References
- Brownell, Jayne E., and Lynn E. Swaner. “High Impact Practices: Applying the Learning Outcome Literature to the Development of Successful Campus Programs.” Peer Review 11, no. 1 (Spring 2009): 26–30. https://www.aacu.org/publications-research/periodicals/high-impact-practices-applying-learning-outcomes-literature.
- Megwalu, Anamika, Christina Miller, and Cynthia R. Haller. “The Library and the Common Reader Program: A Collaborative Effort to College Transition.” Reference Services Review 45, no. 3 (2017): 400–414. doi:10.1108/RSR-10-2016-0077.
- Murray, Adam. “Academic Libraries and High-impact Practices for Student Retention: Library Deans’ Perspectives.” Libraries and the Academy 15, no. 3 (July 2015): 471–487. doi:10.1353/pla.2015.0027.
- University of Florida Honors Program. Accessed February 21, 2018. http://www.honors.ufl.edu/about/what-is-honors/.
- Sobel, Karen, Peter Ramsay, and Galin Jones. “The Professor-Librarian: Academic Librarians Teaching Credit-Bearing Courses.” Public Services Quarterly 15, no. 1 (2018): 1–21. doi:10.1080/15228959.2017.1342584.
- Riehle, Catherine Fraser. “Partnering and Programming for Undergraduate Honors Students.” Reference Service Review 36, no. 1 (2008): 48–60. doi:10.1108/00907320810852023.
- Murray, Jacqueline, and Peter Wolf. “Faculty Experience Teaching in an Interdisciplinary First-year Seminar Program: The Case of the University of Guelph.” Canadian Journal for the Scholarship of Teaching and Learning 7, no. 1 (2016): Article 4. doi:10.5206/cjotl-rcacea.2016.1.4.
- Braquet, Donna, and Micheline Westfall. “Of Fairs and Festivals: Librarians Teach Thematic First Year Seminars.” The Southeastern Librarian 59, no. 1 (April 2011): Article 3. https://digitalcommons.kennesaw.edu/seln/vol59/iss1/3.