The following is a partial list (begun in spring 2000) of recent publications in the area of the scholarship of teaching and learning by Illinois State University faculty, staff, and students.
Anderson, D. L. (2008). Humans using machines, humans as machines: Implications for teaching and learning. Humanities and Technology Review, 27, 1–23. Retrieved from http://www.mind.ilstu.edu/community/isu/anderson_humans_using_machines.pdf
Antlitz, S., Banks, W., Fortune, R., & Kalmbach, J. (Eds.). (2002). CoverWeb · Beyond Normal: Teaching and Learning in Virtual Spaces, C & W 2002. Kairos, 7(3). Retrieved from http://technorhetoric.net/7.3/coverweb.html
Bailey, R. L., & Angell, M. E. (2005). Service learning in speech-language pathology: Stakeholders’ perceptions of a school-based feeding improvement project. Contemporary Issues in Communication Science and Disorders, 32, 126–133.
Bailey, R. L., Burns, J., Kuhn, M., & Tyra, T. (2011). Program assessment: A positive way to improve program quality in the Department of Communication Sciences and Disorders. Progressive Measures, 7(1), 7–8.
Ball, C. E., & Kalmbach, J. R. (Eds.). (2010). RAW: (reading and writing) new media. Cresskill, NJ: Hampton Press.
Barham, B. (2003). The use of manipulatives for microbiology and immunology students. MicrobeLibrary.
Barham, B. J., & Woeste, L. A. (2004). The importance of learning styles: Lessons learned. Laboratory Medicine, 35(11), 656–658.
Barham, B. J., & Woeste, L. A. (2006). A transition to distance education: Lessons learned. Laboratory Medicine, 37(1), 14–15.
Barrett, J. E., Clements, D. H., Klanderman, D., Pennisi, S. J., & Polaki, M. V. (2006). Students’ coordination of geometric reasoning and measuring strategies on a fixed perimeter task: Developing mathematical understanding of linear measurement. Journal for Research in Mathematics Education, 37(3), 187–221.
Beggs, B. A., Ross, C. M., & Knapp, J. S. (2006). Internships in leisure services: An analysis of student and practitioner perceptions and expectations. SCHOLE: A Journal of Leisure Studies and Recreation Education, 21.
Bierma, T. J., & Krishnan, U. (1997). Educator-employer partnerships: A tool for improving environmental health education. Journal of Environmental Health, 60, 11–15.
Bierma, T. J., & Walbert, M. S. (1987). A pollution control strategy game: Costs of control policies. Journal of Environmental Education, 18(4), 19–23.
Black, H. G. (2016). Course redesign: Evaluation of learning objectives, hybrid delivery and new experiential project. In L. Lindgren & B. Smith (Eds.), Creating Value Through Best Practices: 2016 Annual Spring Conference Proceedings (pp. 8–12). Chicago, IL: Marketing Management Association.
Blaney, J., & Donnelly, G. (2000). Relationships between academic broadcast facilities and pedagogical outcomes. Feedback, 41(1), 1–8.
Bodner, G. M., Hunter, W. J. F., & Lamba, R. S. (1998). What happens when discovery laboratories are integrated into the curriculum at a large research university? The Chemical Educator, 3(3), 1–21.
Bohn, A. P., Reed, J. H., & Jerich, K. F. (2001). A cooperative venture in support of innovative and reflective college teaching. Journal of Cooperation & Collaboration in College Teaching, 10(2), 49–59.
Briggs, J. (2009). “Star Wars”, model making, and cultural critique: A case for film study in art classrooms. Art Education, 62(5), 39–45.
Broad, B. (2006). More work for teacher: Possible futures of teaching writing in the age of computerized assessment. In P. F. Ericsson & R. H. Haswell (Eds.), Machine scoring of student essays: Truth and consequences (pp. 221–233). Logan, UT: Utah State University Press.
Broadbear, J. T. (2003). Essential elements of lessons designed to promote critical thinking. Journal of the Scholarship of Teaching and Learning, 3(3), 1–8. Retrieved from http://josotl.indiana.edu/article/view/1603/1602
Broadbear, J. T., Jin, G., & Bierma, T. J. (2005). Critical thinking dispositions among undergraduate students during their introductory Health Education course. Health Educator, 37(1), 8–15.
Brown, D. K. (2003). Goffman’s dramaturgical sociology: Developing a meaningful theoretical context and exercise involving “embarrassment and social organization.” Teaching Sociology, 31(3), 288–299.
Bull Schaefer, R. A., & Erskine, L. (2012). Virtual team meetings: Reflections on a class exercise exploring technology choice. Journal of Management Education, 36(6), 777–801.
Burningham, B. (2006). Placing the comedia in performative context. In L. R. Bass & M. R. Greer (Eds.), Approaches to teaching early modern Spanish drama. New York, NY: Modern Language Association of America.
Califf, M. E., & Goodwin, M. (2002). Testing skills and knowledge: Introducing a laboratory exam in CS1 (pp. 217–221). Presented at the SIGCSE ’02 The 33rd Technical Symposium on Computer Science Education, New York, NY: ACM.
Califf, M. E., & Goodwin, M. (2005). Effective incorporation of ethics into courses that focus on programming (pp. 347–351). St. Louis, MO: ACM.
Califf, M. E., Goodwin, M. M., & Brownell, J. (2008). Helping him see: Guiding a visually impaired student through the computer science curriculum (pp. 444–448). Portland, OR: ACM.
Carlson, E. D. (2009). Undergraduate research engages life-long learners. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/09_20391.pdf
Carlson, J. L., Cohn, R. L., & Ramsey, D. D. (2002). Implementing Hansen’s proficiencies. Journal of Economic Education, 33(2), 180–191.
Carter, J. R. (2001). Map use in secure web-based instructional environments (pp. 2397–2405). Beijing, China.
Carter, J. R. (2001). Web-based maps in support of teaching weather and physical geography (pp. 65–73). Presented at the Workshop on Maps and the Internet, Guangzhou, China.
Chizmar, J. F. (2000). A discrete-time hazard analysis of the role of gender in persistence in the economics major. Journal of Economic Education, 31(2), 107–118.
Chizmar, J. F. (2005). The effectiveness of assignments that utilize a time-efficient grading scheme. Journal on Excellence in College Teaching, 16(1), 5–21.
Chizmar, J. F., & Williams, D. B. (2001). What do faculty want? Educause Quarterly, 24(1), 18–24. Retrieved from http://net.educause.edu/ir/library/pdf/EQM0112.pdf
Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and blended learning: An innovative learning approach. Decision Sciences Journal of Innovative Education, 9(3), 463–484.
Comadena, M. E., Hunt, S. K., & Simonds, C. J. (2007). The effects of teacher clarity, nonverbal immediacy, and caring on student motivation, affective and cognitive learning. Communication Research Reports, 24(3), 241–248.
Creasey, G., Jarvis, P., & Knapcik, E. (2009). A measure to assess student-instructor relationships. International Journal for the Scholarship of Teaching and Learning, 3(2). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/14/
Critchfield, T. S., Schlund, M., & Ecott, C. L. (2000). A procedure for using bonus course credit to establish points as reinforcers for human subjects. Experimental Analysis of Human Behavior Bulletin, 18, 15–18.
Crumpler, T. P., Braun, J. A., & Hutchison, B. (2001). A descriptive study of two student teachers use of technology in elementary social studies lessons. Journal of the Illinois Council for the Social Studies, 61, 27–45.
Custer, R. L., Valesey, B. G., & Burke, B. N. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2), 5–20.
Dean, K. L., & Beggs, J. M. (2006). University professors and teaching ethics: Conceptualizations and expectations. Journal of Management Education, 30(1), 15–44.
Dennis, K. K. (2014). The effectiveness of an online fitness course. Saarbrücken, Germany: Lambert Academic Publishing.
Donnelly, G., & Blaney, J. R. (Eds.). (2003). Technological issues in broadcast education: Critical challenges. Westport, CT: Praeger.
Dowell, W. (2006). Throwing the sociological imagination into the garbage: Using students’ waste disposal habits to illustrate C. Wright Mills’s concept. Teaching Sociology, 34(2), 150–155.
Druker, J. (2004). A rational humanist confronts the Holocaust: Teaching Primo Levi’s survival in Auschwitz. In M. Hirsch & I. Kacandes (Eds.), Teaching the representation of the Holocaust (pp. 337–347). New York, NY: Modern Language Association of America.
Druker, J. (2007). Strategies for teaching Wiesel’s Night with Levi’s survival in Auschwitz. In A. Rosen (Ed.), Approaches to teaching Wiesel’s Night (pp. 91–98). New York, NY: Modern Language Association of America.
Druker, J. (2014). “What would I have done?”: Teaching “The Drowned and the Saved” to confront moral ambiguity. In N. Patruno & R. Ricci (Eds.), Approaches to teaching the works of Primo Levi (pp. 29–35). New York: The Modern Language Association of America.
Duffy, T., Duffy, W., & McKean, G. (2004). A first attempt in using web-based support tools to create a learning community in the introductory MIS course. The Journal of Computer Information Systems, 45(1), 3–12.
Duffy, W. A., & Leinicke, L. M. (2004). Using the financial accounting research system to develop a professional research competency in intermediate financial accounting. In B. N. Schwartz & J. E. Ketz (Eds.), Advances in accounting education: Teaching and curriculum innovations (Vol. 6, pp. 133–154). Bingley, UK: Emerald Group Publishing.
Duke, L. M., MacDonald, J. B., & Trimble, C. S. (2009). Collaboration between marketing students and the library: An experiential learning project to promote reference services. College & Research Libraries, 70(2), 109–122.
Dunn, P. A. (2001). Talking, sketching, moving: Multiple literacies in the teaching of writing. Portsmouth, NH: Heinemann: Boynton/Cook.
Erskine, L., & Johnson, S. D. (2012). Effective learning approaches for sustainability: A student perspective. Journal of Education for Business, 87(4), 198–205.
Fitzgibbons, D. E., Steingard, D. S., & Whitty, M. D. (2003). Transforming business and education: The challenge to organizations and educators. Organization Development Journal, 21(4), 6–14.
Friberg, J. C., & Sawyer, J. (2010). The effects of guided notes on student learning: Students share their perceptions. Perspectives on Issues in Higher Education, 13(2), 58–62.
Gam, H. J., & Banning, J. (2011). Addressing sustainable apparel design challenges with Problem-Based Learning. Clothing and Textiles Research Journal, 29(3), 202–215.
Gelbman, S. M. (2011). A qualitative assessment of the learning outcomes of teaching introductory American politics in comparative perspective. Journal of Political Science Education, 7(4), 359–374.
Gentry, D. (1998). Family science educators’ perceptions of and experiences with interdisciplinary team teaching. Family Science Review, 11(1), 33–47.
Gentry, D. B. (1992). Using computer aided interactive video technology to provide experiential learning for mediation trainees. Journal of Divorce & Remarriage, 17(3/4), 57–74.
Gentry, D. B. (1994). Interdisciplinary team-teaching in peace studies: A role for the family life educator. Family Science Review, 7(1/2), 45–54.
Gentry, D. B. (1999). Conducting metaphorical policy analysis. In Family Life Educator’s Manual (3rd ed.). Minneapolis, MN: National Council on Family Relations.
Gentry, D. B. (1999). Use of computer technology: Polling students’ knowledge level, preferences, and attitudes (with Option Finder). In Family Life Educator’s Manual (3rd ed.). Minneapolis, MN: National Council on Family Relations.
Gentry, D. B. (2000). Peace and conflict resolution education: Potential benefits for school and home. Family Science Review, 13(3/4), 78–83.
Gentry, D. B. (2003). A longitudinal panel study. Journal of Teaching in Marriage & Family, 3(3), 435–452.
Gentry, D. B. (2004). Contemporary family life education: Thirty years of challenge & progress. In M. Coleman & L. H. Ganong (Eds.), Handbook of contemporary families: Considering the past, contemplating the future (pp. 538–554). Thousand Oaks, CA: Sage Publications.
Gentry, D. B., & Benenson, W. A. (1992). School-age peer mediators transfer knowledge and skills to home setting. Mediation Quarterly, 10(1), 101–109.
Ginsberg, S. M., Friberg, J. C., & Visconti, C. F. (2012). Scholarship of teaching and learning in speech-language pathology and audiology: Evidence-based education. San Diego, CA: Plural Publishing.
Gokhale, A. A. (2012). Collaborative learning and critical thinking. In N. M. Seel (Ed.), (pp. 634–636). Berlin, Germany: Springer Publishing.
Gokhale, A. A., Brauchle, P. E., & Machina, K. F. (2013). Scale to measure attitudes toward Information Technology. International Journal of Information and Communication Technology Education, 9(3), 35–41.
Gokhale, A. A., Rabe-Hemp, C., Woeste, L., & Machina, K. (2015). Gender differences in attitudes toward science and technology among majors. Journal of Science Education and Technology, 24(4), 509–516.
Gokhale, A. A., & Stier, K. (2004). Closing the gender gap in technical disciplines: An investigative study. Journal of Women and Minorities in Science and Engineering, 10(2), 149–160.
Gokhale, A., Brauchle, P., & Machina, K. (2009). Research and teaching: Development and validation of a scale to measure attitudes toward science and technology. Journal of College Science Teaching, 38(5), 66–75.
Gokhale, A., & Machina, K. (2014). Gender differences in attitudes toward IT among IT majors. Journal of Higher Education Theory and Practice, 14(1), 26–35.
Goodwin, M. M., & Califf, M. E. (2007). An assessment of the impact of time management training on student success in a time-intensive course. Journal on Excellence in College Teaching, 18(1), 19–41.
Graf, L. A., Hemmasi, M., Winchell, M. W., & Nowak, J. W. (2000). An interuniversity/multidisciplinary educational experience for entrepreneurship and engineering students: A demonstration case. The Journal of Entrepreneurship Education, 3, 86–93.
Haynes, T., & Bailey, G. (2003). Are you and your basic business students asking the right questions? Business Education Forum, 57(3), 33–37.
Heggie, L. (2001). Flow, centering, and the classroom: Wisdom from an ancient friend. Journal of the Assembly for Expanded Perspectives on Learning, 7, 63–73.
Hildebrandt, S. A. (2014). Mutually beneficial service learning: Language teacher candidates in a local community center. In K. Hoyt & P. Swanson (Eds.), SCOLT Dimension 2014 - Uniting the Corps: Uniting the Core (pp. 111–123). Retrieved from http://www.scolt.org/index.php/publications/dimension/26-publications/39-scolt-publications
Hildebrandt, S. A., & Swanson, P. (2014). World language teacher candidate performance on edTPA: An exploratory study. Foreign Language Annals, 47(4), 576–591.
Hildebrandt, S., & Swanson, P. (2016). Understanding the world language edTPA: Research-based policy and practice. Charlotte, NC: Information Age.
Hinchliffe, L. J. (2001). Neal-Schuman electronic classroom handbook. New York: Neal-Schuman Publishers.
Hinchliffe, L. J. (2001). Online course-integrated research instruction: Lessons from Chemistry 100 online. In L. Shirato (Ed.), . Ann Arbor, MI: Pierian Press.
Hinchliffe, L. J., Kubiak, C., Hunt, S. K., & Simonds, C. J. (2003). What students really cite: Findings from a content analysis of First-Year student bibliographies. In J. K. Nims, R. Baier, R. Bullard, & E. Owen (Eds.), . Ann Arbor, MI: Pierian Press.
Hinchliffe, L. J., & Meckstroth, P. (2001). The principle is partnership: General Education library instruction at Illinois State University. In B. I. Dewey (Ed.), Library user education: Powerful learning, powerful partnerships (pp. 24–29). Lanham, MD: Scarecrow Press.
Hinchliffe, L. J., & Woodard, B. S. (2001). Instruction. In R. E. Bopp & L. C. Smith (Eds.), Reference and information services: An introduction (3rd ed., pp. 177–209). Englewood, CO: Libraries Unlimited.
Houston, W. R., Dengerink, J. J., Fisher, R., Koster, B., & McIntyre, D. J. (2002). National standards for teacher educators: The story of two nations. In E. Guyton & J. D. Rainer (Eds.), Research on meeting and using standards in the preparation of teachers (pp. 25–52). Dubuque, IA: Kendall/Hunt.
Huffman, K. J., Carson, C. L., & Simonds, C. J. (2000). Critical thinking assessment: The link between critical thinking and student application in the basic course. Basic Communication Course Annual, 12, 60–96.
Hunter, G. (2012). Students study up the university: Perspectives gained in student research on the university as institution. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 12(1), 19–43.
Hunter, G., & Abelmann, N. (2013). The ethnography of the university initiative: A decade of student research on the university. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 6(3), 1–8.
Hunter, G., Abelmann, N., Cain, T. R., McDonough, T., & Prendergast, C. (2008). Interrogating the university, one archival entry at a time. Change: The Magazine of Higher Learning, 40(5), 40–45.
Hunter, G., & Ward, D. (2011). Students research the library: Using student-led ethnographic research to examine the changing role of campus libraries. College & Research Libraries News, 72(5), 264–268.
Hunter, W. J. F. (2000, Winter). Chemistry teacher, teaching assistant, and faculty retention and development: Successes and frustrations, what have we learned about inducting beginning chemistry teachers in the profession? CHED. American Chemical Society Division of Chemical Education.
Hunter, W. J. F., Carver, J. S., Jeans, K. M., Pennekamp, R., Shewfelt, E., & Marsiglio, B. (2001). Online chemistry help service in non-majors general chemistry. Presented at the Fall 2001 ConfChem: On-Line Teaching Methods. Retrieved from http://confchem.ccce.divched.org/2001FallConfChemP1
Hunt, S. K., & Simonds, C. J. (2002). Extending learning opportunities in the basic communication course: Exploring the pedagogical benefits of speech laboratories. Basic Communication Course Annual, 14, 60–86.
Hunt, S. K., Simonds, C. J., & Hinchliffe, L. J. (2000). Using student portfolios as authentic assessment of the basic communication course. Journal on Excellence in College Teaching, 11(1), 57–77.
Hurd, A. R., Beggs, B. A., & Elkins, D. J. (2011). Using online discussion boards for senior internships. SCHOLE: A Journal of Leisure Studies and Recreation Education, 26(2), 46–52.
Huxford, J., & Moore, M. A. (2011). Teaching journalism students about confidential whistleblower sources: An analysis of introductory news writing textbooks. Journal of College Teaching & Learning, 8(10), 1–16.
Jeffers, B. (2002). Continuing education in research ethics for the clinical nurse. Journal of Continuing Nursing Education, 33(6), 265–269.
Jin, G., Bierma, T. J., & Broadbear, J. T. (2004). Critical thinking among environmental health graduates and implications for the profession. Journal of Environmental Health, 67(3), 15–20.
Jones, K., & Schambach, T. (2009). Student perspectives on multitasking. Phoenix, AZ.
Jones, M. A. (2001). Chemistry Outreach to Seniors... inChemistry, 19–21.
Jones, M. A. (2003). Testing the effect of meat tenderizer on human hair: A class project for nonscience majors. Journal of Science Education and Technology, 12(1), 39–41.
Jones, M. A., & Cooper, C. L. (2005). Testing human saliva for enzyme activity: Use of an in-class kinetic experiment for nonscience majors in a large classroom setting. The Chemical Educator, 10(1), 26–28.
Jones, M. A., Shoffner, R., & Friesen, J. (2003). Use of computer modeling of site-directed mutagenesis of a selected enzyme: A class activity for an introductory biochemistry course. Journal of Science Education and Technology, 12(4), 413–419.
Kalmbach, J. (2007). Technical reports as rhetorical practice. In C. L. Selfe (Ed.), Resources in technical communication: Outcomes and approaches (pp. 21–36). Amityville, NY: Baywood.
Kalmbach, J. R. (2002). Word as image: The acquisition of typographic literacy. In N. Allen (Ed.), Working with words and images: New steps in an old dance (pp. 43–57). Westport, CT: Ablex.
Kalmbach, J. R. (2004). Hypermediating the resume. In T. Bridgeford, K. S. Kitalong, & D. Selfe (Eds.), Innovative approaches to teaching technical communication (pp. 135–174). Logan, UT: Utah State University Press.
Kerber, C. H. S., Clemens, D., & Medina, W. (2004). Seeing is believing: Learning about mental illness as portrayed in movie clips. Journal of Nursing Education, 43(10), 479.
King, J. R., Hunter, W. J. F., & Szczepura, L. F. (2002). Design, implementation, and evaluation of novel discussion exercises for first-year chemistry students. The Chemical Educator, 7(6), 329–333.
Klass, G., & Crothers, L. (2000). An experimental evaluation of web-based tutorial quizzes. Social Science Computer Review, 18(4), 508–515.
Klass, G. M. (2004). A practical approach to the introductory political science statistics course. Alexandria, VA: American Statistical Association.
Klass, P. (2001). Online assignments maximize in-class learning. The Teaching Professor, 15(3), 4.
Kossman, S. P. (2009). The power of nurse educators: Welcoming and unwelcoming behaviors. In S. D. Bosher & M. D. Pharris (Eds.), Transforming nursing education: The culturally inclusive environment (pp. 27–60). New York, NY: Springer.
Kussart, N. J., Hunt, S. K., & Simonds, C. J. (2007). Learning communities in the basic communication course: Exploring students’ perception of power and use of compliance-gaining strategies. Basic Communication Course Annual, 19, 72–103.
Ley, C. J. (2002). Read-around technique helps broaden student thinking. Journal of Teaching in Marriage & Family, 2(2), 229–235.
Ley, C. J., & Gentry, D. B. (2001). The American family: Change and diversity--A course with opportunities for reflective human action. Kappa Omicron Nu FORUM, 12(2).
Liechty, D. (2012). Technology, consciousness, and the transitional symbolic self: Implications for social work education. Journal of Teaching in Social Work, 32(4), 342–355.
Loomis, D. G., & Cox, J. E., Jr. (2000). A course in economic forecasting: Rationale and content. The Journal of Economic Education, 31(4), 349–357.
Loomis, D. G., & Cox, J. E., Jr. (2003). Principles for teaching economic forecasting. International Review of Economics Education, 2(1), 69–79.
Lubinski, C. A., & Otto, A. D. (2004). How learning to make sense of mathematics in a content course can affect the beliefs of preservice teachers. In G. Krauthausen & H. Spiegel (Eds.), Mit Kindern auf dem Weg zur Mathematik: ein Arbeitsbuch zur Lehrerbildung; Festschrift für Hartmut Spiegel (pp. 92–100). Donauwörth: Auer.
Lubinski, C. A., & Otto, A. D. (2004). Preparing K-8 preservice teachers in a content course for standards-based mathematics pedagogy. School Science and Mathematics, 104(7), 336–350.
Lyde, A. R., Grieshaber, D. C., & Byrns, G. (2016). Faculty teaching performance: Perceptions of a multi-source method for evaluation. Journal of the Scholarship of Teaching and Learning, 16(3), 82–94. doi:10.14434/josotl.v16i3.18145
Lyman, L. L., & Gardner, D. C. (2008). Enhancing leadership education: Insights from a seminar evaluation. Journal of Research on Leadership Education, 3(1), 1–34.
Machina, K., & Gokhale, A. (2010). Maintaining positive attitudes toward science and technology in first‐year female undergraduates: Peril and promise. International Journal of Science Education, 32(4), 523–540. http://doi.org/10.1080/09500690902792377
Machina, K., & Gokhale, A. (2015). Interventions for increasing male and female undergraduate interest in information technology. Computers & Education: An International Journal, 87, 277–284.
Mangialardi, M., & Mwilambwe, S. (2002). Building bridges through academic lifestyles and the faculty mentor program. Talking Stick, 19(4), 26–28.
Mazer, J. P., & Hunt, S. K. (2008). The effects of instructor use of positive and negative slang on student motivation, affective learning, and classroom climate. Communication Research Reports, 25(1), 44–55.
Mazer, J. P., Hunt, S. K., & Kuznekoff, J. H. (2007). Revising general education: Assessing a critical thinking instructional model in the basic communication course. The Journal of General Education, 56(3-4), 173–199.
Mazer, J. P., Hunt, S. K., & Simonds, C. J. (2007). Incorporating critical thinking instructional strategies in the basic communication course. In L. W. Hugenberg, S. Morreale, D. W. Worley, B. Hugenberg, & D. A. Worley (Eds.), Basic Communication Course Best Practices: A Training Manual for Instructors (pp. 81–90). Dubuque, IA: Kendall/Hunt.
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17.
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175–183.
Mazer, J. P., Simonds, C. J., & Hunt, S. K. (2012). Application essays as an effective tool for assessing instruction in the basic communication course: A follow-up study. Journal of the Scholarship of Teaching and Learning, 12(4), 29–42.
McBride, W. T. (2015). Stylized moments: Student engagement & participation in an asynchronous online university film course. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Agyeman (Eds.), Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses. Hershey, PA: IGI Global.
McCluskey-Titus, P. (2008). The value of a cooperative service project as reciprocal teaching/learning for undergraduate and graduate students. MountainRise, 5(1). Retrieved from http://mountainrise.wcu.edu/index.php/MtnRise/article/view/103
McGaha, J. M., & Linder, S. M. (2012). The impact of studying abroad on male preservice teachers: A phenomenological investigation. Multicultural Perspectives, 14(3), 163–168.
McKinney, K. (2002). Instructional development: Relationships to teaching and learning in higher education. In D. A. Lieberman & C. Wehlburg (Eds.), To Improve the Academy (Vol. 20, pp. 225–237). Bolton, MA: Anker.
McKinney, K. (2004). Learning sociology: Successful majors tell their story. Journal of the Scholarship of Teaching and Learning, 4(1), 13–22.
McKinney, K. (2004). The scholarship of teaching and learning: Past, present, and future. In C. Wehlburg & S. Chadwick-Blossey (Eds.), To Improve the Academy (Vol. 22, pp. 3–19). Bolton, MA: Anker.
McKinney, K. (2005). Reflections on learning sociology: Analysis of learning log entries. MountainRise, 2(1). Retrieved from http://mountainrise.wcu.edu/index.php/MtnRise/article/view/55
McKinney, K. (2005). Sociology senior majors’ perceptions on learning sociology: A research note. Teaching Sociology, 33(4), 371–379.
McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the Scholarship of Teaching and Learning. Analyzing Faculty Work and Rewards: Using Boyer’s Four Domains of Scholarship, 2006(129), 37–50.
McKinney, K. (2007). The student voice: Sociology majors tell us about learning sociology. Teaching Sociology, 35(2), 112–124.
McKinney, K. (2008). Correlates of success in the sociology major. International Journal for the Scholarship of Teaching and Learning, 2(1). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss1/9/
McKinney, K. (2009). Lessons from my students and other reflections on SoTL. International Journal for the Scholarship of Teaching and Learning, 3(2). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/31/
McKinney, K. (2012). Increasing the impact of SoTL: Two sometimes neglected opportunities. International Journal for the Scholarship of Teaching and Learning, 6(1). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss1/3/
McKinney, K. (2012). Making a difference: Application of SoTL to enhance learning. Journal of the Scholarship of Teaching and Learning, 12(1), 1–7.
McKinney, K. (2015). The more things change, the more they stay the same. International Journal for the Scholarship of Teaching and Learning.
McKinney, K., Broadbear, J., Gentry, D., Klass, P., Naylor, S., & Virgil, N. (2004). Using data to support and enhance the Scholarship of Teaching and Learning. In B. Cambridge (Ed.), Campus Progress: Supporting the Scholarship of Teaching and Learning (pp. 171–176). Washington, DC: American Association for Higher Education.
McKinney, K., & Busher, M. (2011). The sociology research experience capstone course at three institutions. Teaching Sociology, 39(3), 290–302.
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