, 850–853 (2016).
25.
Bhat, C., Burm, S., Mohan, T., Chahine, S. & Goldszmidt, M. What trainees grapple with: a study of threshold concepts on the medicine ward. Medical Education 52, 620–631 (2018).
26.
Braine, M. E. & Parnell, J. Exploring student’s perceptions and experience of personal tutors. Nurse Education Today 31, 904–910 (2011).
27.
Teasley, M. L. & Buchanan, E. M. Capturing the Student Perspective: A New Instrument for Measuring Advising Satisfaction. NACADA Journal 33, 4–15 (2013).
28.
McAllister, M. et al. 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, 192–201 (2014).
29.
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. https://www.heacademy.ac.uk/resource/building-student-engagement-and-belonging-higher-education-time-change-summary-findings-and.
30.
Swecker, H. K., Fifolt, M. & Searby, L. Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention. NACADA Journal 33, 46–53 (2013).
31.
Kyra L. Sutton. Student Satisfaction with Information Provided by Academic Advisors. Journal of STEM Education: Innovations and Research 12, (2011).
32.
Weintraub, D. S. & Sax, L. J. The Relationship Between Student–Parent Communication and First-Year Academic Performance. NACADA Journal 38, 61–76 (2018).
33.
Lee, J. A. Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising. NACADA Journal 38, 77–87 (2018).
34.
Wisker, G., Exley, K. & Antoniou, M. Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. (Routledge, 2008).
35.
Junco, R., Mastrodicasa, J. M., Aguiar, A. V., Longnecker, E. M. & Rokkum, J. N. Impact of Technology-Mediated Communication on Student Evaluations of Advising. NACADA Journal 36, 54–66 (2016).
36.
Puroway, A. W. Critical Advising: A Freirian-Inspired Approach. NACADA Journal 36, 4–10 (2016).
37.
Musser, T., St. Pierre, T., Wilson, D. & Schwartz, M. Experiences of Male Undergraduates That Lead to Academic Failure. NACADA Journal 37, 87–98 (2017).
38.
Morgan, M. The evolution of student services in the UK. Perspectives: Policy and Practice in Higher Education 1–8 (2012) doi:10.1080/13603108.2011.652990.
39.
Race, P. Making Personal Tutoring Work.
40.
Ronald Barnett. Will to Learn : Being a Student in an Age of Uncertainty. (McGraw-Hill Education, 2007).
41.
Stephen, D. E., O’Connell, P. & Hall, M. ‘Going the extra mile’, ‘fire-fighting’, or laissez-faire? Re-evaluating personal tutoring relationships within mass higher education. Teaching in Higher Education 13, 449–460 (2008).
42.
Myers, J. Why support students? Using the past to understand the present. Higher Education Research & Development 32, 590–602 (2013).
43.
Millennial Students: Rethinking Time Management. http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Millennial-Students-Rethinking-Time-Management.aspx.
44.
Common Factors: A Meta-Model of Academic Advising. http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Common-Factors-A-Meta-Model-of-Academic-Advising.aspx.
45.
Pat Folsom, Franklin Yoder, and Jennifer E. Joslin. The New Advisor Guidebook : Mastering the Art of Academic Advising. (John Wiley & Sons, Incorporated, 2015).
46.
Iatrellis, O., Kameas, A. & Fitsilis, P. Academic Advising Systems: A Systematic Literature Review of Empirical Evidence. Education Sciences 7, (2017).
47.
Braun, J. & Zolfagharian, M. Student Participation in Academic Advising: Propensity, Behavior, Attribution and Satisfaction. Research in Higher Education 57, 968–989 (2016).
48.
McGill, C. M. "Cultivating Ways of Thinking”: The Developmental Teaching Perspective in Academic Advising. New Horizons in Adult Education and Human Resource Development 28, 50–54 (2016).
49.
Spencer, J. Small group teaching. The Clinical Teacher 6, 56–58 (2009).
50.
Student perceptions of effective small group teaching. Medical education (3AD).
51.
Laru, J., Näykki, P. & Järvelä, S. Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education 15, 29–38 (2012).
52.
Mills, D. & Alexander, P. Small-Group Teaching: A Toolkit for Learning. (2013).
53.
Jaques, D. & Salmon, G. Learning in groups: a handbook for face-to-face and online environments. (Routledge, 2007).
54.
Swanson, E., McCulley, L. V., Osman, D. J., Scammacca Lewis, N. & Solis, M. The effect of team-based learning on content knowledge: A meta-analysis. Active Learning in Higher Education (2017) doi:10.1177/1469787417731201.
55.
Kate Exley and Reg Dennick. Small Group Teaching : Tutorials, Seminars and Beyond. (Routledge, 2004).
56.
Esisi, M. Small group teaching. BMJ (2010) doi:10.1136/bmj.c6402.
57.
Yap, R. et al. Suturing in Small Group Teaching Settings: a Modification to Peyton’s Four-Step Approach. Medical Science Educator 26, 575–580 (2016).
58.
Moore, F. Peer-led small groups: Are we on the right track? Perspectives on Medical Education 6, 325–330 (2017).
59.
Hardman, J. Tutor–student interaction in seminar teaching: Implications for professional development. Active Learning in Higher Education 17, 63–76 (2016).
60.
Swanson, N. M., Vaughan, A. L. & Wilkinson, B. D. First-Year Seminars. Journal of College Student Retention: Research, Theory & Practice 18, 386–400 (2017).
61.
Leask, B. Using Formal and Informal Curricula to Improve Interactions Between Home and International Students. Journal of Studies in International Education 13, 205–221 (2009).
62.
Ottewill, R. & McFarlane, B. J. Effective learning & teaching in business & management. (Kogan Page, 2001).
63.
A handbook for teaching and learning in higher education: enhancing academic practice. (Routledge, 2014).
64.
Jaques, D. & Salmon, G. Learning in groups: a handbook for face-to-face and online environments. (Routledge, 2007).
65.
Hockings, C., Cooke, S., Yamashita, H., McGinty, S. & Bowl, M. Switched off? A study of disengagement among computing students at two universities. Research Papers in Education 23, (2008).
66.
Fiechtner, S. B. & Davis, E. A. Republication of "Why some groups fail. Journal of Management Education 40, 12–29 (2016).
67.
Boud, D., Cohen, R. & Sampson, J. Peer learning in higher education: learning from & with each other. (Kogan Page, 2001).
68.
Schneider, B. et al. Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups. International Journal of Computer-Supported Collaborative Learning 13, 241–261 (2018).
69.
James, P. & Hudspeth, C. How Do You Take Learning Beyond the Classroom in an Interdisciplinary First-Year Seminar? New Directions for Teaching and Learning 2017, 79–95 (2017).
70.
Baker, J. P., Goodboy, A. K., Bowman, N. D. & Wright, A. A. Does teaching with PowerPoint increase students’ learning? A meta-analysis. Computers & Education 126, 376–387 (2018).
71.
Lee, J., Lim, C. & Kim, H. Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development 65, 427–453 (2017).
72.
Gross, M. M., Wright, M. C. & Anderson, O. S. Effects of image-based and text-based active learning exercises on student examination performance in a musculoskeletal anatomy course. Anatomical Sciences Education 10, 444–455 (2017).
73.
Craig McMillan. From students to scientists: The impact of interactive engagement in lectures. New Directions in the Teaching of Physical Sciences (2018).
74.
Gunderman, R. Is the Lecture Dead? - The Atlantic. The Atlantic http://www.theatlantic.com/health/archive/2013/01/is-the-lecture-dead/272578/.
75.
Lambert, C. Twilight of the Lecture. Harvard Magazine.
76.
Bligh, D. A. What’s the use of lectures? (Intellect, 1998).
77.
Heaslip, G., Donovan, P. & Cullen, J. G. Student response systems and learner engagement in large classes. Active Learning in Higher Education 15, 11–24 (2014).
78.
Marshall, K. How to Work the Lecture Hall | Vitae. https://chroniclevitae.com/news/970-how-to-work-the-lecture-hall.
79.
Gibbs, G. Twenty terrible reasons for lecturing. https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html.
80.
Trengove, E. Peer interaction as mechanism for providing timely and accessible feedback to a large undergraduate class. International Journal of Electrical Engineering Education 54, 119–130 (2017).
81.
Jyoti Mahantesh Nagmoti. Departing from PowerPoint default mode: Applying Mayer’s multimedia principles for enhanced learning of parasitology. Indian Journal of Medical Microbiology 35, (2017).
82.
Issa, N. et al. Teaching for understanding in medical classrooms using multimedia design principles. Medical Education 47, 388–396 (2013).
83.
Hong, S. & Yu, P. 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, 16–24 (2017).
84.
Soneral, P. A. G. & Wyse, S. A. A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments. CBE—Life Sciences Education 16, (2017).
85.
Foote, K., Knaub, A., Henderson, C., Dancy, M. & Beichner, R. J. Enabling and challenging factors in institutional reform: The case of SCALE-UP. PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH 12,.
86.
Thai, N. T. T., De Wever, B. & Valcke, M. The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend” of lectures and guiding questions with feedback. Computers & Education 107, 113–126 (2017).
87.
Liu, C. et al. The Effects of Clickers With Different Teaching Strategies. Journal of Educational Computing Research 55, 603–628 (2017).
88.
Fergusson, S. J. et al. Examining the impact of audience response systems on student performance in anatomy education: a randomised controlled trial. Scottish Medical Journal 63, 16–21 (2018).
89.
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning | CBE—Life Sciences Education.
90.
Aricò, F. R. & Lancaster, S. J. Facilitating active learning and enhancing student self-assessment skills. International Review of Economics Education 29, 6–13 (2018).
91.
Nielsen, K. L., Hansen, G. & Stav, J. B. Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology 21, (2013).
92.
Winton, L. M. et al. Does Self-Assessment Improve the Effectiveness of Grand Rounds Lectures in a Community-Based Teaching Hospital? Journal of Surgical Education 73, 968–973 (2016).
93.
Shiozawa, T., Butz, B., Herlan, S., Kramer, A. & Hirt, B. Interactive anatomical and surgical live stream lectures improve students’ academic performance in applied clinical anatomy. Anatomical Sciences Education 10, 46–52 (2017).
94.
Simcock, D. C., Chua, W. H., Hekman, M., Levin, M. T. & Brown, S. A survey of first-year biology student opinions regarding live lectures and recorded lectures as learning tools. Advances in Physiology Education 41, 69–76 (2017).
95.
Scott Cooper. Problem-Solving Modules in Large Introductory Biology Lectures. The American Biology Teacher doi:http://dx.doi.org/10.1662/0002-7685(2006)68[524:PMILIB]2.0.CO;2.
96.
Boud, D. & Molloy, E. Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education 38, 698–712 (2013).
97.
Ajjawi, R. & Boud, D. Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education 1–14 (2018) doi:10.1080/02602938.2018.1434128.
98.
Pitt, E. & Norton, L. ‘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, 499–516 (2017).
99.
Zimbardi, K. et al. Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. Assessment & Evaluation in Higher Education 42, 625–644 (2017).
100.
Forsythe, A. & Johnson, S. Thanks, but no-thanks for the feedback. Assessment & Evaluation in Higher Education 42, 850–859 (2017).
101.
Li, L. Y. ‘Tell me what to do’ vs. ‘guide me through it’: Feedback experiences of international doctoral students. Active Learning in Higher Education 12, 101–112 (2011).
102.
Hughes, G. Ipsative assessment: motivation through marking progress. (Palgrave Macmillan, 2014).
103.
Susan Bloxham and Peter F Boyd. Developing Effective Assessment in Higher Education : A Practical Guide. (McGraw-Hill Education, 2007).
104.
Nicol, D., Thomson, A. & Breslin, C. Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education 39, 102–122 (2014).
105.
Orsmond, P., Maw, S. J., Park, J. R., Gomez, S. & Crook, A. C. Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education 38, 240–252 (2013).
106.
Denton, P. & McIlroy, D. Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks. Assessment & Evaluation in Higher Education 43, 197–206 (2018).
107.
Sellbjer, S. "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, 163–174 (2018).
108.
Ackerman, D. S. & Gross, B. L. Instructor Feedback: How Much Do Students Really Want? Journal of Marketing Education 32, 172–181 (2010).
109.
Carless, D. Differing perceptions in the feedback process. Studies in Higher Education 31, 219–233 (2006).
110.
Orsmond, P. & Merry, S. Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education 36, 125–136 (2011).
111.
Glover, C. & Brown, E. Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education 7, 1–16 (2006).
112.
Busse, V. How do students of German perceive feedback practices at university? A motivational exploration. Journal of Second Language Writing 22, 406–424 (2013).
113.
Duijnhouwer, H., Prins, F. J. & Stokking, K. M. Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction 22, 171–184 (2012).
114.
Bryan, C. & Clegg, K. Innovative assessment in higher education. (Routledge, 2006).
115.
Broadbent, J., Panadero, E. & Boud, D. Implementing summative assessment with a formative flavour: a case study in a large class. Assessment & Evaluation in Higher Education 43, 307–322 (2018).
116.
Sadler, D. R. Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education 35, 535–550 (2010).
117.
Price, M., Handley, K., Millar, J. & O’Donovan, B. Feedback : all that effort, but what is the effect? Assessment & Evaluation in Higher Education 35, 277–289 (2010).
118.
Setyonugroho, W., Kennedy, K. M. & Kropmans, T. J. B. Reliability and validity of OSCE checklists used to assess the communication skills of undergraduate medical students: A systematic review. Patient Education and Counseling 98, 1482–1491 (2015).
119.
Yiend, J., Weller, S. & Kinchin, I. Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education 38, 465–484 (2014).
120.
Körkkö, M., Kyrö-Ämmälä, O. & Turunen, T. Professional development through reflection in teacher education. Teaching and Teacher Education 55, 198–206 (2016).
121.
Schon, D. A. Educating the reflective practitioner / Donald A. Schon. (1987).
122.
Leitch, R. & Day, C. Action research and reflective practice: towards a holistic view. Educational Action Research 8, 179–193 (2000).
123.
Reflective Practice in Geography Teaching. (SAGE Publications, 2000).
124.
Hatton, N. & Smith, D. Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education 11, 33–49 (1995).
125.
Leijen, Ä. et al. Guided Reflection for Supporting the Development of Student Teachers’ Practical Knowledge. Procedia - Social and Behavioral Sciences 112, 314–322 (2014).
126.
Potter, C. Leadership development: an applied comparison of Gibbs’ Reflective Cycle and Scharmer’s Theory U. Industrial and Commercial Training 47, 336–342 (2015).
127.
Larrivee, B. Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice 1, 293–307 (2000).
128.
Toom, A., Husu, J. & Patrikainen, S. Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education 38, 320–340 (2015).
129.
Issa, N. et al. Teaching for understanding in medical classrooms using multimedia design principles. Medical Education 47, 388–396 (2013).
130.
Jyoti Mahantesh Nagmoti. Departing from PowerPoint default mode: Applying Mayer’s multimedia principles for enhanced learning of parasitology. Indian Journal of Medical Microbiology 35, (2017).
131.
Mavromihales, M., Holmes, V. & Racasan, R. 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 (2018) doi:10.1177/0306419018762571.
132.
HEW, K. F. & LO, C. K. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education 18, (2018).
133.
Baepler, P., Walker, J. D. & Driessen, M. It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education 78, 227–236 (2014).
134.
Roach, T. Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education 17, 74–84 (2014).
135.
Chen, K.-S. et al. Academic outcomes of flipped classroom learning: a meta-analysis. Medical Education 52, 910–924 (2018).
136.
Hu, R. et al. Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies 79, 94–103 (2018).
137.
Issa, N. et al. Applying multimedia design principles enhances learning in medical education. Medical Education 45, 818–826 (2011).
138.
Issa, N. et al. Teaching for understanding in medical classrooms using multimedia design principles. Medical Education 47, 388–396 (2013).
139.
Renkl, A. & Scheiter, K. Studying Visual Displays: How to Instructionally Support Learning. Educational Psychology Review 29, 599–621 (2017).
140.
Pickering, J. D. Anatomy drawing screencasts: Enabling flexible learning for medical students. Anatomical Sciences Education 8, 249–257 (2015).
141.
Lau, K. H. V. Computer-based teaching module design: principles derived from learning theories. Medical Education 48, 247–254 (2014).
142.
Graafland, M. et al. How to Systematically Assess Serious Games Applied to Health Care. JMIR Serious Games 2, (2014).
143.
Graafland, M., Schraagen, J. M. & Schijven, M. P. Systematic review of serious games for medical education and surgical skills training. British Journal of Surgery 99, 1322–1330 (2012).
144.
Germany, R., Mulligan, B. & Roberts, D. H. 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, 221–242 (2015).
145.
Chen, C.-M. & Wu, C.-H. Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education 80, 108–121 (2015).
146.
Long, T., Logan, J. & Waugh, M. Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom. TechTrends 60, 245–252 (2016).
147.
Michaelson, L. K. Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development. http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1384&context=podimproveacad (1997).
148.
Balslev, T. et al. Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report. Medical Teacher 37, 759–766 (2015).
149.
Katyal, R. Enhancing student’s learning by introducing various interactive teaching-learning methods in large group. International journal of biomedical and advance research (2016).
150.
Posel, N., Mcgee, J. B. & Fleiszer, D. M. Twelve tips to support the development of clinical reasoning skills using virtual patient cases. Medical Teacher 37, 813–818 (2015).
151.
Cohen, D. A., Newman, L. R. & Fishman, L. N. Twelve tips on writing a discussion case that facilitates teaching and engages learners. Medical Teacher 39, 147–152 (2017).
152.
Imai, P. H., Kresyman, S. & Asadoorian, J. Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases. Journal of Dental Education 80, 731–740 (2016).
153.
Wang, J., Ni, H., Rui, Y., Cui, C. & Cheng, L. A WebGIS-based teaching assistant system for geography field practice (TASGFP). British Journal of Educational Technology 47, 279–293 (2016).
154.
Pawson, E. et al. Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks. Journal of Geography in Higher Education 30, 103–116 (2006).
155.
Pickering, J. D. & Joynes, V. C. T. A holistic model for evaluating the impact of individual technology-enhanced learning resources. Medical Teacher 38, 1242–1247 (2016).
156.
Duffy, R. M., Guerandel, A., Casey, P., Malone, K. & Kelly, B. D. Experiences of Using Prezi in Psychiatry Teaching. Academic Psychiatry 39, 615–619 (2015).
157.
Kirsten Zimbardi. 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, (2016).
158.
Alexandra Yeung. Invigorating science practicals using an inquiry orientated pedagogical tool. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference) (2015).
159.
Reid, S., Shapiro, L. & Louw, G. How Haptics and Drawing Enhance the Learning of Anatomy. Anatomical Sciences Education (2018) doi:10.1002/ase.1807.
160.
Cho, D., Cosimini, M. & Espinoza, J. Podcasting in medical education: a review of the literature. Korean Journal of Medical Education 29, 229–239 (2017).
161.
Davies, C. Learning and Teaching in Laboratories: An Engineering Subject Centre Guide. (2008).
162.
Kreber, C. The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. (Routledge, 2008).
163.
Becher, T. Academic tribes and territories: intellectual enquiry and the cultures of disciplines. (Society for Research into Higher Education, 1989).
164.
Shulman, L. S. Signature pedagogies in the professions. Daedalus 134, 52–59 (2005).
165.
Gurung, R. A. R., Chick, N. L. & Haynie, A. Exploring signature pedagogies: approaches to teaching disciplinary habits of mind. (Stylus, 2009).
166.
Nancy L. Chick, Aeron Haynie, & Regan A. R. Gurung. Exploring more signature pedagogies. (Stylus Pub., 2012).
167.
Middendorf, J. & Pace, D. Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning 2004, 1–12 (2004).
168.
Jessop, T. & Maleckar, B. The influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education 41, 696–711 (2016).
169.
Threshold concepts in practice. vol. volume 68 (Sense Publishers, 2016).
170.
Ottewill, R. & McFarlane, B. J. Effective learning & teaching in business & management. (Kogan Page, 2001).
171.
Martensson, P., Bild, M. & Nilsson, K. Teaching and learning at business schools: transforming business education. (Gower, 2008).
172.
Findlay-Thompson, Sandi. Evaluation of a Flipped Classroom in an Undergraduate Business Course.
173.
Eckmann, J. Law School Teaching: Linking Learning with Law Practice. Legal education review 257–268 (2004).
174.
Burridge, R. & Institute for Learning and Teaching in Higher Education (Great Britain). Effective learning & teaching in law. (Kogan Page, 2002).
175.
Academic learning in law: theoretical positions, teaching experiments and learning experiences. (Edward Elgar Publishing, 2016).
176.
Bamford, D. Learning the ‘How’ of the Law: Teaching Procedure and Legal Education. Osgoode Hall law journal (1960) (10AD).
177.
Knights, B. Intelligence and Interrogation: The identity of the English student. Arts and Humanities in Higher Education 4, 33–52 (2005).
178.
Arts and Humanities in Higher Education. doi:10.1177/1474022216628303#.
179.
Alder, E. Becoming a student of English: Students’ experiences of transition into the first year. Arts and Humanities in Higher Education 17, 185–203 (2018).
180.
Milthorpe, N., Clarke, R., Fletcher, L., Moore, R. & Stark, H. Blended English: Technology-enhanced teaching and learning in English literary studies. Arts and Humanities in Higher Education 17, 345–365 (2018).
181.
Cunningham, C. Teaching and learning French – A tale of desire in the humanities. Arts and Humanities in Higher Education 16, 127–140 (2017).
182.
Dörnyei, Z. & Malderez, A. Group dynamics and foreign language teaching. System 25, 65–81 (1997).
183.
Effective Learning and Teaching in Modern Languages. (Taylor & Francis Group, 2004).
184.
Calder, L. Uncoverage: Toward a Signature Pedagogy for the History Survey. Journal of American History 92, 1358–1370 (2006).
185.
Gannon, K. Getting Medieval with Team-Based Learning � The Tattooed Professor. http://www.thetattooedprof.com/archives/449.
186.
Middendorf, J. et al. What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom. Arts and Humanities in Higher Education 14, 166–180 (2015).
187.
Booth, A. & Ludvigsson, D. Tuning history. Arts and Humanities in Higher Education (2017) doi:10.1177/1474022216686507.
188.
Geoff Timmins, Keith Vernon, and Christine Kinealy. Teaching and Learning History. (SAGE Publications, 2009).
189.
Alan Booth. Teaching History at University : Enhancing Learning and Understanding. (Routledge, 2013).
190.
Fyfe, A. Uncomfortable departments: British historians of science and the importance of disciplinary communities. Arts and Humanities in Higher Education 14, 194–205 (2015).
191.
Poletti, A., Seaboyer, J., Kennedy, R., Barnett, T. & Douglas, K. The affects of not reading: Hating characters, being bored, feeling stupid. Arts and Humanities in Higher Education 15, 231–247 (2016).
192.
Reflective Practice in Geography Teaching. (SAGE Publications, 2000).
193.
Kinchin, I. M. & Francis, R. A. Mapping pedagogic frailty in geography education: a framed autoethnographic case study. Journal of Geography in Higher Education 41, 56–74 (2017).
194.
Pawson, E. et al. Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks. Journal of Geography in Higher Education 30, 103–116 (2006).
195.
Journal of Geography in Higher Education: Vol 42, No 1.
196.
Kahn, P. B., Kyle, J., & Institute for Learning and Teaching in Higher Education (Great Britain). Effective learning and teaching in mathematics and its applications. (Kogan Page, 2002).
197.
Lo, C. K., Hew, K. F. & Chen, G. Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review 22, 50–73 (2017).
198.
HERSAM, M. C., LUNA, M. & LIGHT, G. Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course. Journal of Engineering Education 93, 49–57 (2004).
199.
Holmes, N. G. & Wieman, C. E. Introductory physics labs: We can do better. Physics Today 71, 38–45 (2018).
200.
Arthur, P., Ludwig, M., Castelli, J., Kirkwood, P. & Attwood, P. Prepare, Do, Review: A skills-based approach for laboratory practical classes in biochemistry and molecular biology. Biochemistry and Molecular Biology Education 44, 276–287 (2016).
201.
Cooper, M. M. & Stowe, R. L. Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice. Chemical Reviews 118, 6053–6087 (2018).
202.
Bill Lucas. Thinking Like an Engineer: Using Engineering Habits of Mind and Signature Pedagogies to Redesign Engineering Education. International Journal of Engineering Pedagogy (iJEP) vol. 6 4–13 (2016).
203.
Dolan, E. L. Undergraduate research as curriculum. Biochemistry and Molecular Biology Education 45, 293–298 (2017).
204.
Santas, A. J. Reciprocity within biochemistry and biology service-learning. Biochemistry and Molecular Biology Education 37, 143–151 (2009).
205.
Young, J. M. & Shepardson, D. P. Using Q methodology to investigate undergraduate students’ attitudes toward the geosciences. Science Education 102, 195–214 (2018).
206.
Hanh, N. V. & Hop, N. H. 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 (2018) doi:10.1177/0020720918773050.
207.
Rubner, G. First-year undergraduate teaching of electrical and electronic engineering: innovation and inspiration. International Journal of Electrical Engineering Education 54, 281–282 (2017).
208.
Cavalcanti, J. et al. A real-time web-based networked control system education platform. International Journal of Electrical Engineering Education 55, 130–141 (2018).
209.
Twigg, P., Ponnapalli, P. & Fowler, M. Workshop problem-solving for improved student engagement and increased learning in Engineering Control. International Journal of Electrical Engineering Education 55, 120–129 (2018).
210.
Coppens, P., Van den Bossche, J. & De Cock, M. Student understanding of phase shifts, frequency and Bode plots. International Journal of Electrical Engineering Education 54, 247–261 (2017).
211.
Judge, M. Large-scale Laboratory Teaching for 1st Year EEE Undergraduates. International Journal of Electrical Engineering Education 54, 164–177 (2017).
212.
Mavromihales, M., Holmes, V. & Racasan, R. 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 (2018) doi:10.1177/0306419018762571.
213.
Heywood, J. The asssessment of learning in engineering education: practice and policy. (IEEE Press, 2016).
214.
Odeh, S., McKenna, S. & Abu-Mulaweh, H. A unified first-year engineering design-based learning course. International Journal of Mechanical Engineering Education 45, 47–58 (2017).
215.
Tian, Z. F. Teaching and enhancement of critical thinking skills for undergraduate students in a computational fluid dynamics course. International Journal of Mechanical Engineering Education 45, 76–88 (2017).
216.
Mariasiu, F. & Raboca, H. M. Assessment of extracurricular activities’ effects on automotive engineering education: A cross-national study. International Journal of Mechanical Engineering Education 45, 120–141 (2017).
217.
Kim, M., Diong, C. H., & ProQuest (Firm). Biology education for social and sustainable development. (Sense Publishers, 2012).
218.
Letchford, J., Corradi, H. & Day, T. A flexible e-learning resource promoting the critical reading of scientific papers for science undergraduates. Biochemistry and Molecular Biology Education 45, 483–490 (2017).
219.
Cubas Rolim, E. et al. Blog construction as an effective tool in biochemistry active learning. Biochemistry and Molecular Biology Education 45, 205–215 (2017).
220.
Goff, E. E. et al. 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, 226–234 (2017).
221.
Eberlein, T. et al. Pedagogies of engagement in science. Biochemistry and Molecular Biology Education 36, 262–273 (2008).
222.
Thaman, R., Dillon, S., Saggar, S., Gupta, M. & Kaur, H. Promoting active learning in respiratory physiology – Positive student perception and improved outcomes. National Journal of Physiology, Pharmacy and Pharmacology 3, 27–34 (2013).
223.
Cantillon, P. & Wood, D. ABC of learning and teaching in medicine. (Wiley-Blackwell, 2010).
224.
McKimm, J. & Swanick, T. Clinical teaching made easy: a practical guide to teaching and learning in clinical settings. (Quay, 2010).
225.
Bleakley, A. Pre-registration house officers and ward-based learning: a `new apprenticeship’ model. Medical Education 36, 9–15 (2002).
226.
Egan, T. & Jaye, C. Communities of clinical practice: the social organization of clinical learning. Health: 13, 107–125 (2009).
227.
Launer, J. Managing the threat to reflective writing. Postgraduate Medical Journal 94, 314–315 (2018).
228.
Birden, H. et al. Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25. Medical Teacher 35, e1252–e1266 (2013).
229.
Rivière, E., Saucier, D., Lafleur, A., Lacasse, M. & Chiniara, G. Twelve tips for efficient procedural simulation. Medical Teacher 1–9 (2017) doi:10.1080/0142159X.2017.1391375.
230.
Losco, C. D., Grant, W. D., Armson, A., Meyer, A. J. & Walker, B. F. Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME guide no. 44. Medical Teacher 39, 234–243 (2017).
231.
Ellaway, R. H. et al. A critical hybrid realist-outcomes systematic review of relationships between medical education programmes and communities: BEME Guide No. 35. Medical Teacher 38, 229–245 (2016).
232.
Park, S. et al. A BEME systematic review of UK undergraduate medical education in the general practice setting: BEME Guide No. 32. Medical Teacher 37, 611–630 (2015).
233.
Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E. & Issenberg, S. B. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher 35, e1511–e1530 (2013).
234.
Fatmi, M., Hartling, L., Hillier, T., Campbell, S. & Oswald, A. E. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Medical Teacher 35, e1608–e1624 (2013).
235.
Braeckman, L., ‘t Kint, L., Bekaert, M., Cobbaut, L. & Janssens, H. Comparison of two case-based learning conditions with real patients in teaching occupational medicine. Medical Teacher 36, 340–346 (2014).
236.
Merritt, C., Munzer, B. W., Wolff, M. & Santen, S. A. Not Another Bedside Lecture: Active Learning Techniques for Clinical Instruction. AEM Education and Training 2, 48–50 (2018).
237.
Mac Giolla Phadraig, C., Nunn, J. H., Tornsey, O. & Timms, M. Does Special Care Dentistry undergraduate teaching improve dental student attitudes towards people with disabilities? European Journal of Dental Education 19, 107–112 (2015).
238.
Cameron, D. A., Binnie, V. I., Sherriff, A. & Bissell, V. Peer assisted learning: teaching dental skills and enhancing graduate attributes. British Dental Journal 219, 267–272 (2015).
239.
Beveridge, E. Learning from patients. BMJ 334, s83.2-s84 (2007).
240.
Gamble Blakey, A. & Golding, C. ‘Of Course They’re Bloody Scared!’ Managing Medical Student Fear to Better Cultivate Thinking. Medical Science Educator 28, 165–173 (2018).
