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- 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
