References
- AlHagwi, A. I., Kuntze, J., & van der Molen, H. T. (2014). Development of the clinical learning evaluation questionnaire for undergraduate clinical education: Factor structure, validity, and reliability study. BMC Medical Education, 14, article no. 44. doi:10.1186/1472-6920-14-44
- Alwin, D. F. (1997). Feeling thermometers versus 7-point scales: Which are better? Sociological Methods and Research, 25, 318–340.
- Anderson, W. L., Mitchell, S. M., & Osgood, M. P. (2005). Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular Biology Education, 33, 387–393.
- Biggs, J. B. (1987). Student approaches to learning and studying. Hawthorn: Australian Council for Educational Research.
- Borrego, M., & Newswander, L. K. (2010). Definitions of interdisciplinary research: Toward graduate-level interdisciplinary learning outcomes. The Review of Higher Education, 34, 61–84.
- Bradshaw, D. (1985). Transferable intellectual and personal skills. Oxford Review of Education, 11, 201–216.
- DeBono, E. (1976). Teaching thinking. London: Temple Smith.
- Dilworth, R. L. (2003). The nature of action learning. In R. L. Dilworth & V. J. Willis (Eds.), Action learning: Images and pathways (pp. 1–32). Malabar, FL: Krieger.
- Eudoxie, G. D. (2011). Learning styles among students in an advanced soil management class: Impact on students’ performance. Journal of Natural Resources & Life Sciences Education, 40, 137–143.
- Filene, P. (2005). The joy of teaching: A practical guide for new college instructors. Chapel Hill, NC: The University of North Carolina Press.
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111, 8410–8415.
- Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific teaching. New York, NY: W.H. Freemand and Company.
- Hartman, H. (1990). Factors affecting the tutoring process. Journal of Educational Development, 14, 2–6.
- Hazel, S. J., Heberle, N., McEwen, M., & Adams, K. (2013). Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for veterinary and animal science undergraduates. Journal of Veterinary Medical Education, 40, 333–341.
- Hoffman, K., Hosokawa, M., Blake, R., Headrick, L., & Johnson, G. (2006). Problem-based learning outcomes: Ten years of experience at the University of Missouri-Columbia School of Medicine. Academic Medicine, 81, 617–625.
- Hounsell, D. (2009). Evaluating courses and teaching. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A hand book for teaching and learning in higher education: Enhancing academic practice (pp. 198–211). New York, NY: Routledge, Taylor & Francis Group.
- Hrynchak, P., & Batty, H. (2012). The educational theory basis of team-based learning. Medical Teacher, 34, 796–801.
- Kaufman, D. M., & Mann, K. V. (1999). Achievement of students in a conventional and problem-based learning (PBL) curriculm. Advanced Health Science Education Theory Practice, 4, 245–260.
- King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41, 33–39.
- Mats, R. L., Rothman, E. D., Krajcik, J. S., & Banaszak-Holl, M. M. (2012). Concurrent enrollment in lecture and laboratory enhances student performance and retention. Journal of Research Scientific Teaching, 49, 659–682.
- Micari, M., & Light, G. (2009). Reliance to independence: Approaches to learning in peer led undergraduate science, technology, engineering, and mathematics workshops. International Journal of Science Education, 31, 1713–1741.
- Momsen, J., Offerdahl, E., Kryjevskaia, M., Montplaisir, L., Anderson, E., & Grosz, N. (2013). Using assessments to investigate and compare the nature of learning in undergraduate science courses. CBE-Life Sciences Education, 12, 239–249.
- Murray, F. B. (1994). Meno and the teaching of teachers to teach excellently. Journal of Teacher Education, 45, 379–390.
- Overby, K. (2011). Student-centered learning. ESSAI, 9, 109–112.
- Payne, J. (2000). The unbearable lightness of skill: The changing meaning of skill in UK policy discourses and some implications for education and training. Journal of Educational Policy, 15, 353–369.
- Sandall, L., Mamo, M., Speth, C., Lee, D., & Kettler, T. (2014). Student perception of metacognitive activities in entry-level science courses. Natural Sciences Education, 43, 25–32.
- Shoji, S., Gandeza, A. T., & Kimura, K. (1991). Simulation of crop response to polyolefin-coated urea: II. Nitrogen uptake by corn. Soil Sciene Society of America Journal, 55, 1468–1473.
- Sternberg, R. J. (1985). Beyond I.Q. Cambridge: Cambridge University Press.
- Strahan, D. (2003). General patterns and particular pictures: Lessons learned from reports from “beating the odds” schools. Journal of Curriculum and Supervision, 18, 296–305.
- Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.