Shipman, H.L. (2001). Hands-on science, 680 hands at a time. Journal of College Science Teaching 30(5), 318-321.

Shore, B.M., et al. (1986). The teaching dossier: A guide to its preparation and use.Montreal: Canadian Association of University Teachers.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching.Educational Researcher 15, 4-14.

Shulman, L.S. (1993). Teaching as community property: Putting an end to pedagogical solitude. Change 25(6), 6-7.

Shulman, L. (1995). Faculty hiring: The pedagogical colloquium—three models. AAHE Bulletin 47(9), 6-9.

Siebert, E.D., and McIntosh, W.J. (Eds.). (2001). College pathways to the science education standards.Arlington, VA: National Science Teachers Association.

Sorcinelli, M.D. (1999). The evaluation of teaching: The 40-year debate about student, colleague, and self-evaluations. In B.A. Pescosolido, and R. Aminzade (Eds.), The social worlds of higher education: Handbook for teaching in a new century (pp. 195-205). Thousand Oaks, CA: Pine Forge Press.

Sorcinelli, M.D. (2000). Principles of good practice: Supporting early career faculty. Guidance for deans, department chairs, and other academic leaders.New Pathways II Project Forum on Faculty Roles and Rewards. Washington, DC: American Association for Higher Education. See <>.

Springer, L., Stanne, M.E., and Donovan, S.S. (1998). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis (Research Monograph No. 11). Madison: University of Wisconsin-Madison, National Institute for Science Education.

Suskie, L. (Ed.). (2000). Assessment to promote deep learning. Washington, DC: American Association for Higher Education. See <>.

Suter, L., and Frechtling, J. (2000). Guiding principles for mathematics and science education research methods: Report of a workshop. (NSF 00-113). Arlington, VA: National Science Foundation. See <>.

Svinicki, M., and Menges, R. (Eds.). (1996). Honoring exemplary teaching. New directions for teaching and learning. (No. 65). San Francisco: Jossey-Bass.

Uno, G.E. (1997). Handbook on teaching undergraduate science classes: A survival manual. Norman, OK: University of Oklahoma Press.

Walvoord, B.F., and Anderson, V.J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.

Wergin, J. (1994). The collaborative department: How five campuses are inching toward cultures of collective responsibility.Washington, DC: American Association for Higher Education.

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

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance.San Francisco: Jossey-Bass.

Wright, J.C., Millar, S.B., Kosciuk, S.A., Penberthy, D.L., Williams, P.H., and Wampold, B.E. (1998). A novel strategy for assessing the effects of curriculum reform on student competence. Journal of Chemical Education 75,986-992.

Wyckoff. S. (2001). Changing the culture of undergraduate science teaching. Journal of College Science Teaching 30(5), 306-312.

Zimpher, N. (1998).Ten changing demands on college teachers in the future.Presented at Changing Demands on College Teachers: A Conference for Teaching Support Providers, April 27, Columbus, Ohio. See <>.

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement