The graduate student and postdoctoral participants listed below (in bold) have published their scholarship in the following peer-reviewed journals external to Cornell University. These Teaching as Research projects were conducted while participating in programming of Future Faculty and Academic Careers and the Center for Teaching Innovation. Some coauthors are faculty and staff from Cornell University and other institutions.
Asgari, M., Miles, A.M., Lisboa, M.S. and Sarvary, M.A. (2021). COPUS, PORTAAL, or DART? Classroom observation tool comparison from the instructor user’s perspective. Frontiers in Education, 6, 740344. DOI: 10.3389/feduc.2021.740344
Hariharan, J., and Merkel, S. (2021). Tips and Tools: Classroom management strategies to improve learning experiences for online courses. Journal of Microbiology and Biology Education, 22(3), 1-3. DOI: 10.1128/jmbe.00181-21
Limper, C.B., Hinckley-Boltax, A.L. and Cazer, C.L. (2021). Brief Research Report: Veterinary student perspective on COVID-19 and veterinary medicine. Frontiers in Veterinary Science, 8, 723890. DOI: 10.3389/fvets.2021.723890
Thorsteinson, K. (2018). Anarchy in the classroom: the efficacy of self-directed learning for critical whiteness pedagogy. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 28(1), 38-60.
Truhlar, A. M., Williams, K. M., & Walter, M. T. (2018). Case study: Student engagement with course content and peers in synchronous online discussions. Online Learning, 22(4), 289-312. DOI: 10.24059/olj.v22i4.1389
Blings, S., & Maxey, S. (2017). Teaching students to engage with evidence: An evaluation of structured writing and classroom discussion strategies. Journal of Political Science Education, 13(1), 15-32. Published online:19 April 2016. DOI: 10.1080/15512169.2016.1168303
DelNero, P., & McGregor, A. From patients to partners. Science, 358(6361), 414. DOI: 10.1126/science.358.6361.414
Cheng, S. (2017). How I’m standing up for science. Science, 355(6327), 878. DOI: 10.1126/science.355.6327.878
Foo, J., De Vlaminck, I., & Williams, K. (2016). Student adaptation to the modular use of the flipped classroom in an introductory biomedical engineering course. Transactions on Techniques in STEM Education, 1(4), 59-68.
McDermott, M. L. (2016). Lowering barriers to undergraduate research through collaboration with local craft breweries. Journal of Chemical Education, 93(9), 1543–1548.
Park, J., & Williams, K. (2016). The effects of peer- and self-assessment on the assessors. Special Interest Group on Computer Science Education 2016, 47th ACM Technical Symposium on Computing Science Education, pp. 249-254. DOI: 10.1145/2839509.2844602
Rinaldi, V. D., Lorr, N. A., & Williams, K. (2017). Evaluating a technology supported interactive response system during the laboratory section of a histology course. American Association of Anatomists, 10, 328-338. DOI: 10.1002/ase.1667
Adebayo, O. O., Farrar, E. J., Evans, R., McCray, T. L., & Nathans-Kelly, T. (2014). Empowering early mastery of spatial visualization skills in under represented minority engineering students. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, Madrid, Spain, pp. 1-8. EISBN 1479939226. DOI: 10.1109/FIE.2014.7044161
Farrar, E. J., Adebayo, O. O., McCray, T. L., Nathans-Kelly, T., & Evans, R. (2014). Learning spatial visualization: Beyond drills and into early mastery. SEFI 2014, 42nd Annual Conference of the European Society for Engineering Education. Birmingham, UK.
Carrico, K. (2014). The pedagogy of controversy in the field of china studies: Teaching the cultural revolution. Teaching and Learning, 7(2), 28-57.
Ray, B., & Bhaskaran, R. (2013). Integrating simulation into the engineering curriculum: A case study. International Journal of Mechanical Engineering Education, 41(3), 269-280.
Schnabel, L. V., Maza, P. S., Williams, K. M., Irby, N. L., McDaniel, C. M., & Collins, B. G. (2013). Use of a formal assessment instrument for evaluation of veterinary student surgical skills. Veterinary Surgery, 42(4), 488-496. DOI: 10.1111/j.1532-950X.2013.12006.x