Enriching the Student Learning Experience: Linking Student Development and Organizational Perspectives

Baxter Magolda M. B. (2004). Self–authorship as the common goal of 21st century education. In Baxter Magolda M. B. & King P. M. (Eds.), Learning Partnerships: Theory and models of practice to educate for self–authorship (pp. 1–35). Sterling, VA: Stylus.

Baxter Magolda M. B. , & King P. M. (Eds.). (2004). Learning partnerships: Theories and models of practice to educate for self–authorship. Sterling, VA: Stylus.

Baxter Magolda M. B. , & King P. M. (2012). Assessing meaning making and self–authorship: Theory, research, and application. Ashe higher education report series, 38(3). San Francisco, CA: Jossey–Bass. doi: 10.1002/aehe.20003

Haynes C. (2004). Promoting self–authorship through an interdisciplinary writing curriculum. In Baxter Magolda M. B. & King P. M. (Eds.), Learning partnerships: Theory and models of practice to educate for self–authorship (pp. 63–90). Sterling, VA: Stylus.

Kerr K. G. , & Tweedy J. (2006) Beyond seat time and student satisfaction: A curricular approach to residential education. About Campus, 11(5), 9–15.

King P. M. , Baxter Magolda M. , DeMonbrun M. , & Joslin J. (2013, November 16). Personal characteristics and experiences of self–authoring seniors. Paper prepared for the 38th Annual Meeting of the Association for the Study of Higher Education, St. Louis, MO.

Piper T. D. , & Buckley J. A. (2004). Community standards model: Developing learning partnerships in campus housing. In Baxter Magolda M. B. & King P. M. (Eds.), Learning partnerships: Theory and models of practice to educate for self–authorship (pp. 185–212). Sterling, VA: Stylus.

Yonkers–Talz K. (2004). A learning partnership: U.S. college students and the poor in El Salvador. In Baxter Magolda M. B. & King P. M. (Eds.), Learning partnerships: Theory and models of practice to educate for self–authorship (pp. 151–184). Sterling, VA: Stylus.

Zúñiga X. , Mildred J. , Varghese R. , DeJong K. , & Keehn M. (2012). Engaged listening in race/ethnicity and gender intergroup dialogue courses. Equity & Excellence in Education, 45, 80–99.