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 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1603
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 https://er.educause.edu/~/media/files/articles/2001/3/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 https://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.
Folkins, J. W., Friberg, J. C., & Cesarini, P. A. (2015). University classroom design principles to facilitate learning: The instructor as advocate. Planning in Higher Education, 43(2).
Friberg, J. C. (2012). Using iPad technologies to support teaching and learning in CSD. Perspectives on Issues in Higher Education, 15(1), 16–21.
Friberg, J. C., Folkins, J. W., & Visconti, C. F. (2013). Using clinical and research activities to enhance the undergraduate experience. Perspectives on Issues in Higher Education, 16(2), 81–85.
Friberg, J. C., & Harbers, H. (2016). Encouraging cross-curricular integration in communication sciences and disorders. Journal for Research & Practice in College Teaching, 1(1), 1–14.
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.
Friberg, J., & Harbers, H. (2015). Cross-curricular learning in communication sciences and disorders: Leaving the silos behind. Gauisus, 3.
Friberg, J., & McKinney, K. (Eds.). (in progress). Conducting and applying the scholarship of teaching and learning beyond the individual classroom level. Bloomington, IN: Indiana University Press.
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.
Ginsberg, S. M., Friberg, J. C., & Visconti, C. F. (2016). Diagnostic reasoning by experienced speech-language pathologists and student clinicians. Contemporary Issues in Communication Sciences and Disorders, 43(1), 87–97.
Ginsberg, S. M., Friberg, J., Visconti, C. F., DeRuiter, M., & Hoepner, J. K. (2017). On the culture of scholarship of teaching and learning. Teaching and Learning in Communication Sciences & Disorders, 1(1).
Ginsberg, S. M., Visconti, C. F., & Friberg, J. (2015). Evidence-based education in speech-language pathology and audiology. In T. Brown & B. Williams (Eds.), Evidence-based education in the health professions: Promoting best practice in the learning and teaching of students. London: Radcliffe Publishing.
Ginsberg, S. M., Visconti, C. F., & Friberg, J. C. (2015). Millennial students and classroom communication. The Teaching Professor, 29(5), 4–5.
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. https://doi.org/10.1007/s10956-014-9541-5
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. A., & 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.
Hund, A. M., & Bueno, D. (2015). Learning in out-of-class experiences: The importance of professional skills. Psychology Learning & Teaching, 14(1), 62–69.
Hunt, S. K., Meyer, K. R., Hooker, J. F., Simonds, C. J., & Lippert, L. R. (2016). Implementing the political engagement project in an introductory communication course: An examination of the effects on students’ political knowledge, efficacy, skills, behavior, and ideology. EJournal of Public Affairs, 5(2), 116–151. Retrieved from https://ejopa.missouristate.edu/index.php/ejournal/article/view/111
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.
Hunt, S. K., & Woolard, C. E. (2016). Service learning and innovative pedagogies. In P. Witt (Ed.), Handbooks of Communication Science: Vol. 16. Communication and Learning (pp. 527–552). Berlin, Germany: De Gruyter Mouton. https://doi.org/10.1515/9781501502446-022
Hunt, S., Wright, A., & Simonds, C. (2014). Securing the future of communication education: Advancing an advocacy and research agenda for the 21st century. Communication Education, 63(4), 449–461.
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.
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 https://confchem.ccce.divched.org/2001FallConfChemP1
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.
Javadi, E., & Novotny, N. L. (2017). Mixed-approach social comparison for improving online discussions’ efficacy: Insights from filed experiments. In Proceedings of 23rd Americas Conference on Information Systems. Boston, MA.
Javadi, E., Novotny, N. L., Mirrahimi, E., & Rajabi, N. (2017). Filter bubble, selective exposure, and integrative complexity. In Proceedings of the 12th Midwest Association for Information Systems Conference. Springfield, IL.
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. In 2004 Proceedings of the American Statistical Association, Statistical Computing Section. 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. https://doi.org/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. https://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.
Mazer, J. P., Simonds, C. J., & Hunt, S. K. (2013). Assessing evaluation fidelity: An examination of student comments and scores on speech self-evaluation forms in a general education communication course. Ohio Communication Journal, 51, 1–28.
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
McCluskey-Titus, P., Dralle, A., Love, J., Nilsen, J., Pier, W., Kapella, A., … Bristol, B. (2012). Improving graduate students’ experiences: An assessment of the college student personnel administration master’s degree program. Progressive Measures, 8(1), 9–15.
McCluskey-Titus, P., Stott, R., Poffenbarger, C., & Ballard, K. (2014). Using professional competencies to assess learning in student affairs graduate programs. Progressive Measures, 10(1), 4–12.
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 https://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 https://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 https://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., Atkinson, M., & Flockhart, T. (2017). A sampling of what psychologists engaged in SoTL might learn from sociology. Scholarship of Teaching and Learning in Psychology, 3(2), 178–190.
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.
McKinney, K., Friberg, J., & Moore, M. (in progress). Introduction to conducting and applying SoTL beyond the individual classroom: Overview, framework, and two examples. In J. Friberg & K. McKinney (Eds.), Conducting and applying the scholarship of teaching and learning beyond the individual classroom level. Bloomington, IN: Indiana University Press.
McKinney, K., & Howery, C. B. (2007). Teaching and learning in sociology: Past, present, and future. In C. D. Bryant & D. L. Peck (Eds.), 21st Century Sociology: A Reference Handbook (Vol. 2, pp. 379–388). Thousand Oaks, CA: SAGE Publications.
McKinney, K., & Jarvis, P. (2009). Beyond lines on the CV: Faculty applications of their Scholarship of Teaching and Learning research. International Journal for the Scholarship of Teaching and Learning, 3(1). Retrieved from https://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss1/7/
McKinney, K., Medvedeva, M. A., Vacca, K., & Malak, J. (2004). Beyond the classroom: An exploratory study of out-of-class learning in sociology. Teaching Sociology, 32(1), 43–60.
McKinney, K., & Naseri, N. (2011). A longitudinal, descriptive study of sociology majors: The development of engagement, the sociological imagination, identity, and autonomy. Teaching Sociology, 39(2), 150–164.
McKinney, K., & Reed, L. (2007). Profile of an engaged sociology major. Teaching Sociology, 35(1), 77–84.
McNamara, T. L., & Bailey, R. L. (2006). Faculty/staff perceptions of a standards-based exit portfolio system for graduate students in a speech-language pathology program. Innovative Higher Education, 31(2), 129–141. https://doi.org/10.1007/s10755-006-9013-9
Meyer, B. (2008). The process of implementing a paperless classroom in teacher education using an electronic portfolio system. MountainRise, 5(1). Retrieved from http://mountainrise.wcu.edu/index.php/MtnRise/article/view/102
Meyer, K. R., & Hunt, S. K. (2017). The lost art of lecturing: Cultivating student listening and notetaking. Communication Education, 66(2), 239–241. https://doi.org/10.1080/03634523.2016.1275719
Meyer, K. R., Hunt, S. K., Hopper, K. M., Thakkar, K. V., Tsoubakopoulos, V., & Van Hoose, K. J. (2008). Assessing information literacy instruction in the basic communication course. Communication Teacher, 22(1), 22–34.
Meyer, K. R., Simonds, C. J., Simonds, B. K., Baldwin, J. R., Hunt, S. K., & Comadena, M. E. (2007). Designing classroom management training for basic course instructors. Basic Communication Course Annual, 19, 1–36.
Mikulec, E. (2015). “I didn’t realize HOW important it is”: Pre-service secondary teachers reflecting on an intensive clinical experience. Teacher Education and Practice, 28(4), 480–497.
Mikulec, E. A. (2012). Professional faces: Pre-service secondary teachers’ attitudes towards the use of social networking sites. Current Issues in Education, 15(3), 1–14.
Mikulec, E., & Herrmann, A. (2016). ‘We matter just the same’: Students and pre-service teachers working together in an alternative educational setting. Teaching Education, 27(1), 57–71.
Mikulec, E., & McKinney, K. (2014). Perceived learning outcomes from participation in one type of registered student organization: Equestrian sport club. Journal of the Scholarship of Teaching and Learning.
Miller, P. C., & Mikulec, E. (2014). Pre-service teachers confronting issues of diversity through a radical field experience. Multicultural Education, 21(2), 18–24.
Moore, M. A., & Bruckner, I. M. (2010). A case of collaboration: Faculty experiences within a multidisciplinary, multimedia, multi-campus learning community in an urban community college district. MountainRise, 6(2). Retrieved from http://mountainrise.wcu.edu/index.php/MtnRise/article/view/135
Moore, M. A., & Bruckner, I. M. (2010). A case of collaboration: Webtext. MountainRise, 6(2). Retrieved from http://mountainrise.wcu.edu/index.php/MtnRise/article/view/163
Moore, M. A., & Simonds, B. K. (2009). Urban teacher preparation for elementary, middle and secondary schools [Video/DVD] [DVD]. Normal, IL: Illinois State University.
Moore, M. A., & Simonds, B. K. (2009). Urban teachers changing lives [Video/DVD] [DVD]. Normal, IL: Illinois State University.
Nordstrom, C. R., Williams, K. B., & Jarvis, P. A. (2003). Motivating college students: An application of the job characteristics model. Journal on Excellence in College Teaching, 14(1), 37–60.
Olson, M. D., Lewis, M., Rappe, P., & Hartley, S. (2015). Innovations in social work training: A pilot study of interprofessional collaboration using standardized clients. International Journal of Teaching and Learning in Higher Education, 27(1), 14–24.
O’Sullivan, P. B. (2001). Communication technologies in an educational environment: Lessons from a historical perspective. In R. A. Cole (Ed.), Issues in Web-based pedagogy: A critical primer (pp. 49–64). Westport, CT: Greenwood Press.
Pateman, N., & Lubinski, C. A. (2004). Meeting the challenge of new mathematics standards in the United States: Two perspectives. In G. Krauthausen & H. Spiegel (Eds.), Mit Kindern auf dem Weg zur Mathematik: ein Arbeitsbuch zur Lehrerbildung; Festschrift für Hartmut Spiegel (pp. 101–109). Donauwörth: Auer.
Peterson, J. L. (2016). Formative evaluations in online classes. The Journal of Educators Online, 13(1), 1–24.
Pope, N., & Ma, Y.-L. (2004). Grade-risk: An insurable event in the classroom. Risk Management and Insurance Review, 7(2), 189–196.
Rabe-Hemp, C. E., Gokhale, A., & Woeste, L. (2012). Perceptions of science and technology: A comparison of criminal justice and traditional science and technology majors. Journal of Criminal Justice Education, 1–16. https://doi.org/10.1080/10511253.2012.669771
Ramsey, V. J., & Fitzgibbons, D. E. (2005). Being in the classroom. Journal of Management Education, 29(2), 333–356.
Redding, D. A. (2001). Critical thinking disposition as it relates to academic achievement in baccalaureate nursing education. Nurse Educator, 26(3), 125–127.
Redding, D. A. (2001). The development of critical thinking among students in baccalaureate nursing education. Holistic Nursing Practice, 15(4), 57–64.
Ressler, P. (2001). Race and sexual orientation in multicultural feminist teacher education. In K. K. Kumashiro (Ed.), Troubling intersections of race and sexuality: Queer students of color and anti-oppressive education. Lanham, MD: Rowman & Littlefield.
Ressler, P. (2002). Dramatic changes: Talking about sexual orientation and gender identity with high school students through drama. Portsmouth, NH: Heinemann.
Rhykerd, R. L., Tudor, K. W., Wiegand, B. R., Kingman, D. M., & Morrish, D. G. (2006). Enhancing experiential learning through a hands-on crop production and marketing contest. NACTA Journal, 50(4), 25–30.
Russ, T., Simonds, C., & Hunt, S. (2002). Coming out in the classroom... an occupational hazard?: The influence of sexual orientation on teacher credibility and perceived student learning. Communication Education, 51(3), 311–324.
Sappington, N., Baker, P. J., Gardner, D., & Pacha, J. (2010). A signature pedagogy for leadership education: Preparing principals through participatory action research. Planning and Changing, 41(3/4), 249–273.
Schmidt, K. (2002). The Web-enhanced classroom. Journal of Industrial Technology, 18(2). Retrieved from https://www.atmae.org/
Schumacher, J. R. (2014). Critical-thinking dispositions among dietetic interns at the completion of their internship. Journal of Family & Consumer Sciences, 106(2), 55–57.
Seloni, L. (2012). Going beyond the native-nonnative English speaker divide in college courses: The role of nonnative English-speaking educators in promoting critical multiculturalism. Journal on Excellence in College Teaching, 23(3), 129–155.
Short, B. J., Carver, J. S., Hunter, W. J. F., & Young, J. R. (2001). Moments in constructivism: How does accepting failures allow us to examine our teaching? The Chemical Educator, 6(5), 277–287.
Simonds, B. K., Lippert, L. R., Hunt, S. K., Angell, M. E., & Moore, M. K. (2008). Communication and diversity: Innovations in teacher education. Communication Teacher, 22(2), 56–65.
Simonds, C. J., & Hunt, S. K. (2016). The internal marginalization of basic course scholarship. Basic Communication Course Annual, 28, 1–10.
Snyder, D. W. (2010). Reflections of pre-service teachers on their own teaching practices. In K. McKinney & P. Jarvis (Eds.), Gauisus: Selected Scholarship on Teaching and Learning at Illinois State University (pp. 55–60). Normal, IL: Illinois State University.
Steingard, D. S., & Fitzgibbons, D. E. (2001). Vedic education as the fulfillment of postmodern education: Consciousness, meditation, and “Heaven on Earth.” Comportamento Organizacional E Gestao, 7(1), 125–129.
Strickland, R. (2001). Curriculum Mortis: A manifesto for structural change. In H. A. Giroux & K. Myrsiades (Eds.), Beyond the corporate university: Culture and pedagogy in the new millennium (pp. 73–88). Lanham, MD: Rowman & Littlefield. Retrieved from http://www.jstor.org/stable/25112078
Strickland, R. (2002). Gender, class and the humanities in the corporate university. Genders, 35.
Strickland, R. (2005). Saving the humanities from the corporate university. In B. Nugent & D. C. Bell (Eds.), Toward Deprivatized Pedagogy. Cresskill, NJ: Hampton Press.
Stumbo, N. J., & Caldwell, L. L. (2002). Leisure education and learning theory. ADOZ: Boletin Del Centro de Docmentacion En Ocio, 23, 29-35 (Spanish version); 35-40 (English version).
Sublett, M. D., Walsh, J. A., McKinney, K., & Faigao, D. (2009). Student voices through researching and promoting learner autonomy. In C. Werder & M. M. Otis (Eds.), Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Swanson, P., & Hildebrandt, S. A. (2017). Communicative learning outcomes and world language edTPA: Characteristics of high-scoring portfolios. Hispania, 100(3), 331–347.
Thomas, H. F., Simmons, R. J., Jin, G., Almeda, A. A., & Mannos, A. A. (2005). Comparison of student outcomes for a classroom-based vs. an Internet-based construction safety course. Journal of Safety, Health and Environmental Research, 2(1).
Thompson, J. R., Klass, P. H., & Fulk, B. M. (2012). Comparing online and face-to-face presentation of course content in an introductory Special Education course. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 35(3), 228–242. https://doi.org/10.1177/0888406412441627
Unrau, Y. A., & Beck, A. R. (2004). Increasing research self-efficacy among students in professional academic programs. Innovative Higher Education, 28(3), 187–204.
Unrau, Y. A., Coleman, H., & Stampley, C. (2002). Qualitative research habits and the BSW student: Preparing competent generalist practitioners. Journal of Baccalaureate Social Work, 7(2), 114–126.
Unrau, Y. A., & Wehrmann, K. C. (2003). Comparing academic and practitioner perspectives on preparing BSW students for competent child welfare practice. Journal of Baccalaureate Social Work, 8(2), 17–36.
Vandiver, D. M., & Walsh, J. A. (2010). Assessing autonomous learning in research methods courses: Implementing the student-driven research project. Active Learning in Higher Education, 11(1), 31–42.
Varner, I. I. (2001). Teaching intercultural management communication: Where are we? Where do we go? Business Communication Quarterly, 64(1), 99–111.
Vinney, L. A., & Harvey, J. M. T. (2017). Bridging the gap: An integrated approach to facilitating foundational learning of neuroanatomy and neurophysiology in graduate-level speech-language pathology coursework. Teaching and Learning in Communication Sciences & Disorders, 1(2).
Vinney, L. A., Howles, L., Leverson, G., & Connor, N. P. (2016). Augmenting college students’ study of speech-language pathology using computer-based mini quiz games. American Journal of Speech-Language Pathology, 25(3), 416–425.
Walbert, M. S., & Bierma, T. J. (1988). The permits game: Conveying the logic of marketable pollution permits. Journal of Economic Education, 19(4), 383–389.
Walker, J. H. (2008). A call for increased emphasis on the Scholarship of Teaching and Learning among Graphic Design educators. In D. Gardener & A. Wilkinson (Eds.), The Means by Which we Find our Way: Observations on Design (pp. 239–243). Hamilton, New Zealand: Ramp Press, Wintec.
Walsh, J. A., Kreinert, J. L., & Matthews, K. (2010). Examining the relationship between teacher immediacy and academic dishonesty on the campus of Illinois State University. Gauisus: Selected Scholarship on Teaching and Learning at Illinois State University, 1, 10–17.
Walsh, J. A., & Vandiver, D. M. (2007). Fostering active learning in undergraduate research methods courses: Employing the research project model. The Journal of Faculty Development, 21(3), 217–225.
Weldon, S. L., & Jones, M. A. (2004). An interactive classroom method to demonstrate DNA structure. In B. R. Shmaefsky (Ed.), Favorite Demonstrations for College Science: an NSTA Press journals collection (pp. 73–78). Arlington, VA: NSTA Press.
Williams, David B. (2004). Integrating music technology into the classroom Part I: Where are we going, and what do we do now? ECIS International Schools Magazine, 6(3).
Williams, David Brian, & Webster, P. R. (2006). Experiencing music technology: Software, data, and hardware (3rd ed.). Belmont, CA: Thomson Schirmer.
Wilson, D. G., & Westrick, M. A. (2006). Information technology content in graphic communications curricula: A needs assessment. Visual Communications Journal, 12–18.
Woeste, L. A., & Barham, B. J. (2006). The signature pedagogy of clinical laboratory science education: The professional practice experience. Laboratory Medicine, 37(10), 591–592.
Woeste, L. A., & Barham, B. J. (2007). Disaster awareness and clinical laboratory students: A place to start. Laboratory Medicine, 38, 399–400.
Woeste, L. A., & Barham, B. J. (2007). Undergraduate student researchers, preferred learning styles, and basic science research: A winning combination. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(2), 63–66.
Woeste, L., & Barham, B. (2008). Wake up! Your PDQ is due! Clinical Laboratory Science, 21(1), 12–14.
Zhang, J., Xie, H., & Li, H. (2016). Exploring the cognitive structure and quality elements: Building information modeling education in civil engineering and management. International Journal of Engineering Education, 32(4), 1679–1690.
Zompetti, J. P. (2006). Embracing a critical communication pedagogy: A radical examination of the common communication course. Radical Pedagogy, 8(2).
Zosky, D. L., & Thompson, J. (2012). Poverty simulation: An experiential learning tool emphasizing economic justice content. Journal of Baccalaureate Social Work, 17, 69–84.