Journal of Cognitive Affective Learning, 2(1) (Fall 2005), 21-49.

https://www.jcal.emory.edu//viewarticle.php?id=55&layout=html

Cognitive-Affective Learning Bibliography (Revised 2005)

An Initiative of the Carnegie-Sponsored Center for Cognitive-Affective Learning

Compiled by:

Beth Haines, JCAL Managing Editor

Oxford College of Emory University. Email: libream@learnlink.emory.edu

Major contributions from:

Patti Owen-Smith, Coordinator, Center for Cognitive-Affective Learning

Professor of Psychology and Women’s Studies

Oxford College of Emory University. Email: psypos@emory.edu

Kent Linville, Dean of Academic Affairs and Professor of Philosophy

Oxford College of Emory University. Email: linville@learnlink.emory.edu

Sharon Lewis, Professor of Psychology

Oxford College of Emory University. Email: slewis@learnlink.emory.edu

Ken Carter, JCAL Editor-in-Chief and Associate Professor of Psychology

Oxford College of Emory University. Email: kcart01@emory.edu

Mary T. White, Associate Professor and Director, Division of Medical Humanities

Wright State University School of Medicine. Email: mary.t.white@wright.edu

Isa Williams, Assistant Professor of Women’s Studies

Director, Experiential Learning and the Atlanta Semester

Agnes Scott College. Email: iwilliams@agnesscott.edu

Additional contributions from:

Amy Haddad, Professor and Associate Director for Health Policy and Ethics

Creighton University School of Pharmacy and Health Professions. Email: ahaddad@creighton.edu

Tom Ott, Director of Developmental Education

Community College of Philadelphia. Email: tott@ccp.edu

Army Lester, Professor of Biology

Kennesaw State University. Email: alester@kennesaw.edu

Cognitive-Affective Learning

By Patti Owen-Smith, Sharon Lewis, Kent Linville, and Ken Carter, Oxford College of Emory University, with contributions from Amy Haddad, Creighton University, Tom Ott, Community College of Philadelphia, and Army Lester, Kennesaw State University.

Theory -- Books

Averill, J. R., Clore, G. L., LeDoux, J. E., Panksepp, J., Watson, D., Clark, L. A., Ekman, P., & Davidson, R. J. (1994). What influences the subjective experience of emotions? In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 377-407). London: Oxford University Press.

Bessant, K. C. (2000). Affective and cognitive components of statistics course performance. Unpublished Dissertation, University of Manitoba.

Bower, G. H. (1992). How might emotions affect learning? In S.-A. Christianson (Ed.), The handbook of emotion and memory: Research and theory (pp. 3-31). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Bower, G. H. (1994). Some relations between emotions and memory. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 303-305). New York: Oxford University Press.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Caine, G., & Caine, R. N. (2001). The brain, education, and the competitive edge. Lanham, MD: Scarecrow Education.

Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Canham, H., & Youell, B. (2000). The developmental and educational context: The emotional experience of learning. In N. Barwick (Ed.), Clinical counselling in schools (pp. 6-21). New York: Routledge.

Crowell, S., Caine, R. N., & Caine, G. (1998). The re-enchantment of learning: A manual for teacher renewal and classroom transformation. Tucson, AZ: Zephyr Press.

Davidson, R. J. (1985). Affect, cognition, and hemispheric specialization. In C. E. Izard & J. Kagan (Eds.), Emotions, cognition, and behavior (pp. 320-365). New York: Cambridge University Press.

Davidson, R. J. (2002). Toward a biology of positive affect and compassion. In R. J. Davidson & A. Harrington (Eds.), Visions of compassion: Western scientists and Tibetan Buddhists examine human nature (pp. 107-130). London: Oxford University Press.

Davidson, R. J. (2003). Affective neuroscience: A case for interdisciplinary research. In F. Kessel & P. L. Rosenfied (Eds.), Expanding the boundaries of health and social science: Case studies in interdisciplinary research (pp. 99-121). London: Oxford University Press.

Davidson, R. J., & Ekman, P. (1994). Afterword: What is the relation between emotion and memory. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 316-317). New York: Oxford University Press.

Davidson, R. J., Gray, J. A., Lazarus, R., Rothbart, M. K., & Ekman, P. (1994). How do individuals differ in emotion-related activity? In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 319-343). London: Oxford University Press.

Davidson, R. J., & Harrington, A. (Eds.). (2002). Visions of compassion. Oxford, UK: Oxford.

De Corte, E. (1995). Learning theory and instructional science. In P. Reimann & H. Spada (Eds.), Learning in humans and machines: Towards an interdisciplinary learning science (pp. 97-108). Tarrytown, NY: Elsevier Science, Inc.

Del Rosario, V. F. (1982). Integrating the affective and the cognitive domains in a fourth grade social studies curriculum. Unpublished Dissertation, Columbia University Teachers College, New York.

Ekman, P., & Davidson, R. J. (Eds.). (1994). The nature of emotion: Fundamental questions. London: Oxford University Press.

Forgas, J. P. (2000). Introduction: The role of affect in social cognition. In J. P. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 1-28). Cambridge, U.K.; New York: Cambridge University Press.

Fox, N. A., & Davidson, R. J. (1984). The psychobiology of affective development. Hillsdale, NJ: L. Erlbaum Associates.

Gardner, H. (1995). The unschooled mind: How children think and how schools should teach. New York: Basic Books.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Gardner, H. (2004). How education changes: Considerations of history, science, and values. In M. M. Suarez-Orozco & D. B. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium (pp. 235-258). Berkeley, CA: University of California Press.

Gardner, H., & Walters, J. (2002). A rounded version. In D. J. Levitin (Ed.), Foundations of cognitive psychology: Core readings (pp. 761-777). Cambridge, MA: MIT Press.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Goleman, D. (Ed.). (2002). Beyond destructive emotions: A scientific collaboration with the Dalai Lama. New York: Bantam.

Goleman, D., Boyatzis, R. E., & McKee, A. (2002). The new leaders: Transforming the art of leadership into the science of results. London: Little, Brown.

Goleman, D., Boyatzis, R. E., & McKee, A. (2003). Best of HBR on leadership: Emotionally intelligent leadership: A collection of articles. Boston: Harvard Business School Pub.

Graczyk, P. A., Weissberg, R. P., Payton, J. W., Elias, M. J., Greenberg, M. T., & Zins, J. E. (2000). Criteria for evaluating the quality of school-based social and emotional learning programs. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 391-410). San Francisco: Jossey-Bass.

Haeggberg, D. (2000). The influence of goal orientation on individuals' cognitive, affective, and behavioral reactions to different types of performance feedback. Unpublished Dissertation, Ohio University.

Hart, T. R. (1993). Inspiration: An exploration of the experience and its role in healthy functioning. Unpublished Dissertation, University of Massachusetts Amherst., Amherst, MA.

Hart, T. R. (2000). Inspiration as transpersonal knowing. In T. R. Hart & P. L. Nelson (Eds.), Transpersonal knowing: Exploring the horizon of consciousness (pp. 31-53). Albany, NY: State University of New York Press.

Hart, T. R. (2001). From information to transformation: Education for the evolution of consciousness. New York: P. Lang.

Hart, T. R., Nelson, P. L., & Puhakka, K. (1997). Spiritual knowing: Alternative epistemic perspectives. Carrollton, GA: State University of West Georgia.

Hart, T. R., Nelson, P. L., & Puhakka, K. (Eds.). (2000). Transpersonal knowing: Exploring the horizon of consciousness. Albany, NY: State University of New York Press.

Hatch, T., & Gardner, H. (1997). Finding cognition in the classroom: An expanded view of human intelligence. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 164-187). New York: Cambridge University Press.

Izard, C. E., & Kagan, J. (Eds.). (1985). Emotions, cognition, and behavior. New York: Cambridge University Press.

Kabat-Zinn, J. (1991). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Dell Publishing.

Kabat-Zinn, J. (1993). Mindfulness meditation: Health benefits of an ancient Buddhist practice. In D. Goleman & J. Gurin (Eds.), Mind/body medicine. Yonkers, NY: Consumer Reports Books.

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.

Kabat-Zinn, J. (2000). Indra's net at work: The mainstreaming of Dharma practice in society. In G. Watson, S. Batchelor & G. Claxton (Eds.), The psychology of awakening: Buddhism, science, and our day-to-day lives (pp. 225-249). London: Rider.

Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York: Hyperion.

Kolb, D. A., Boyatzis, R. E., & Mainermelis, C. (2001). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L.-F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 227-247). Mahwah, NJ: Lawrence Erlbaum Associates.

Lazarus, R. (1994). The past and the present in emotion. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 306-310). New York: Oxford University Press.

LeDoux, J. E. (1994). Memory versus emotional memory in the brain. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 311-312). New York: Oxford University Press.

McCombs, B. L. (1988). Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies. In C. E. Weinstein & E. T. Goetz (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 141-169). San Diego, CA: Academic Press, Inc.

McCombs, B. L. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In J. E. Zins, R. P. Weissberg, M. C. Wang and H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 23-39). New York: Teachers College Press.

Moustakas, C. E. (Ed.). (1956). The self: Explorations of personal growth. Oxford, Eng.: Harper.

Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, MA: Harvard University Press.

Nussbaum, M. (2000). Emotions and social norms. In L. P. Nucci & G. B. Saxe (Eds.), Culture, thought, and development (pp. 41-63). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Nussbaum, M. (2001a). Emotions as judgments of value, Upheavals of thought: The intelligence of emotions (pp. 19-33). Cambridge, U.K.; New York: Cambridge University Press.

Nussbaum, M. (2001b). Introduction, Upheavals of thought: The intelligence of emotions (pp. 1-16). Cambridge, U.K.; New York: Cambridge University Press.

Nussbaum, M. (2001c). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press.

Panksepp, J. (1994). Subjectivity may have evolved into the brain as a simple value-coding process that promotes the learning of new behaviors. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 313-315). New York: Oxford University Press.

Plax, T. G., & Kearney, P. (1992). Teacher power in the classroom: Defining and advancing a program of research. In V. P. Richmond & J. C. McCroskey (Eds.), Power in the classroom: Communication, control, and concern. (pp. 67-84). Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc.

Putnam, H. (2002). The collapse of the fact/value dichotomy and other essays. Cambridge: Harvard University Press.

Riecken, D. (2002). The Wolfgang system: A role of "emotions" to bias learning and problem solving when learning to compose music. In R. Trappi & P. Petta (Eds.), Emotions in humans and artifacts (pp. 289-302). Cambridge, MA: MIT Press.

Roth, G. (2003). The principle of emotional learning. In R. H. Kluwe & G. Luer (Eds.), Principles of learning and memory (pp. 51-68). Cambridge, MA: Birkhauser.

Salmon, P. G., Santorelli, S. F., & Kabat-Zinn, J. (1998). Intervention elements promoting adherence to mindfulness-based stress reduction programs in the clinical behavioral medicine setting. In S. A. Shumaker & E. B. Schron (Eds.), The handbook of health behavior change (2nd ed., pp. 239-266). New York: Springer Publishing Co.

Santorelli, S. F. (1996). Mindfulness and mastery in the workplace: 21 ways to reduce stress during the workday. In A. Kolter (Ed.), Engaged Buddhist reader. Berkeley, CA: Parallax Press.

Schafe, G. E., & LeDoux, J. E. (2002). Emotional plasticity. In H. Pashler & R. Gallistel (Eds.), Steven's handbook of experimental psychology (Vol. 3, pp. 535-561). New York: John Wiley & Sons, Inc.

Senge, P. M. (1990). The fifth discipline. New York: Doubleday.

Solomon, R. C. (Ed.). (2004). Thinking about feeling: Contemporary philosophers on emotions. New York: Oxford University Press.

Sullivan, M. W., Lewis, M., & Alessandri, S. M. (1991). The interface between emotion and cognition. In R. M. Downs & L. S. Liben (Eds.), Visions of asethetics, the environment and development: The legacy of Joachim F. Wohlwill (pp. 241-261). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Titsworth, B. S. (1999). An experiment testing the effects of teacher immediacy, organizational lecture cues, and student notetaking on students' affective and cognitive learning. Unpublished Dissertation, University of Nebraska, Lincoln, NE.

Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and the human experience. Cambridge, MA: MIT.

Wineburg, S., & Grossman, P. (2001). Affect and effect in cognitive approaches to instruction. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 479-492). Mahwah, NJ: Lawrence Erlbaum Associates.

Yancey, K. B. (1998). Reflection in the writing classroom. Logan: Utah State University Press.

Zabora, J. R., Loscalzo, M., Brintzenhofezoc, K., Fawzy, F. I., Fawzy, N. W., Sourkes, B. M., & Kabat-Zinn, J. (1998). Part X: Interventions. In J. C. Holland (Ed.), Psycho-oncology (pp. 653-836). New York: Oxford University Press.

Zajonc, R. B. (2000). Feeling and thinking: Closing the debate over the independence of affect. In J. P. Forgas (Ed.), Feeling and thinking : The role of affect in social cognition (pp. 31-58). Cambridge, U.K.; New York: Cambridge University Press.

Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

Zull, J. E. (2002). The art of changing the brain: Enriching teaching by exploring the biology of learning (1st ed.). Sterling, VA: Stylus Publishers.

Theory -- Articles

Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.

Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28(2), 149-167.

Boyatzis, R. E., Murphy, A. J., & Wheeler, J. V. (2000). Philosophy as a missing link between values and behavior. Psychological Reports, 86(1), 47-64.

Caine, G., & Caine, R. N. (1997). Natural, joyful, meaningful learning. Zip Lines: The Voice for Adventure Education, (31), 11-16.

Caine, R. N., & Caine, G. (1990). Understanding a brain-based approach to learning and teaching. Educational Leadership, 48(2), 66-70.

Caine, R. N., & Caine, G. (1995). Reinventing schools through brain-based learning. Educational Leadership, 52(7), 43-47.

Caine, R. N., & Caine, G. (1998a). Building a bridge between the neurosciences and education: Cautions and possibilities. NASSP Bulletin, 82(598), 1-8.

Caine, R. N., & Caine, G. (1998b). How to think about the brain. The School Administrator, 55(1), 12-16.

Carter, S. (2003). The nature of feelings and emotion-based learning with psychotherapy and counselling: Neuroscience is putting the heart back into emotion. European Journal of Psychotherapy, Counselling & Health, 6(3), 225-241.

Christensen, L. J., & Menzel, K. E. (1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning. Communication Research, 47(1), 82-90.

Davidson, R. J. (2000). Cognitive neuroscience needs affective neuroscience (and vice versa). Brain & Cognition, 42(1), 89-92.

Davidson, R. J. (2003). Seven sins in the study of emotion: Correctives from affective neuroscience. Brain & Cognition, 52(1), 129-132.

Douglass, B. G., & Moustakas, C. E. (1985). Heuristic inquiry: The internal search to know. Journal of Humanistic Psychology, 25(3), 39-56.

Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American Scientist, 91(4), 330-335.

Gardner, H. (1997). Six afterthoughts: Comments on "Varieties of intellectual talent". Journal of Creative Behavior, 31(2), 120-124.

Gardner, H. (2000). A case against spiritual intelligence. International Journal for the Psychology of Religion, 10(1), 27-34.

Gazella, K. A., & Kabat-Zinn, J. (2005). Jon Kabat-Zinn, PhD: Bringing mindfulness to medicine. Alternative Therapies in Health and Medicine, 11(3), 56-64.

Goleman, D. (1975). Mental health in classical Buddhist psychology. Journal of Transpersonal Psychology, 7(2), 176-181.

Goleman, D. (1981). Buddhist and western psychology: Some commonalities and differences. Journal of Transpersonal Psychology, 13(2), 125-136.

Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. Learning, 24, 49-50.

Goleman, D. (2003). Prologue: Educating people to be emotionally and socially intelligent. Perspectives in Education, 21(4), 1-2.

Goleman, D. (2004). What makes a leader? Harvard Business Review, 82(1), 82-91.

Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden driver of great performance. Harvard Business Review, 79(11), 42-51.

Hart, T. R. (1997). From category to contact: Epistemology and the enlivening and deadening of spirit in education. Journal of Humanistic Education and Development, 36(1), 23-34.

Hart, T. R. (2002a). From mediocrity to mastery: Finding the patterns of knowledge. Educational Horizons, 80(2), 77-82.

Hart, T. R. (2002b). Little stories of large teachers. Paths of Learning, 14(6), 6-11.

Hayes, S. C. (2002). Acceptance, mindfulness, and science. Clinical Psychology: Science & Practice, 9, 101-106.

Hazzan, O. (2003). Prospective high school mathematics teachers' attitudes toward integrating computers in their future teaching. Journal of Research on Technology in Education, 35(2), 213-225.

Kabat-Zinn, J. (1993, August 2). Mindfulness: What it is and what it isn't, and its value in mainstream medicine, health care, and daily living. Paper presented at the International Symposium on the Comparative and Psychological Study of Meditation, Makuhari, Japan.

Kabat-Zinn, J. (1994). Catalyzing movement toward a more contemplative/sacred-appreciating/non-dualistic society. Retrieved March 4, 2004, from http://www.contemplativemind.org/programs/academic/kabat-zinn.html

Kabat-Zinn, J. (1994, April 14). A fifteen-year experience using mindfulness meditation and yoga in the mainstream of medicine and health care. Paper presented at the Society of Behavioral Medicine Annual Meeting; American Psychosomatic Society Annual Meeting, Boston.

Kabat-Zinn, J. (2001). "A critical view": Comment. Advances in Mind-Body Medicine, 17(1), 70-77.

Kabat-Zinn, J. (2002). Commentary on Majumdar et al.: Mindfulness meditation for health. Journal of Alternative & Complementary Medicine, 8(6), 731-736.

Kabat-Zinn, J. (2003a). Mindful yoga. Share Guide, (67), 22-24.

Kabat-Zinn, J. (2003b). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science & Practice, 10(2), 144-156.

Mayer, J. D., & Cobb, C. D. (2000). Educational policy on emotional intelligence: Does it make sense? Educational Psychology Review, 12(2), 163-183.

McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teacher's beliefs. Journal of Teacher Education, 53(5), 433-443.

McLemee, S. (2003, February 21). Getting emotional. Chronicle of Higher Education, 49, A14-A16.

Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949.

Nussbaum, M. (1996a, September 13). The capacity to recognize and respond to the human. Chronicle of Higher Education, 43, B7.

Nussbaum, M. (1996b). Compassion: The basic social emotion. Social Philosophy & Policy Foundation, 13(1), 27-58.

Nussbaum, M. (2001). Humanities and human capabilities. Liberal Education, 87(3), 38-45.

Nussbaum, M. (2002). Humanities and human development. Journal of Aesthetic Education, 36(3), 39-48.

Obermiller, C. (1985). Varieties of mere exposure: The effects of processing style and repetition on affective response. Journal of Consumer Research, 12(1), 17-30.

Parcel, G. S. (1976). Skills approach to health education: A framework for integrating cognitive and affective learning. Journal of School Health, 46(7), 403-406.

Peterson, T., & Hart, T. R. (1997). Pedagogy for the soul: Re-visioning of spirit in education. Educational Horizons, 75(4), 187-191.

Roberts, A. (2001). An introduction to SEAL: A personal view. Revista de Didactica das Lingua, 9. Retrieved March 10, 2004, from http://www.seal.org.uk/articles/pdf/Allyson_Roberts_Intro_SEAL.pdf

Rustin, M. (2002). Guest editorial introduction: Ways of thinking about human emotions. European Journal of Psychotherapy, Counselling & Health, 5(3), 197-203.

Shapiro, S. L., & Schwartz, G. E. (1998). Mindfulness in medical education: Fostering the health of physicians and medical practice. Integrative Medicine, 21, 581-599.

Shapiro, S. L., & Schwartz, G. E. (2000). Intentional systemic mindfulness: An integrative model for self-regulation and health. Advances in Mind-Body Medicine, 16, 128-134.

Wager, W. (1975). Media selection in the affective domain: A further interpretation of Dale's cone of experience for cognitive and affective learning. Educational Technology, 15(7), 9-13.

Walsh, R. (1980). The consciousness disciplines and the behavioral sciences: Questions of comparison and assessment. American Journal of Psychiatry, 137, 209-219.

Wells, A. (2002). GAD, metacognition, and mindfulness: An information processing analysis. Clinical Psychology: Science & Practice, 9, 95-100.

Zajonc, A. (1992). Science within an ecology of mind: Alternatives in educational reform. Holistic Education Review, 5(3), 5-9.

Zajonc, A. (2003). Spirituality in higher education: Overcoming the divide. Liberal Education, 89(1), 50-58.

Theory -- Websites

Center for Mindfulness in Medicine, Health Care, and Society (CFM) (1995). University of Massachusetts Medical School. Retrieved March 2, 2004, from http://www.umassmed.edu/cfm/

Santorelli, S. F. (1999). The pull of the soul toward the possible: The emerging vision and work of the center for mindfulness. Center for Mindfulness in Medicine, Health Care, and Society (CFM). Retrieved March 4, 2004, from http://www.umassmed.edu/cfm/vision/

Welcome to SEAL (n.d.). Society for Effective Affective Learning [SEAL]. Retrieved September 22, 2003, 2003, from http://www.seal.org.uk/pages/welcome.htm

Theory -- Multimedia

Borysenko, M., Kabat-Zinn, J., Dossey, L., Thomas, L. J., Temoshok, L., & Ulmer, D. K. (1991). In-depth perspectives on psychoneuroimmunology and the mind/body connection: An expert course integrating theory, research and practical techniques for the healthcare and wellness specialist [Cassette Recording]. Mansfield Center, CT: Institute for Living.

Kabat-Zinn, J. (2001). The healing power of mindfulness: Living your life as if it really matters [Videocassette Recording]. Charlottesville, VA: University of Virginia.

Weil, A., & Kabat-Zinn, J. (2001). Breathing the master key to self healing [Audiocassette Recording]. Boulder, CO: Sounds True.

Pedagogical Practices -- Books

Astin, A. W. (1985). Student involvement: The key to effective education, Achieving educational excellence (pp. 133-157). San Francisco: Jossey-Bass Publishers.

Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in social change. Battle Creek, MI: Kellogg Foundation.

Caine, R. N., Caine, G., McClintic, C., & Klimek, K. (2005). Twelve brain/mind learning principles in action: The fieldbook for making connections, teaching, and the human brain. Thousand Oaks, CA: Corwin Press.

Eyler, J. (1999). Where's the learning in service-learning? San Francisco, CA: Jossey-Bass.

Gall, J. P., & Gall, M. D. (1990). Outcomes of the discussion method. In W. W. Wilen (Ed.), Teaching and learning through discussion: The theory, research and practice of the discussion method (pp. 25-44). Springfield, IL: Charles C. Thomas.

Gates, E. E. (1984). The effect of multi-image, multi-media related arts programs on cognitive and affective learning by undergraduate non-music majors in a music literature course. Unpublished Dissertation, University of Maryland, College Park.

Goleman, D. (2000). Working with emotional intelligence. New York: Bantam Books.

Goleman, D. (Ed.). (1997). Healing emotions: Conversations with the Dalai Lama on mindfulness, emotions, and health. Boston, MA: Shambhala.

Goleman, D., & Bstan-'dzin-rgya-mtsho. (2004). Destructive emotions: A dialogue with the Dalai Lama. London: Bloomsbury.

Goleman, D., Kaufman, P., & Ray, M. L. (1992). The creative spirit. New York: Plume.

Halifax, J. (1999). Learning as initiation: Not-knowing, bearing witness, and healing. In S. Glazer (Ed.), The heart of learning: Spirituality in education (pp. 173-181). New York: Jeremy P. Tarcher/Putnam.

Hativah, N. (2000). Teaching for effective learning in higher education. Dordrecht ; Boston: Kluwer Academic Publishers.

Kazanjian, V. H., & Laurence, P. L. (Eds.). (2000). Education as transformation: Religious pluralism, spirituality, and a new vision for higher education in America. New York: Peter Lang.

Nussbaum, M. (1997a). Introduction: The old education and the think-academy, Cultivating humanity: A classical defense of reform in liberal education (pp. 1-14). Cambridge, MA: Harvard University Press.

Nussbaum, M. (1997b). Socratic self-examination, Cultivating humanity: A classical defense of reform in liberal education (pp. 15-49). Cambridge, MA: Harvard University Press.

O'Grady, C. R. (Ed.). (2000). Integrating service learning and multicultural education in colleges and universities. Mahwah, NJ: Lawrence Erlbaum Associates.

Palmer, P. J. (1998). The hidden wholeness: Paradox in teaching and learning, The courage to teach: Exploring the inner landscape of a teacher's life (pp. 61-87). San Francisco, CA: Jossey-Bass.

Parks, S. D. (2000). Big questions, worthy dreams: Mentoring young adults in their search from meaning, purpose, and faith. San Francisco: Jossey-Bass.

Second annual our voices: The scholarship of teaching resource team. (2001-2002). Portland, OR: Center for Academic Excellence, Portland State University.

Torosyan, R. (2000). Encouraging consciousness development in the college classroom through student-centered transformative teaching and learning. Unpublished Dissertation, Columbia University, New York.

Pedagogical Practices -- Articles

Astin, A. W. (1978). Effects of college on beliefs, attitudes, and knowledge. New Directions for Education and Work, (4), 73-90.

Astin, A. W. (1985). Involvement: The cornerstone of excellence. Change, 17(4), 35-39.

Astin, A. W. (1987). Competition or cooperation? Teaching teamwork as a basic skill. Change, 19(5), 12-19.

Astin, A. W. (1988). The implicit criticism: What are we really teaching our undergraduates? Liberal Education, 74(1), 6-10.

Astin, A. W. (1989). Moral messages of the university. Educational Record, 70(2), 22-25.

Astin, A. W. (1992). The unrealized potential of American higher education. Innovative Higher Education, 17(2), 95-114.

Astin, A. W. (1993). Higher education and the concept of community. Fifteenth David Dodds Henry Lecture. (Position Paper). Urbana, IL: Illinois University, Urbana. Office of the Chancellor.

Astin, A. W. (1996). The role of service in higher education. About Campus, 1(1), 14-19.

Astin, A. W. (1997). Liberal education and democracy: The case for pragmatism. Liberal Education, 83(4), 4-15.

Astin, A., & Astin, H. S. (1999). Meaning and spirituality in the lives of college faculty: A study of values, authenticity, and stress. Los Angeles: University of California, Los Angeles, Higher Educational Research Institute. Retrieved March 2, 2004, from http://www.fetzer.org/Resources/resources_spirit_college_faculty.htm

Astin, A. W. (2001). Fostering student engagement in learning: Lessons from recent research. Faculty Development: The Collaboration for the Advancement of College Teaching, 15(3), 1-6.

Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Executive summary. (Research/Technical). Los Angeles: Higher Education Research Institute, University of California, Los Angeles.

Astin, H. S. (1983). Gender roles in transition: Research and policy implications for higher education. Journal of Higher Education, 54(3), 309-324.

Astin, H. S. (1985). Providing incentives for teaching underprepared students. Educational Record, 66(1), 26-29.

Astin, H. S. (1996). Leadership for social change. About Campus, 1(3), 4-10.

Astin, H. S. (2000). Building character in college. About Campus, 5(5), 3-7.

Bassis, M. S. (2003). Lessons from the edge: What we can learn from colleges that have broken the rules. Liberal Education, 89(2), 52-57.

Boyatzis, R. E., McKee, A., & Goleman, D. (2002). Reawakening your passion for work. Harvard Business Review, 80(4), 86-94.

Caine, G., & Caine, R. N. (2000). The learning community as a foundation for developing teacher leaders. NASSP Bulletin, 84(616), 7-14.

Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. (ERIC document ED335141). Alexandria, VA: Association for Supervision and Curriculum Development.

Christie, M. (2000). Critical moments in college teaching. Paper presented at the International Conference on College Teaching and Learning (11th), Florida Community College at Jacksonville.

Coles, R. (1995, Sep 22). The disparity between intellect and character. Chronicle of Higher Education, 42, A68.

Cromwell, L. (1993). Active learning in the classroom: Putting theory into practice. Experiential Education, 18(3), 1, 18-23.

Cronon, W. (1998). "Only connect"...the goals of a liberal education. American Scholar, 67(4), 73-80.

DeAngelis, T. (2003, September). Higher-ed movement aims to elevate teaching. Monitor on Psychology, 34, 54-57.

Frid, D. J., Ockene, J., Kabat-Zinn, J., Tarbell, S., & Doefler, L. (1988). Training primary care physicians in behavioral medicine: Graduate medical education. Boston.

Gregory, M. (1982). Liberal education, human development, and social vision. Journal of General Education, 34(2), 143-158.

Gregory, M. (1988). Ethical criticism and liberal education: The pedagogical connection. ADE Bulletin, 90, 34-45.

Gregory, M. (1991). Liberal education and ethical criticism: Character formation in the literary classroom. CEA Critic, 53(2), 5-22.

Gregory, M. (1995). The sound of story: Narrative, memory, and selfhood. Narrative, 3(1), 33-56.

Gregory, M. (1997). Introductory courses, student ethos, and living the life of the mind. College Teaching, 45(2), 63-72.

Gregory, M. (2001). Curriculum, pedagogy, and teacherly ethos. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 1(1), 69-89.

Gregory, M. (2003). Liberating liberal education. Education Digest, 69(3), 12-19.

Harkavy, I., & Romer, D. (1999). Service learning as an integrated strategy. Liberal Education, 85(3), 14-19.

Hart, T. R. (2001). Teaching for wisdom. Encounter: Education for Meaning and Social Justice, 24(2), 3-16.

Hart, T. R. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2(1), 28-46.

Kazanjian, V. H. (1998a). Moments of meaning: Religious pluralism, spirituality, and higher education. Connection: The Journal of the New England Board of Higher Education. Retrieved on June 6, 2005 from http://www.wellesley.edu/RelLife/transformation/MomentsofMeaning.doc

Kazanjian, V. H. (1998b). Reuniting mind with spirit. The Witness. Retrieved on June 6, 2005 from http://www.wellesley.edu/RelLife/transformation/ReunitingMind.doc

Kazanjian, V. H. (1999). Religious identity and intellectual development: Forging powerful learning communities. Diversity Digest. Retrieved on June 6, 2005 from http://www.diversityweb.org/Digest/Sp99/religious.html

Kazanjian, V. H. (2001). Education as transformation. SGI Quarterly, (24). Retrieved on June 6, 2005 from http://www.sgi.org/english/Features/quarterly/0104/essay.htm

Lagemann, E. C. (2003). The challenge of liberal education: Past, present, and future. Liberal Education, 89(2), 6-13.

The learning students need for the twenty-first century. (2003, Winter). peerReview, 5, 35.

Markus, G. B., Howard, J. P. F., & King, D. C. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. Educational Evaluation and Policy Analysis, 15(4), 410-419.

McCrary Sullivan, A. (2000). Voices inside schools: Notes from a marine biologist's daughter: On the art and science of attention. Harvard Educational Review, 70(2), 211-227.

Owen-Smith, P. (2002). Teaching to the heart improves student learning. Women in Higher Education, 30.

Santorelli, S. F. (1997). "Gathering ourselves together": A teacher development intensive in mindfulness-based stress reduction. Indra's Net: The Bulletin of the Mindfulness-Based Stress Reduction Network, 2(2).

Stroot, S., Keil, V., Stedman, P., Lohr, L., Faust, R., Schincariol-Randall, L., Sullivan, A., Czerniak, G., Kuchcinski, J., Orel, N., & Richter, M. (1998). Peer assistance and review guidebook. Ohio Department of Education. Retrieved April 9, 2004, from http://education.utoledo.edu/par/Adults.html

Tomic, W. (1989). Teaching behavior and student learning outcomes in Dutch mathematics classrooms. Journal of Educational Research, 82(6), 339-347.

Taaffe, T. (1995). Education of the heart. Cross Currents, 45(3), 380-392. Retrieved October 28, 1999, from http://www.crosscurrents.org/taaffe.htm

Toomey, B. G., & Eldridge, W. D. (1982). The interactive team: A non-sexist teaching approach. College Student Journal, 16(1), 4-8.

Walsh, D. C. (2002). Looking beyond the challenges. Liberal Education, 88(2), 16-21.

Zajonc, A. (2005). Love and knowledge: Recovering the heart of learning through contemplation. Center for Contemplative Mind in Society, Academic Program. Retrieved June 6, 2005, from http://www.contemplativemind.org/programs/academic/zajonc-love-and-knowledge.pdf

Pedagogical Practices -- Journals / Electronic Journals

About Campus (1997-2003). Retrieved October 5, 2003, from Wiley Interscience Database.

Journal of College and Character (2002-). Center for the Study of Values in College Student Development, Florida State University. Retrieved September 22, 2003, from http://www.collegevalues.org/

Pedagogical Practices -- Websites

Clark, D. (1999). ISD learning activities. Retrieved April 9, 2004, from http://www.nwlink.com/~donclark/hrd/learn1.html

Fredericks, L. (n.d.). Social and emotional learning, service-learning & educational leadership. Collaborative for Academic, Social, and Emotional learning (CASEL). Retrieved March 18, 2004, from http://ecs.org/clearinghouse/44/04/4404.pdf

Kochis, B. (n.d.). Classroom research: An introduction. Evergreen State College. Retrieved October 24, 2003, from http://www.evergreen.edu/washcenter/resources/acl/c1.html

National Society for Experiential Education: Learning in action (n.d.). National Society for Experiential Education (NSEE). Retrieved July 14, 2004, from http://www.nsee.org/

Schramm, P. W. (1995). On reclaiming liberal education in the university. Ashbrook Center for Public Affairs at Ashland University. Retrieved September 24, 2001, from http://www.ashbrook.org/publicat/dialogue/schramm2.html

Assessment -- Books

Anania, J. (1981). The effects of quality of instruction on the cognitive and affective learning of students. Unpublished Dissertation, University of Chicago.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

Astin, A. W. (1977). Four critical years: Effects of college on beliefs, attitudes, and knowledge. San Francisco: Jossey-Bass.

Astin, A. W. (1993a). Assessment as direct feedback to the learner, Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education (pp. 180-193). Phoenix: Oryx Press.

Astin, A. W. (1993b). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.

Banister, P. (Ed.). (1994). Qualitative methods in psychology: A research guide. Buckingham: Open University Press.

Banta, T. W. (2002). Building a scholarship of assessment. San Francisco, CA: Jossey-Bass.

Brown, L. M. (Ed.). (1988). A guide to reading narratives of conflict and choice for self and moral voice. Cambridge, MA: Harvard University, Center for the Study of Gender, Education, and Human Development.

Cambridge, B. L. E. (2001). Electronic portfolios: Emerging practices in student faculty, and institutional learning. Washington, DC: American Association for Higher Education.

Cherniss, C., & Goleman, D. (2001). The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations. San Francisco: Jossey-Bass.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research. Thousand Oaks, CA: Sage Publications.

Diamond, R. M. (1998). Designing and assessing courses and curricula: A practical guide (Revised ed.). San Francisco, CA: Jossey-Bass.

Dunn, C. M. (1999). Protecting study volunteers in research: A manual for investigative sites. Boston, MA: CenterWatch.

Erickson, F. (1985). Qualitative methods in research on teaching. In M. C. Witttrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.

Everton, T., Mayne, P., & White, S. (1990). Effective learning: Into a new ERA. London: Jessica Kingsley Publishers.

Geertz, C. (1973). Thick description: Toward an interpretive theory of culture, The interpretation of cultures: Selected essays (pp. 3-30). New York: Basic Books.

Gitlin, A. D. (Ed.). (1994). Power and method: Political activism and educational research. New York: Routledge.

Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.

Glaser, B. G. (1999). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.

Heinemann, M. H. (2003). Teacher-student interaction online and learning in web-based graduate theological education. Unpublished Dissertation, Trinity Evangelical Divinity School.

Hesse-Biber, S., Gilmartin, C., & Lydenberg, R. (Eds.). (1999). Feminist approaches to theory and methodology: An interdisciplinary reader. New York: Oxford University Press.

Hoshmand, L. T. (1994). Orientation to inquiry in a reflective professional psychology. New York: State University of New York Press.

Huberman, A. M., & Miles, M. B. (Eds.). (2002). The qualitative researcher's companion. Thousand Oaks, CA: Sage Publications.

Lynn, J. J. (1977). The effects of personological aptitudes and method of instruction on cognitive and affective learning of interpersonal relationship skills. Unpublished Dissertation, University of the Pacific.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

Morrow, S. L., & Smith, M. L. (2000). Qualitative research for counseling psychology. In S. D. Brown (Ed.), Handbook of counseling psychology (3rd ed., pp. 1-69). New York: Wiley.

Moustakas, C. E. (1990). Heuristic research: Design, methodology, and applications. Newbury Park: Sage Publications.

Moustakas, C. E. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.

Pulcher, R. W. (1973). A comparison of cognitive and affective learning outcomes of six groups of graduate students using auto-instructional and traditional methods of instruction. Unpublished Dissertation, Saint Louis University.

Reinharz, S. (1992). Feminist methods in social research. New York: Oxford University Press.

Roberts, H. (Ed.). (1990). Doing feminist research. London ; New York: Routledge.

Rong, Y. (1997). Residence hall academic atmosphere: Perceptions of faculty, students and student affairs personnel. Unpublished Dissertation, University of Connecticut.

Roth, L. M. W. (1991). Cognitive and affective learning strategies used by adult college students: A case study. Unpublished Dissertation, Oakland University.

Salisbury, J., & Delamont, S. (Eds.). (1995). Qualitative studies in education. Aldershot: Ashgate Publishers.

Sapiens, A. (1982). Instructional language strategies in bilingual Chicano peer tutoring and their effect on cognitive and affective learning outcomes. Unpublished Dissertation, Stanford University.

Silverman, D. (2000). Doing qualitative research: A practical handbook. Thousand Oaks, CA: Sage Publications.

Simpson, T. J. (1982). Differential cognitive and affective learning by traditional undergraduates and nontraditional graduates in various interactive contexts. Unpublished Dissertation, West Virginia University.

Smith, J. H. (1980). The use of simulations in the classroom: A study of the cognitive and affective learning from two evaluation methods. Unpublished Dissertation, University of Texas at Austin.

Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.

Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks, CA: Sage Publications.

Suckley, M. H. (1972). An evaluative study of the cognitive and affective effects on learning when behavioral objectives are provided in conjunction with programmed materials. Unpublished Dissertation, Wayne State University.

Suskie, L. (2004). Assessing student learning. Boston: Anker Press.

Swing, R. L. (Ed.). (2001). Proving and improving: strategies for assessing the first college year. Columbia, SC: National Resource Center for the First-Year Experience & Students in Transition, University of South Carolina.

Swing, R. L. (Ed.). (2004). Proving and improving, volume II: Tools and techniques for assessing the first college year. Columbia, SC: National Resource Center for the First-Year Experience & Students in Transition, University of South Carolina.

Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State University of New York Press.

Weitzman, E. A. (1995). Computer programs for qualitative data anaylsis: A software sourcebook. Thousand Oaks, CA: Sage Publications.

Assessment -- Articles

Astin, A. W. (1980). Time to improve teaching. AGB Reports, 22(5), 8-14.

Astin, A. W. (1987). Assessment, value-added, and educational excellence. New Directions for Higher Education, 15(3), 89-107.

Astin, A. W. (1990). Educational assessment and educational equity. American Journal of Education, 98(4), 458-478.

Astin, A. W. (1993a). Principles of good practice for assessing student learning. Leadership Abstracts, 6(4).

Astin, A. W. (1993b). What matters in college. Liberal Education, 79(4), 4-15.

Astin, A. W. (1996). Involvement in learning revisited: Lessons we have learned. Journal of College Student Development, 37(2), 123-134.

Astin, A. W. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251-263.

Astin, A. W. (1999). Rethinking academic "excellence". Liberal Education, 85(2), 8-18.

Astin, A. W., Sax, L., J., & Avalos, J. (1999). Long-term effects of volunteerism during the undergraduate years. Review of Higher Education, 22(2), 187-202.

Baltrip, K. N. (2003, November 21, 2003). Colleges rarely delve into spiritual issues, students say in poll. The New York Times. Retrieved January 13, 2004, from www.nytimes.com

Boyatzis, R. E., Goleman, D., & Rhee, K. S. (2000). Clustering competence in emotional intelligence: Insights from the emotional competence inventory. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (1st. ed., pp. 343-362). San Francisco: Jossey-Bass.

Caine, G., & Caine, R. N. (1999, March). Bringing the brain into assessment. High School Magazine, 6, 8-12.

Carver, J. (2000). Managing your mission: Advice on where to begin. About Campus, 4(6), 19-23.

Ellis, K. (2000). Perceived teacher confirmation: The development and validation of an instrument and two studies of the relationship to cognitive and affective learning. Human Communication Research, 26(2), 264-291.

Gardner, H. (2002, September 4). The quality and qualities of educational research. Education Week, 22, 72-73.

Goleman, D. (1998). What makes a leader. Harvard Business Review, 76(6), 93-104.

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Personnel Psychology, 55(4), 1030-1033.

Gorham, J., & Christophel, D. M. (1990). The relationship of teachers' use of humor in the classroom to immediacy and student learning. Communication Education, 39(1), 46-62.

Hart, T. R. (1998). Inspiration: Exploring the experience and its meaning. Journal of Humanistic Psychology, 38(3), 7-35.

Hoover, K. H., Baumann, V. J., & Shaffer, S. M. (1970). The influence of class-size variations on cognitive and affective learning of college students. Journal of Experimental Education, 38(3), 39-43.

Hullett, C. R., Louden, A. D., & Mitra, A. (2003). Emotion and political cognition: A test of bipolar, two dimensional, and discrete models of emotion in predicting involvement and learning. Communication Monographs, 70(3), 250-263.

Kabat-Zinn, J. (1989, November 5). The clinical uses of mindfulness in behavioral medicine. Paper presented at the Association for Advancement of Behavior Therapy, Washington, D.C. Retrieved March 4, 2004, from http://www.umassmed.edu/cfm/bibliography/poster.cfm

Kabat-Zinn, J. (1993). Some clinical and social applications of Buddhist mindfulness meditation in mainstream medicine and health care. Tokyo, Japan: First International Congress on Health Psychology.

Lazerson, M., Wagener, U., & Shumanis, N. (2000, May/June). What makes a revolution? Teaching and learning in higher education, 1980-2000. Change, 32, 12-19.

Lewalter, D., & Krapp, A. (2004). The role of contextual conditions of vocational education for motivational orientations and emotional experiences. European Psychologist, 9(4), 210-221.

Maki, P. (2002, May). Moving from paperwork to pedagogy: Channeling intellectual curiosity into a commitment to assessment. AAHE Bulletin, 3-5.

Martocchio, J. J., & Hertenstein, E. J. (2003). Learning orientation and goal orientation context: Relationships with cognitive and affective learning outcomes. Human Resources Development Quarterly, 14(4), 413-434.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?: The case for the guided methods of instructions. American Psychologist, 59(1), 14-19.

McClelland, D. C., & Boyatzis, R. E. (1982). Leadership motive pattern and long-term success in management. Journal of Applied Psychology, 67(6), 737-743.

McCombs, B. L. (1982). Learner satisfaction, motivation, and performance: Capitalizing on strategies for positive self-control. Performance & Instruction, 21(4), 3-6.

Messman, S. J., & Jones-Corley, J. (2001). Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning. Communication Monographs, 68(2), 184-200.

Neidt, C. O., & Hedlund, D. E. (1969). Longitudinal relationships between cognitive and affective learning outcomes. Journal of Experimental Education, 37(3), 56-60.

Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8, 5-23.

Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39(3), 181-195.

Scott, M. B. (1976). The effect of teacher perception of personality factors on cognitive and affective learning of Black students. Journal of Negro Education, 45(1), 89-93.

Snider, S. J. (1975). Cognitive and affective learning outcomes resulting from the use of behavioral objectives in teaching poetry. Journal of Educational Research, 68(9), 333-338.

Sternberg, R. J. (2003). What is an "expert student?" Educational Researcher, 32(8), 5-9.

Volet, S. E. (1991). Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning. Learning and Instruction, 1(4), 319-336.

Reynolds, J., & Werner, S. (1998). A transition for community colleges: Teaching institutions to learning institutions. Inquiry, 3(1), 9-18. Retrieved April 8, 2004, from http://www.vccaedu.org/inquiry/inquiry-fall98/i31reynolds.html

Witt, P. L., & Wheeless, L. R. (2001). An experimental study of teachers' verbal and nonverbal immediacy and students' affective and cognitive learning. Communication Education, 50(4), 327-342.

Worrell, V., Evans-Fletcher, C., & Kovar, S. (2002). Assessing the cognitive and affective progress of children. Journal of Physical Education, Recreation & Dance, 73(7), 29-34.

Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88(3), 301-324.

Assessment -- Journals / Electronic Journals

International Journal of Qualitative Studies in Education: QSE (1998-present). Retrieved October 24, 2004, from Academic Search Premier Database.

Cognitive-Affective Dimensions in Medical Education

By Mary T. White, Wright State University School of Medicine

Books

Chin, E. L. (Ed.). (2002). This side of doctoring: Reflections from women in medicine. Thousand Oaks, CA: Sage Publications.

Callahan, D. (2004). The cheating culture: Why more Americans are doing wrong to get ahead. Orlando: Harcourt, Inc.

Fadiman, A. (1997). The spirit catches you and you fall down. New York: Farrar, Strauss, and Giroux.

Gawande, A. (2002). Complications: A surgeon's notes on an imperfect science. New York: Metropolitan Books.

Hunter, K. M. (1991). Doctors stories: The narrative structure of medical knowledge. Princeton: Princeton University Press.

Klass, P. (1987). A not entirely benign procedure: Four years as a medical student. New York: G. P. Putnam.

More, E. S. & Milligan, M. (Ed.). (1994). The Empathic practitioner. New Brunswick: Rutgers University Press.

Remen, R. N. (1996). Kitchen table wisdom: Stories that heal. New York: Riverhead Books.

Spiro, H., McCrea Curnen, M. G., Peschel, I., & St. James, D. (Ed.). (1993). Empathy and the practice of medicine. New Haven: Yale University Press.

Takakuwa, K. M., Rubashkin, N., & Herzig, K. E. (Eds.). (2004). What I learned in medical school. Berkeley, CA: University of California Press.

Wear, D. (1997). Privilege in the medical academy: A feminist examines gender, race, and power. New York: Teachers' College Press.

Journals

Academic Medicine

American Journal of Ethics and Medicine: A National Publication by Medical Students

Medical Humanities Review

Databases

Literature, Arts and Medicine Database. School of Medicine, New York University. Retrieved March 10, 2004, from http://endeavor.med.nyu.edu/lit-med/lit-med-db/

National Reference Center for Bioethics Literature. Kennedy Institute of Ethics, Georgetown University. Retrieved March 10, 2004, from http://bioethics.georgetown.edu

Articles

Literature and Medicine

Callahan, S. (2002). Caregiver focus. Views on offering nourishment, for body and heart. Alzheimer's Care Quarterly, 3(4), 271-278.

Charon, R. (2000a). Literature and medicine: Origins and destinies. Academic Medicine, 75(1), 23-27.

Charon, R. (2000b). Reading, writing, and doctoring: Literature and medicine. The American Journal of the Medical Sciences, 319(5), 285-291.

Charon, R. (2001). Narrative medicine: Form, function and ethics. Annals of Internal Medicine, 134(1), 83-87.

Coulehan, J., & Hawkins, A. H. (2003). Keeping faith: Ethics and the physician writer. Annals of Internal Medicine, 139(4), 307-311.

DasGupta, S., & Charon, R. (2004). Personal illness narratives: Using reflective writing to teach empathy. Academic Medicine, 79(4), 351-356.

Hunter, K. M., Charon, R., & Coulehan, J. L. (1995). The Study of literature in medical education. Academic Medicine, 70(9), 787-794.

Verghese, A. (2001). The physician as story-teller. Annals of Internal Medicine, 135(11), 1012-1017.

Medical Education: Ethics and Professionalism

Andre, J. (1992). Learning to see: Moral growth during medical training. Journal of Medical Ethics, 18, 148-152.

Barnard, D. (1994). Making a place for humanities in medical education. Academic Medicine, 69(8), 628-630.

Bickel, J. (1991). Medical students' professional ethics: Defining the problems and developing resources. Academic Medicine, 66, 726-729.

Bloom, S. W. (2002). Professionalism in the practice of medicine. Mount Sinai Journal of Medicine, 69(6), 398-403.

Christakis, D., & Feudtner, C. (1997). Temporary matters: The ethical consequences of transient social relationships in medical training. JAMA, 278(9), 739-743.

Connolly, J. (1999). Being in the moment: Developing the capacity for mindfulness in medicine. Academic Medicine, 74(4), 421-424.

Cruess, R. L., & Cruess, S. R. (1997). Teaching medicine as a profession in the service of healing. Academic Medicine, 72(11), 941-952.

Cruess, R. L., & Cruess, S. R., & Johnston, S. E. (1999). Renewing professionalism: An opportunity for medicine. Academic Medicine, 74(8), 878-884.

Dubois J. M., & Burlkemper, J. (2002). Ethics education in U.S. medical schools: A study of syllabi. Academic Medicine, 77(5), 432-437.

Dwyer, J. (1994). Primum non tacere: An ethics of speaking up. The Hastings Center Report, 1, 13-18.

Epstein, R. (1999). Mindful practice. JAMA, 282(9), 833-840.

Feudtner, C., Christakis, D. A., & Christakis, N. A. (1994). Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Academic Medicine, 69(8), 670-679.

Feudtner, C., & Christakis, D. A. (1994). Making the rounds: The ethical development of medical students in the context of clinical rotations. Hastings Center Report, 1, 6-12.

Hafferty, F. W. (2002). What medical students should know about professionalism. Mount Sinai Journal of Medicine, 69(6), 385-397.

Knabe, B., Steams, J. A., & Glasser, M. (1994). Medical students' understanding of ethical issues in the ambulatory setting. Family Medicine, 26, 442-446.

Lacombe, M. A. (1996). Problems of professionalism: Physician impairment. American Journal of Medicine, 5, 654-656.

Lerner, S. (2003, December 2). Medical students go beyond books to learn about activism. New York Times, pp. D5.

Loewy, E. H. (1998). Curiousity, imagination, compassion, science and ethics: Do curiousity and imagination serve a control function? Health Care Analysis, 6, 286-294.

Loewy, E. H. (2000). The role of reason, emotion, and aesthetics in making ethical judgments. In D. Thomasma & J. L. Kissell (Eds.) (pp. 210-226). Washington, D.C.: Georgetown University Press.

Lubitz, R. M., & Nguyen, D. D. (1996). Medical student abuse during third-year clerkships. Journal of the American Medical Association, 275(5), 414-416

Makoul, G., & Curry, R. H. (1998). Patient, physician, and society: Northwestern University Medical School. Academic Medicine, 73(1), 14-24

Miller, S. Z., & Schmidt, H. J. (1999). The habit of humanism: A framework for making humanistic care a reflexive clinical skill. Academic Medicine, 74(7), 800-803.

Nierman, D. M. (2002). Professionalism and the teaching of clinical medicine. Mount Sinai Journal of Medicine, 69(6), 410-411.

Novack, D. H., Epstein, R., & Paulson, R. H. (1999). Toward creating physician-healers: Fostering medical students' self-awareness, personal growth, and well-being. Academic Medicine, 74(5), 516-520.

Novack, D. H., Suchman, A. L., Clark, W., Epstein, R. M., Najberg, E., & Kaplan, C. (1997). Calibrating the physician: Personal awareness and effective patient care. JAMA, 278(6), 502-509.

Reiser, S. J. (1994). The ethics of teaching and learning medicine. Academic Medicine, 69, 872-876.

Rubenstein, A. (2002). The implications of professionalism for medical education. Mount Sinai Journal of Medicine, 69(6), 415-417.

Sherman, N. (1995). Emotions. In W. Reich (Ed.), Encyclopedia of Bioethics (2nd ed., pp. 664-666). New York: Macmillan Publishers.

Siegler, M. (2002). Training doctors for professionalism. Mount Sinai Journal of Medicine, 69(6), 404-409.

Wilkes, M. S., Usatine, R., Slavin, S., & Hoffman, J. (1998). Doctoring: University of California, Los Angeles. Academic Medicine, 73(1), 32-40.

Autoethnography: A Selected Bibliography

By Isa Williams, Agnes Scott College

Books

Agar, M. (1980a). The concept of fieldwork, The professional stranger (pp. 1-10). Orlando: Academic Press.

Agar, M. (1980b). Ethnography, The professional stranger (pp. 63-81). Orlando: Academic Press.

Agar, M. (1980c). When is an ethnography not an ethnography, The professional stranger (pp. 193-198). Orlando: Academic Press.

Baldwin, J. (1985). Autobiographical notes. In W. Smart (Ed.), Eight modern essayists (4th ed., pp. 189-193). New York: St. Martin's Press.

Brodkey, L. (Ed.). (1996). Writing permitted in designated areas only. Minneapolis: University of Minnesota Press.

Clifford, J., & Marcus, G. F. (Eds.). (1986). Writing culture: The poetics and politics of ethnography. Berkeley: University of California Press.

Cudjoe, S. R. (1990). Maya Angelou: The autobiographical statement updated. In H. L. Gates (Ed.), Reading black, reading feminist: A critical anthology (pp. 272-306). New York: Penguin.

Fowlie, W. (1988). On writing autobiography. In J. Olney (Ed.), Studies in autobiography (pp. 163-170). New York: Oxford University Press.

Geertz, C. (1984). Anthropology and thick description. In N. Comely (Ed.), Fields of writing: Readings across disciplines. New York: St. Martin's Press.

Geertz, C. (1988). Works and lives: The anthropologist as author. Stanford: Stanford University Press.

Giroux, H. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin and Garvey.

Haller, W. (1996). Authority, audience, and autobiography: Voice and influence in Rowlandson, Angelou, and Hurston.Unpublished manuscript.

hooks, b. (1990). Talking back. In G. Anzaldua (Ed.), Making face, making soul: Critical perspectives by women of color (pp. 207-211). California: Aunt Lute Foundation.

hooks, b. (1997). Representing whiteness in the black imagination. In R. Frankenberg (Ed.), Displacing whiteness: Essays in social and cultural criticism. Durham, NC: Duke University Press.

Hurston, Z. N. (1991). Dust tracks on a road. New York: Harper Perrenial.

Lionnet, G. (1990). Autoethnography: The an-archic style of Dust tracks on a road. In H. L. Gates (Ed.), Reading Black, reading feminist (pp. 382-414). New York: Meridian Book.

Moraga, C. (1986). From a long line of vendidas: Chicanas and feminism. In T. De Lauretis (Ed.), Feminist studies, critical studies (pp. 173-190). Bloomington: Indiana University Press.

Pratt, M. L. (1992). Imperial eyes: Travel writing and transculturation. New York: Routlege.

Rodriquez, R. (1982). Hunger of memory. Toronto: Bantam Books.

VanMaanen, J. (1988). Fieldwork, culture, and ethnography, Tales of the field: On writing ethnography. Chicago: University of Chicago Press.

Articles

Brodkey, L. (1987). Writing ethnographic narratives. Written Communication, 4(1), 25-50.

Brodkey, L. (1994). Writing on the bias. College English, 56(5), 527-547.

Clark, M. (1991). The ethics of difference. NSIEE: A Publication for Internships and Experiential Education, 17(3), 1, 21.

Hayona, D. (1979). Autoethnography: Paradigms, problems, and prospects. Human Organizations, 38(1), 99-104.

Heider, K. G. (1975). What do people do? Dani auto-ethnography. Journal of Anthropological Research, 31(1), 3-17.

Hymes, D. (1978). What is ethnography. Sociolinguistics Working Paper(45).

Landau, M. (1984). Human evolution as narrative. American Scientist, 72, 262-268.

Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-277.

Pratt, M. L. (1991). Arts of the contact zone. Profession, 91, 33-40.