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Starting Point-Teaching Entry Level Geoscience > Studio Teaching in the Geosciences > Reference List
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Reference List

For an introduction to studio teaching, see the recommended reading list.

Bateson, D., 1990, Science Achievement in Semester and All-year Courses. Journal of Research in Science Teaching, v. 3, p. 233-240.

Beichner, Robert J. Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP): An Interview with Robert Beichner. PKAL.

Beichner, R.J., and Saul, J.M., 2003, Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project. Proceedings of the International School of Physics, Varenna, Italy, July 2003. (Accessed 15 April, 2007).

Beichner, Robert J. and Jeffrey M. Saul. Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project. PKAL.

Beichner, Robert J., et al. The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project. Physical Sciences Resource Center.

Belcher, J.W., 2004, Lessons Learned from TEAL, USC Learning Edge, May 2004. (Accessed 15 April, 2007).

Bloom, B.S., Englehart, M.D., Furst, E.J., Hill, W.H., and Krathwohl, D.R., 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. Longmans, New York, p. 62-197.

Bosworth, K. and Hamilton, S., eds., 1994, Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning, v. 59., 224 p.

Caskey, S., 1994, Learning Outcomes in Intensive Courses, Journal of Continuing Higher Education, v. 42, p. 23-27.

Counseling Services, University of Victoria, 2003, Learning Skills Program: Bloom's Taxonomy. (more info) (Accessed 6 April, 2004).

D'Avanzo, C., 2003, Research on Learning: Potential for Improving College Ecology Teaching. Frontiers in Ecology and the Environment, v. 1, p. 533-540.

Dempster, F.N., 1993, Exposing Our Students to Less Should Help Them Learn More. Phi Delta Kappan, v. 74, p. 432-437.

Fratt, L., 2002, Less is More: Trimming the Overstuffed Curriculum, AAAS Project 2061, District Administration, v. 31, p. 56-60.

Gabelnick, J., McGregor, J., Matthews, R.S., and Smith, B.L., 1990, Learning Communities: Creating Connections Among Students, Faculty and Disciplines. New Directions for Teaching and Learning, v. 41., Jossey-Bass, San Francisco, 242 p.

Gaubatz, N., 2003, Course Scheduling Formats and Their Impact on Student Learning. National Teaching and Learning Forum, v. 12. (Accessed 6 April, 2004)

Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., and Wood, W.B., 2004, Scientific Teaching, Science, v. 304, p. 521-522.

Henebry, K., 1997, The Impact of Class Schedule on Student Performance in a Financial Management Course, Journal of Education for Business, v. 73, p. 114-120.

Laws, P., 1991, Workshop Physics: Learning Introductory Physics by Doing It. Change Magazine, v. 23, p. 20-27.

Macdonald, H., and Bykerk-Kauffman, A., 1996, Collaborative and Cooperative Activities as Tools for Teaching and Learning Geology, Journal of Geoscience Education, v. 43, p. 305-309.

Minstrell, J., and van Zee, E.H., 2000, Inquiring into Inquiry Learning and Teaching in Science, AAAS, Washington, 496 p.

Nahrgang, W.L., 1982, Designing and Teaching College-level Intensive Courses: a Pragmatic Approach. Unterrichtspraxis, v. 15, p. 27-35.

National Research Council, 1996, National Science Education Standards. National Academy of Sciences, Washington, 262 p.

National Research Council, 1996, From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering, and Technology – Report of a Convocation. National Academy of Sciences, Washington, 42 p.

National Science Foundation, 1996, Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology – A Report on the Review of Undergraduate Education by the Advisory Committee to the National Science Foundation Directorate for Education and Human Resources, Publication 96-139, NSF, Washington, 76 p.

Nelson, C., 2001, Carnegie Chronicle/Nelson's Notebooke: What Is the Most Difficult Step We Must Take to Become Great Teachers? National Teaching and Learning Forum, v. 10. (Accessed 16 April, 2004).

Nuhfer, E.B., and Knipp, D., 2003, The Knowledge Survey: A Tool for All Reasons, To Improve the Academy, v. 21, p. 59-78. (Accessed 6 April, 2004)

Nuhfer, E. B., 1996, The Place of Formative Evaluations in Assessment and Ways to Reap Their Benefits. Journal of Geoscience Education, v. 44, p. 385-394.

Perkins, D., 2005, The Case for a Cooperative Studio Classroom: Teaching Petrology in a Different Way. Journal of Geoscience Education, v. 53, p. 101-109.

Physics Education Research Group, North Carolina State University: About the SCALE-UP Project.

Ross, S., 2002, TEAL: Technology Enhanced Active Learning, Microsoft Research. (Accessed 2 August 2012).

Rumsey, D.J., 2000, Promoting Student-Centered Learning in a Studio Classroom Environment, ASA Stat. Ed. Section Newslettter, v. 6. (Accessed 6 April, 2004).

Rutherford, F.J., and Ahlgren, A., 1991, Science for All Americans. Oxford University Press, 272 p.

Scott, P, 1996, Attributes of High-Quality Intensive Course Learning Experiences: Student Voices and Experiences. College Student Journal, v. 30, p. 69-77.

Scott, P., 2003, Attributes of High-Quality Intensive Courses, New Directions for Adult and Continuing Education, v. 97, p. 29-38.

Srogi, L.A. and Baloche, L. 1997 Using Cooperative Learning to Teach Mineralogy (and Other Courses Too!), in J.B. Brady, Mogk, D.W., and Perkins D., eds., Teaching Mineralogy, Mineralogical Society of America, p. 1-25.

Tewksbury, B.J., 1996, Teaching Without Exams: the Challenges and Benefits. J Geoscience Education, v. 44, p. 366-372.

Tobias, S., 1990, They're Not Dumb, They're Different: Stalking the Second Tier. The Research Corporation, Tucson, 214 p.

Van Scyoc, L. and Gleason, J., 1993, Traditional or Intensive Course Lengths? A Comparison of Outcomes in Economics Learning, Journal Economics Education, v. 24, p. 15-22.

Walter, B. and Hendler, J., 1996, The Studio, In L. M. Lambert, Tice, S.L, and Featherstone, P.H., eds., University Teaching - A Guide for Graduate Students, Syracuse University Press, p. 37-43.

Welch, W.W., Klopfer, L.E., Aikenhead, G.S., and Robinson, J.T., 1981, The Role of Inquiry Into Science Education, Analysis and Recommendations, Science Education, v. 65, p. 33-50.

Williamson, V.M. and Rowe, M.W., 2002, Group Problem-Solving Versus Lecture in College-Level Quantitative Analysis: the Good, the Bad and the Ugly. Journal of Chemistry Education, v. 79, p. 1131-1134.

Wilson, J.M., 1994, The CUPLE Physics Studio, Physics Teacher, v. 32, p. 518-523.

Wilson, J.M., 1997, Studio Teaching: When the Future Becomes the Present, UniServe Science News, v. 7. (Accessed 6 April, 2004).

Winter, J.D., 2001, An Introduction to Igneous and Metamorphic Petrology, Prentice-Hall Inc., Upper Saddle River, 697 p.

Young, J.E., 1996, The Studio Classroom, ASEE Prism, January, 1996, p. 15.


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