- Adult Students as Catalysts to Faculty Development: Effective Approaches to Predictable Opportunities

- An Evolutionary Response to Adult Learners: The Urban Small College

- An Idiosyncratic Cognitive Measure

- Avoiding Teacher Overload By Using Web-based Tools

- Behavioral Significance of Mulieu: a Consideration of Two Downtown Settings

- Beyond Learner-Centeredness: Close Encounters of the Systemocentric Kind

- College Teaching as an Educational Helping Relationship

- Connecting Experience and Concept

- Creating and Supporting an Inclusive Scholarship of Teaching

- Enriching the Scholarship of Teaching: Determining Appropriate Cross-Professional Applications Among Teaching, Counseling, and Psychotherapy

- Facilitating Transformative Learning: Attending to the Dynamics of the Educational Helping Relationship

- Feeling Overloaded?

- Gender Differences in the Academic Progress of Adult Undergraduates: Patterns and Policy Implications

- Generative Paradox in Learner-Centered College Teaching

- Integrity in Learner Centered Teaching

- Living Engagement

- Participant Observation and Geographical Research

- Professors in Space and Time: Four Utilities of a New Metaphor and Developmental Model for Professors-as-Teachers

- Notes on the Relevance of Life Course Research to Liberal Arts Curriculum

- Professors' Perspectives on Their Teaching: A New Construct and Developmental Model

- Teaching Excellence

- Transformative Learning and Transition Theory: Toward Developing the Ability to Facilitate Insight

- Unconscious Displacements in College Teacher and Student Relationships: Conceptualizing, Identifying, and Managing Transference

- Urban Postsecondary Systems: Higher Education's Infrastructure in American Cities

