IUB Database

IUB Scholarship of Teaching and Learning Bibliography


646 Results


 

Camp, M.E., Middendorf, J., & Subiño-Sullivan, C. (2010). Using JiTT to motivate student learning. In S. Simkins & M. Maier (Eds.), Just-in-Time Teaching Across the Disciplines and Across the Academy (pp. 25-38), Sterling, VA: Stylus.

AnthropologyEconomicsCenter for Innovative Teaching & Learning

Becker, W. (2003). Undergraduate choice: Sexy or non-sexy. Southern Economic Journal, 70(1), 219-223.

Economics
Link

Becker, W., & Andrews, M. (Eds.). (2004). The scholarship of teaching and learning in higher education: The contribution of the research universities. Bloomington, IN: Indiana University Press.

Economics

Becker, W., & Greene, W. (2001). Teaching statistics and econometrics to undergraduates. Journal of Economic Perspectives, 15, 169-182.

Economics
Link

Becker, W., & Greene, W. (2002). Ensenar estadistica y econometria a estudiantes de pregrado. Oikos, 16, 75-91.

Economics

Becker, W., & Greene, W. (2004). Bringing contemporary quantitative methods into the undergraduate computer classroom. In W. Becker & M. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contribution of the research universities (pp. 99-128). Bloomington, IN: Indiana University Press.

Economics

Becker, W., & Theobald, N. (2002). Reward structures and faculty behavior under responsibility center management. In D.M. Priest, W.E. Becker, D. Hossler, & E. P. St. John (Eds.), Incentive based budgeting systems in public universities (pp. 185-205). Cheltenham, UK: Edward Elgar Publishing.

Economics

Becker, W., & Toutkoushian, R. (2003). Measuring gender bias in the salaries of tenured faculty members. In R. Toutkoushian (Ed.), Unresolved issues in salary equity studies (Vol. New directions for institutional research, 117, pp. 5-20). San Francisco, CA: Jossey-Bass.

Economics

Becker, W., & Walstad, W. (2003). The instructional use and teaching preparation of graduate students in U.S. Ph.D.-granting economics departments. American Economic Review, 93(2), 449-454.

Economics
Link

Becker, W., & Watts, M. (2001). Teaching economics at the start of the 21st century: Still chalk and talk. American Economic Review, 91, 446-451.

Economics
Link

Becker, W., & Watts, M. (2001). Teaching methods in U.S. undergraduate economics courses. Journal of Economic Education, 32, 269-280.

Economics
Link

Bonk, C. J. (2002). Executive summary of online teaching in an online world. United States Distance Learning Association (USDLA).

Education
Link

Bonk, C. J. (2003). Distance education: Learning anywhere, anytime. In A. Zolli (Ed.), TechTV’s catalog of tomorrow (pp. 194-195). Indianapolis, IN: Que, an imprint of Pearson Education.

Education

Bonk, C. J. (2003). New collaborative tools: Constructing shared meanings. In A. Zolli (Ed.), TechTV’s catalog of tomorrow (pp. 196-197). Indianapolis, IN: Que, an imprint of Pearson Education.

Education

Bonk, C. J. (2004). I should have known this was coming: Computer-mediated discussion in teacher education. Journal of Research on Technology in Education, 36(2), 95-102.

Education
Link

Bonk, C. J., & Dennen, V. P. (2003). Frameworks for research, design, benchmarks, training, and pedagogy in web-based distance education. In M. G. Moore & W.G. Anderson (Eds.), Handbook of distance education (pp. 331-348). Mahwah, NJ: Lawrence Erlbaum Associates.

Education

Bonk, C. J., & Dennen, V.P. (1999). Teaching on the web: With a little help from my pedagogical friends. Journal of Computing in Higher Education, 11(1), 3-28.

Education
Link

Bonk, C. J., Angeli, C., Malikowski, S., & Supplee, L. (2001). Holy COW: Scaffolding case-based conferencing on the web with preservice teachers. Education at a Distance, United States Distance Learning Association.

Education
Link

Bonk, C. J., Cummings, J. A., Hara, N., Fischler, R., & Lee, S.M. (2000). A ten level web integration continuum for higher education. In B. Abbey (Ed.), Instructional and cognitive impacts of web-based education (pp. 56-77). Hershey, PA: Idea Group Publishing.

EducationInformation & Library SciencePhilosophy

Bonk, C. J., Daytner, K., Daytner, G., Dennen, V.P., & Malikowski, S. (2001). Using web-based cases to enhance, extend, and transform preservice teacher training: Two years in review. Computers in the Schools, 18(1), 189-211.

Education

Bonk, C. J., Ehman, L., Hixon, E., & Yamagata-Lynch, E. (2002). The pedagogical TICKIT: Teacher institute for curriculum knowledge about the integration of technology. Journal of Technology and Teacher Education, 10(2), 205-233.

Education

Bonk, C. J., Hara, N., Dennen, V.P., Malikowski, S., & Supplee, L. (2000). We’re in TITLE to dream: Envisioning a community of practice, ‘The intraplanetary teacher learning exchange’. CyberPsychology and Behavior: Special Issue on Education & the World Wide Web, 3(1), 25-39.

EducationInformation & Library Science

Bonk, C. J., Kirkley, J. R., Hara, N., & Dennen, V. P. (2001). Finding the instructor in post-secondary online learning: Pedagogical, social, managerial, and technological locations. In J. Stephenson (Ed.), Teaching and learning online: Pedagogies for new technologies (pp. 76-97). London, UK: Kogan Page.

EducationInformation & Library Science

Bonk, C. J., Olson, T., Wisher, R. A., & Orvis, K.L. (2002). Learning from focus groups: An examination of blended learning. Journal of Distance Education, 17(3), 97-118.

Education
Link

Bonk, C. J., Wisher, R. A., & Lee, J. (2003). Moderating learner-centered e-learning: Problems and solutions, benefits and implications. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 54-85). Hershey, PA: Idea Group Publishing.

Education

Bonk, C. J., Wisher, R. A., & Nigrelli, M.L. (2004). Learning communities, communities of practice: Principles, technologies, and examples. In D. F. K. Littleton & D. Miell (Eds.), Learning to collaborate, collaborating to learn (pp. 199-219). Hauppauge, NY: NOVA Science.

Education

Bonk, C.J. (2002). Future trends of collaborative tools. In A. Zolli (Ed.), TechTV’s catalog of tomorrow. Indianapolis, IN: Que, an imprint of Pearson Education.

Education

Bonk, C.J. (2002). The future of distance education. In A. Zolli (Ed.), TechTV’s catalog of tomorrow. Indianapolis, IN: Que, an imprint of Pearson Education.

Education

Cornell, L., Pilachowski, C., Kahn, H., Lackey, L., Camp, M., & Middendorf, J. (2009). IU Visual Methods Research Group: Making Visual Representations to Enhance Learning—Classroom Examples. Paper presented at the International Scholarship of Teaching and Learning Conference, Bloomington, Indiana.

AstronomyCenter for Innovative Teaching & LearningSociologyGlobal & International StudiesEducationEconomics

Duncan, J., German, A., & Middendorf, J., (2014). Decoding Student Bottlenecks to Learning in Computer Science. Paper presented at the Special Interest Group on Computer Science Education Conference, Atlanta, GA.

Computer ScienceCenter for Innovative Teaching & LearningEducation

Hostetter, C. (2004). Community of learners. In R. M. Cordell, S. Hamilton, E. M. Lucal, R. K Morgan, & R. Orr (Eds.), Quick Hits for New Faculty (pp. 63-64). Bloomington, IN: Indiana University Press.

Social Work

Hostetter, C. (2004). Dealing with side conversations. In R. M. Cordell, S. Hamilton, E. M. Lucal, R.K. Morgan, & R. Orr (Eds.), Quick Hits for New Faculty (p. 50). Bloomington, IN: Indiana University Press.

Social Work

Hostetter, C. (2013). Community matters: Social Presence and learning outcomes. The Journal of the Scholarship of Teaching and Learning.

Social Work
Link

Hostetter, C., & Busch, M. (2006). Measuring up online: The relationship between social presence and student learning satisfaction. Journal of the Scholarship of Teaching and Learning, 6(2), 1-12.

Social Work

Hostetter, C., Williamson Sullenberger, S. Byers, K.V., & Huggins, P.J. (2007). The transformative power of a learning community. Advances in Social Work, Vol. 8(2), 252 - 263.

Social Work

Hostetter, C., Williamson Sullenberger, S., & Wood, L. (2013). The key to learning: Engaging undergraduate students in authentic social work research. Journal of Baccalaureate Social Work, 18, 47-62.

Social Work

Ingram, E. L. & C. E. Nelson. (2009). Applications of intellectual development theory to science and engineering education. In G. F. Ollington (Ed.), Teachers and Teaching: Strategies, Innovations and Problem Solving (pp. 1-30)Nova Science Publishers.

Biology

Ingram, E. L. & Nelson, C. E. (2006). Using Discussions of Multiple Choice Questions to Help Students Identify Misconceptions and Reconstruct Their Understanding. American Biology Teacher, 68(5), 275-279.

Biology

Johnson, C.C., Middendorf, J., Rehrey, G., Dalkilic, M.M., & Cassidy, K. (2014). Geological time, biological events, and the learning transfer problem. Journal of the Scholarship of Teaching and Learning, 14(4), 115-129.

Earth & Atmospheric SciencesCenter for Innovative Teaching & LearningInformaticsBiology
Link

McNary, E. & Middendorf, J. (2009). What Constitutes Classroom Authority? A Pilot Study and Checklist. Paper presented at the International Scholarship of Teaching and Learning Conference, Bloomington, Indiana.

Public HealthCenter for Innovative Teaching & Learning

Middendorf, J. & Guidry, K. (2011). Decoding the Disciplines and Patterns in Emotional Resistance. Paper presented at the Professional and Organizational Development Network Conference, Atlanta, GA.

EducationCenter for Innovative Teaching & Learning
Link

Middendorf, J. & McNary, E. (2010). Classroom Authority: A Comparative Study. Paper presented at the International Scholarship of Teaching and Learning Conference, Liverpool, England.

Public HealthCenter for Innovative Teaching & Learning

Middendorf, J. & McNary, E. (2011). Development of a classroom authority observation rubric. College Teaching, 59(4), 129-134.

Center for Innovative Teaching & LearningPublic Health
Link

Middendorf, J. & Pace, D. (2007) Easing entry into the Scholarship of Teaching and Learning through focused assessments: The “Decoding the Disciplines” approach. In D. Robertson & L. Nilson (Eds.), To Improve the Academy: Resources for faculty, instructional and organizational development (pp. 53-67). San Francisco: Jossey-Bass.

Center for Innovative Teaching & LearningEducationHistory

Middendorf, J. (2009). What Constitutes Classroom Authority? Pilot Study for a Checklist. Paper presented at the Professional and Organizational Development Network Conference, Houston, TX.

Center for Innovative Teaching & Learning

Middendorf, J. (2010). Decoding Emotional Resistance to Learning. Paper presented at the Scholarship of Teaching and Learning Series, Indiana University, Bloomington, Indiana.

Center for Innovative Teaching & Learning

Middendorf, J. (2010). Decoding Emotional Resistance: Challenging Student Preconceptions in the History Classroom. Paper presented at the International Scholarship of Teaching and Learning Conference, Liverpool, England.

Center for Innovative Teaching & Learning

Middendorf, J., & Shopkow, L. (2008). Assessing learning in the humanities: Using “Decoding the Disciplines” to set authentic goals and measure achievement in writing, speaking, and understanding. Proceedings of Education, Innovation, and Discovery: The Distinctive Promise of the American Research University, The Reinvention Center Conference, Washington, DC.

Center for Innovative Teaching & LearningEducationHistory

Middendorf, J., Alex-Assensoh, Y., & McNary, E. (2010). What Constitutes Classroom Authority? Paper presented in the Scholarship of Teaching and Learning Program, Bloomington, Indiana.

Political SciencePublic HealthCenter for Innovative Teaching & Learning

Middendorf, J., Diaz, A., Pace, D., & , Shopkow, L. (2011). Uncovering Tacit Knowledge and Assessing Students’ Conceptual Mastery: How can Decoding the Disciplines Bridge Teaching and Research? Paper presented at the International Scholarship of Teaching and Learning Conference, Milwaukee, WI.

EducationHistoryCenter for Innovative Teaching & Learning

Middendorf, J., Diaz, A., Pace, D., & Shopkow, L. (2008). Decoding a History Department: Mobilizing Faculty Resources for the Analysis of a Discipline. Poster presented at the International Scholarship of Teaching and Learning Conference, Edmonton, Alberta, Canada.

 

EducationHistoryCenter for Innovative Teaching & Learning

Middendorf, J., Diaz, A., Shopkow, L., & Pace, D. (2009). Decoding Assessment or How Do We Know that Students Learned? Paper presented at the International Scholarship of Teaching and Learning Conference, Bloomington, Indiana.

EducationHistoryCenter for Innovative Teaching & Learning

Middendorf, J., Mickute, J., Saunders, T.H, Najar, J.D., Clark-Huckstep, A.E. (2015). What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom. Arts and Humanities in Higher Education, 4(2).

HistoryCenter for Innovative Teaching & Learning
Link

Middendorf, J., Pace, D., L, & Diaz, A. (2013). Eliminating Zombies with Decoding the Disciplines and Thresholds Concepts. Paper presented at the International Scholarship of Teaching and Learning Conference, Raleigh, NC.

Center for Innovative Teaching & LearningEducationHistory

Middendorf, J., Pace, D., Shopkow, L. & Diaz, A. (2007). Making thinking explicit: Decoding History Teaching. National Teaching and Learning Forum, 16(2). 1-4.

HistoryCenter for Innovative Teaching & LearningEducation
Link

Middendorf, J., Pace, D., Shopkow, L, & Diaz, A. (2012). Decoding the Disciplines: Getting through bottlenecks and thresholds. Paper presented at the International Scholarship of Teaching and Learning Conference, Hamilton, ON.

EducationHistoryCenter for Innovative Teaching & Learning

Nelson, C. E. & Robinson, J. M. (2006). The Scholarship of Teaching and Learning and Change in Higher Education. In L. Hunt, A. Bromage & B. Tomkinson (Eds.), Realities of Educational Change: Interventions to Promote Learning and Teaching in Higher Education (pp 78-90). London: Routledge.

AnthropologyBiology

Nelson, C. E. (1989). Skewered on the unicorn's horn: The illusion of a tragic tradeoff between content and critical thinking in the teaching of science. In L. Crowe (Ed.), Enhancing Critical Thinking in The Sciences (pp.17-27). Washington, DC: Society for College Science Teachers (National Science Teachers Association).

Biology

Nelson, C. E. (1996). Student diversity requires different approaches to college teaching, even in math and science. American Behavioral Scientist, 40, 165-175.

Biology
Link

Nelson, C. E. (1999). On the persistence of unicorns: The tradeoff between content and critical thinking revisited. In B. A. Pescosolido & R. Aminzade (Eds.), The Social Worlds of Higher Education: Handbook for Teaching in a New Century (pp. 168-184). Thousand Oaks, CA: Pine Forge Press.

Biology

Nelson, C. E. (2004). Doing it: Selected examples of several of the different genres of SOTL. Journal on Excellence in College Teaching, 14 (2-3), 85-94.

Biology
Link

Nelson, C. E. (2004). The research-teaching-research cycle: One biologist's experience. In M. L. Andrews & W. A. Becker, Editors. The Scholarship of Teaching and Learning in Higher Education: Contributions of Research Universities. Chapter 6 (pp.128-141). Bloomington, IN: Indiana University Press.

Biology

Nelson, C. E. (2009). Dysfunctional illusions of rigor: Lessons from the scholarship of teaching and learning. In L. B. Nilson & J. E. Miller (Eds.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (pp. 177-192). San Francisco: Jossey-Bass.

Biology

Nelson, C. E. (2011). Suggested Resources for Scholarly Teaching and for the Scholarship of Teaching and Learning. Journal of Microbiology and Biology Education, 12(1), 72-78.

Biology
Link

Nelson, C. E. (2014). An Idealized Model for Designing, Presenting and Analyzing SOTL Projects. National Teaching and Learning Forum, 23(3), 1-5.

Biology
Link

Nelson, C. E. 2010. Want brighter, harder working students? Change pedagogies! Some examples, mainly from biology. In Barbara Millis, Editor. Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy. Chapter 8. Pp. 119-140. Sterling, VA: Stylus Press.

Biology

Pace, D., Cronin, J., Diaz, A., Higgs, B., Middendorf, J., & Shopkow, L. (2013). Placing SoTL at the Core of the Preparation of Future Instructors: Models from History. Paper presented at the International Scholarship of Teaching and Learning Conference, Raleigh, NC.

EducationHistoryCenter for Innovative Teaching & Learning
Link

Rehrey, G., Siering, G., & Hostetter, C. (2014). SoTL principles and program collaboration in the age of integration, International Journal for the Scholarship of Teaching and Learning, 8(1), 2-16.

Social Work
Link

Robinson, J. M. & Nelson, C. E. (2004). Institutionalizing and diversifying a vision of the scholarship of teaching and learning. J. Excellence College Teaching, 14, 95-118.

AnthropologyBiology

Savion, L, & Landy, D. (2005). Visual heuristics in learning the abstract. Presented at the meeting of the FACET Conference, Indiana University, Indianapolis, IN.

PhilosophyPsychological & Brain Sciences

Savion, L, & Leitke, T. (2006). The cognitive tale of belief perseverance. Presented in the Scholarship of Teaching and Learning, Indiana University, Bloomington, IN.

Philosophy

Savion, L. & Hostetter, C. (2013). Enhancing metacognitive skills. Presented at The International Society for Teaching and Learning conference, Raleigh, NC.

PhilosophySocial Work

Savion, L. & Hostetter, C. (2013). Metacognitive skills: why bother (and how?). National Teaching and Learning Forum, 23(1).

PhilosophySocial Work
Link

Savion, L. (2008). Enhancing metcognitive skills. Presented in the Intensive Freshman Seminar, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2008). Persistent misconceptions: The cognitive story. Presented in the Freshman Learning project, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2008). The learner's mind: Cognitive principles and constraints. Presented to the Collin County Community College District, Preston Ridge Campus, Dallas, TX.

Philosophy

Savion, L. (2008). Quick and Dirty Mental Operations: The Price of Adaptive Cognition. Pearson Custom, Prentice-Hall.

Philosophy

Savion, L. (2008). Misconceptions in science. Presented to the Biology Department, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2009). Clinging to discredited beliefs: Understanding obstacles to learning. The International Conference for Learning annual conference, Barcelona, Spain.

Philosophy

Savion, L. (2009). Clinging to discredited beliefs: The larger cognitive story. The Journal of the Scholarship of Teaching and Learning, 9(1), 81-92.

Philosophy
Link

Savion, L. (2011). Persistent misconceptions: The cognitive story. Key note speaker in P.A. Mack Distinguished Service to Teaching Forum, FACET conference.

Philosophy

Shopkow, L., Diaz, A., Higgs, B., Middendorf, J., & Pace, D., (2013). Beyond coverage: Using ghreshold concepts and decoding the disciplines to focus on the most essential learning. Paper presented at the International Scholarship of Teaching and Learning Conference, Raleigh, NC.

EducationCenter for Innovative Teaching & LearningHistory
Link

Shopkow, L., Diaz, A., Pace, D., & Middendorf, J. (2010). Decoding Student Motivation in History: The Double Loops of Acountability and Assessment. Paper presented at the International Scholarship of Teaching and Learning Conference, Liverpool, England.

EducationHistoryCenter for Innovative Teaching & Learning

Shopkow, L., Diaz, A., Pace, D., & Middendorf, J. (2011). Balancing the Tripod with Decoding the Disciplines: Connecting Epistemology, Expert Practice and Pedagogy to Develop Disciplinary Thinking in Students. Paper presented at the International Scholarship of Teaching and Learning Conference, Milwaukee, WI.

EducationHistoryCenter for Innovative Teaching & Learning

Shopkow, L., Middendorf, J., Diaz, A., & Pace, D. (2010). Emotional Bottlenecks to Teaching and Learning: Using “Decoding the Disciplines” to Address the Emotional Conflict that Blocks Student Learning. Paper presented at the International Scholarship of Teaching and Learning Conference, Liverpool, England.

EducationHistoryCenter for Innovative Teaching & Learning

Shopkow, L., Pace, D., Middendorf, J., & Diaz, A. (2012). We have found the Threshold and it is us: “Decoding” the disconnect between disciplinary thinking and teaching practice. Paper presented at the International Scholarship of Teaching and Learning Conference, Hamilton, ON.

EducationHistoryCenter for Innovative Teaching & Learning

Kearns, K.D. (2007). A campus publication bringing disciplinary graduate instructor preparation into focus. Presented at the meeting of the Professional and Organizational Development Network in Higher Education Conference, Pittsburgh, PA.

EducationCenter for Innovative Teaching & Learning

Powell, B. (2003). Grade inflation revisited. Presented at the meeting of the Scholarship of Teaching and Learning Series, Indiana University, Bloomington, IN.

Sociology

Kuh, G.D. (2008). High impact practices: What they are, why they work, and who benefits. Keynote address to the 16th Institute for Student Learning, Durham, England.

Education

Althauser, R., & Darnall, K. (2001). Enhancing critical reading and writing through peer reviews: An exploration of assisted performance. Teaching Sociology, 29, 23-25.

Sociology

Andrews, M. (2004). Studies of teaching and learning in the context of one-on-one interactions: A clinical perspective. In W. Becker & M. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contribution of the research universities (pp.81-98). Bloomington, IN: Indiana University Press.

Speech & Hearing Sciences

Angeli, C., Valanides, N., & Bonk, C.J. (2003). Communication in a web-based conferencing system: The quality of computermediated instruction. British Journal of Educational Technology, 34(1), 31-43.

Education

Applegate, A., Holtzworth-Munroe, A., Rudd, B., Freeman, A., & D'Onofrio, B. (2013). Interdisciplinary psychology and law training in family and child mediation: An empirical study of the effects on law student mediators. Journal of the Scholarship of Teaching and Learning, 13(3), 82-98.

LawPsychological & Brain Sciences
Link

Banta, T.W., & Kuh, G.D. (1998). A missing link in assessment: Collaboration between academic and student affairs. Change, 30(2), 40-46.

Education
Link

Barnett, M., Harwood, W.S., Keating, T., & Saam, J. (2002). Using emerging technologies to help bridge the gap between university theory and classroom practice: Challenges and successes. School Science and Mathematics, 102(6), 299-313.

Education

Basu, A. & Eigenbrode, J.L. (1998). A laboratory exercise on cratering in a geology course for non-science majors. Journal of Geoscience Education, 46, 164-168.

Earth & Atmospheric Sciences

Basu, A. & Middendorf, J. (1995). Discovering new knowledge through collaborative learning in groups. Journal of Geoscience Education, 43, 317-321.

EducationEarth & Atmospheric Sciences

Basu, A., & Middendorf, J. (2004). Demanding and enforcing high expectations in freshman courses. Journal of Geoscience Education, 52(4), 320-323.

EducationEarth & Atmospheric Sciences

Battacharya, S., Dunning, J., Kaur, A., & Daniels, D. (2008). Repurposeable learning objects based on teaching and learning styles. In M. Pagani (Ed.), Encyclopedia of Multimedia Technology and Networking (2nd ed., pp. 1224-1231). Hershey, PA: Information Science Reference.

Education

Bean, J.P., & Kuh, G.D. (1984). The relationship between student-faculty interaction and undergraduate grade point average. Research in Higher Education, 21, 461-477.

Education

Bean, J.P., & Kuh, G.D. (1988). The relationship between author gender and the methods and topics used in the study of college students. Research in Higher Education, 28, 130-144.

Education
Link

Becker, W. (1999). Turning merit scores into salaries. Journal of Economic Education, 30(4), 420-426.

Economics
Link

Becker, W. (2000). Teaching economics in the 21st century. Journal of Economic Perspectives, 14(1), 109-119.

Economics
Link

Becker, W. (2000). The role of education and training in economic development. In J. S. AlSuwaidi (Ed.), Education and the Arab world: Challenges of the next millennium (pp.23- 50). Abu Dhabi: The Emirates Centre for Strategic Studies and Research.

Economics

Becker, W. (2001). Economic education. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social & behavioral sciences (pp. 4078-4084). Oxford, UK: Pergamon.

Economics

Becker, W. (2001). How to make economics the sexy social science. The Chronicle of Higher Education, B10-B11.

Economics
Link

Becker, W. (2002). Teaching quantitative methods in economics: Alternatives to theorem and proof and chalk and talk. Economic Analysis and Policy, 32, 159-180.

Economics

Becker, W. (2002). The next big thing: The cutting edge in economics. The Chronicle of Higher Education, B6.

Economics

Becker, W. (2003). How to make economics the sexy social science. Southern Economic Journal, 70(1), 195-196.

Economics

Becker, W. (2004). Quantitative research on teaching: Methods in tertiary education. In W. Becker & M. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contribution of the research universities (pp. 265-309). Bloomington, IN: Indiana University Press.

Economics

Becker, W., & Johnston, C. (1999). The relationship between multiple choice and essay response questions in assessing economics understanding. Economic Record, 75, 348-357.

Economics
Link

Becker, W., & Katz, A. (1999). Technology and the teaching of economics to undergraduates. Journal of Economic Education, 30, 194-199.

Economics
Link

Becker, W., & Powers, J. (2001). Student performance, attrition, and class size given missing student data. Economics of Education Review, 20, 377-388.

Economics

Becker, W., & Sosin, K. (2000). Online teaching resources. Journal of Economic Education, 31, 3-8.

Economics
Link

Becker, W., Harter, C., & Watts, M. (1999). Who teaches with more than chalk and talk? Eastern Economic Journal, 25, 343-356.

Economics
Link

Becker, W., Harter, C., & Watts, M. (2004). Changing incentives and time allocations for academic economists: Results from 1995 and 2000 national surveys. Journal of Economic Education, 35(1), 87-95.

Economics

Bernstein, D., Comer, J., Savory, P., & Robinson, J.M. (2002). Supporting the development and external review of course portfolios. Presented at the meeting of the American Association of Higher Education, Chicago, IL.

AnthropologyEducation

Bernstein, D., Goodburn, A., & Robinson, J.M. (2002). Using course portfolios as a vehicle for external peer review of the intellectual work in teaching. Presented at the meeting of the American Association of Higher Education, Phoenix, AZ.

AnthropologyEducation

Bernstein, D., Goodburn, A., Simpson, N., & Robinson, J.M. (2004). Portfolios uses and reviews: External review of portfolios. Presented at the meeting of the Making Learning Visible: Peer Review and the Scholarship of Teaching Conference, Lincoln, NE.

AnthropologyEducation

Bertrand, D. (2002). Writing in French: A paradigm shift. In S. Hamilton (Ed.), Writing in the arts, sciences, and professional schools at IUPUI (pp. 69-82). Indianapolis, IN: Indiana University Press.

French & Italian

Brady, D.O., Hostetter, C., Milkie, M., & Pescosolido, B.A. (2001). The structure and substance of preparing sociologists: The nature of qualifying examinations in graduate education. Teaching Sociology, 29, 265-285

Sociology

Brand, M. (2000). Changing faculty roles in research universities: Using the pathways strategy. Change: The Magazine of Higher Learning, 32(6), 32-33.

Education

Braun, M. W. (2008). Improved learning efficiency and increased student cooperation through the use of virtual microscopy. Presented at the meeting of the International Association of Medical Science Educators, Salt Lake City, UT.

Medical Sciences

Braun, M. W., O'Loughlin, V.D., & Kearns, K.D. (2008). Do graduate pedagogy courses promote lasting scholarly approaches to classroom teaching? Poster presented at the meeting of the Scholarship of Teaching and Learning Community, Indiana University, Bloomington, IN.

Center for Innovative Teaching & LearningEducationMedical Sciences

Braun, M.W. & Kearns, K.D. 2008. Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology. Anatomical Sciences Education, 1(6), 240-246.

BiologyCenter for Innovative Teaching & LearningMedical Sciences

Brokaw, J. J., & O'Loughlin, V. D. (2015). Implementation of an education‐focused PhD program in anatomy and cell biology at Indiana University: Lessons learned and future challenges. Anatomical Sciences Education8(3), 258-265.

Medical Sciences

Brondizio, E. & Moran, E. (2005). Geoscience education and outreach in the Americas: Opportunities for north-south collaboration. Presented at the meeting of the American Geophysical Union.

Anthropology

Brondizio, E. (2005). Who's who in social sciences higher education. Academic Keys.

AnthropologyEducation

Brondizio, E. (2007). Disciplinary and interdisciplinary perspectives from anthropology. Presented at the meeting of the National Science Foundation Social and Behavioral Sciences Program and the Committee on the Human Dimensions of Global Change, National Research Council, the National Academy of Science, Washington D.C.

Anthropology

Brondizio, E., & Reynolds, H.L. (2003). Cultivating freshmen environmental literacy at Indiana University: A faculty seminar 2003-04. Presented at the College of Arts and Humanities Institute, Indiana University, Bloomington, IN.

AnthropologyBiology

Brondizio, E., & Robinson, J.M. (Eds.). (2008). Multidisciplinary approaches to the teaching of an integrated environment literacy in higher education. Bloomington, IN: Indiana University Press.

Anthropology

Carini, R.M., Kuh, G.D., & Klein, S.P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47, 1-32.

Education
Link

Chen, D.P., Gonyea, R.M., & Kuh, G.D. (2008). Learning at a distance: Engaged or not? Innovate: Journal of Online Education, 4(3).

Education
Link

Collier, L., Dunham, S., Braun, M.W., & O’Loughlin, V.D. (2012). Optical vs. virtual: Instructor perceptions of the use of virtual microscopy in an undergraduate human anatomy course. Anatomical Sciences Education, 5(1), 10-19.

AnatomyMedical Sciences

Cookman, C. (1998). A computer-based graphics course and students’ cognitive skills. Journalism & Mass Communication Educator, 53(3), 37-49.

Media Studies

Cookman, C. (1998). Active learning in computer classrooms. In H. Stocking et al. (Eds.), More quick hits: Successful strategies by award-winning teachers. Bloomington, IN: Indiana University Press.

Media Studies

Cookman, C. (1998). Engaging associate instructors in the course. In H. Stocking et al. (Eds.), More quick hits: Successful strategies by award-winning teachers. Bloomington, IN: Indiana University Press.

Media Studies

Cookman, C. (1998). I teach people. In H. Stocking et al. (Eds.), More quick hits: Successful strategies by award-winning teachers. Bloomington, IN: Indiana University Press.

Media Studies

Cookman, C. (1998). Weaning students from dependency. In H. Stocking et al. (Eds.), More quick hits: Successful strategies by award-winning teachers. Bloomington, IN: Indiana University Press.

Media Studies

Cookman, C. (1998). What associate instructors need to know. In H. Stocking et al. (Eds.), More quick hits: Successful strategies by award-winning teachers. Bloomington, IN: Indiana University Press.

Media Studies

Cookman, C. (2004). Transforming students into historical researchers: A photographic historian’s perspective. In W. Becker & M. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contribution of the research universities (pp. 25-46). Bloomington, IN: Indiana University Press.

Media Studies

Cookman, C. (2009). Using just-in-time teaching to foster critical thinking in a humanities course. In S. Simkins & M. Maier (Eds.), Just in time teaching: Across the disciplines, across the academy.  Sterling, VA: Stylus Publishing.

Media Studies

Cummings, J. A., Bonk, C. J., & Jacobs, F.R. (2002). Twenty-first century college syllabi: Options for online communication and interactivity. Internet and Higher Education, 5(1), 1-19.

Education

Diaz, A., Middendorf, J., Pace, D., & Shopkow, L. (2008). The history learning project: A department decodes its students. Journal of American History, 94(4), 1211-1224.

EducationHistoryCenter for Innovative Teaching & Learning

Dolby, S.K. (2005). Legends, high school history classes, and the scholarship of teaching and learning. Voices: the Journal of New York Folklore, 31, 14-19.

Folklore & Ethnomusicology

Duffy, T.M., & Osman, G. (2005). Collaborative learning: What do students say? Presented at the Indiana University Scholarship of Teaching and Learning celebration, Indiana University, Bloomington, IN.

Education

Dunning, J., Battacharya, S., Kaur, A., Fadzil, M., Ahmed, A., & Ibrahim, R. (2007). The role of learning object architecture in the instructional design of successful online courses. In K. Harman & A. Koohang (Eds.), Learning objects: Applications, implications, and future directions (pp. 137-155). New York, NY: IS Press.

Earth & Atmospheric Sciences

Engel, J. & Reising, D.L. (2002). Health care needs of the Spanish-speaking population in the Bloomington-area community. Poster presented at the meeting of the VI Encuentro de Investigacion en Enfermieria, Madrid, Spain.

Nursing

Engel, J. & Reising, D.L. (2004). Health care needs of Spanishspeaking population in south-central Indiana. Paper presented at the National Conference of Undergraduate Research, Indianapolis, IN.

Nursing

Ereckson, K.A. (2007). Globalizing the scholarly teaching of history. Poster session presented at the Indiana University SOTL Spring Celebration, Bloomington, IN.

History

Ereckson, K.A. (2007). Organizing and globalizing the scholarly teaching of history. Perspectives: The News Magazine of the American Historical Association, 45(6), 42-44.

History

Facos, M. (2004). Konst som pedagogisk redskap: Att forstå nuet genom historia (Art as an instructional tool: Understanding the present through history). Presented at the meeting of the Southern Sweden Annual Teachers' Conference, Växjö, Sweden.

Art History

Feig, A. (2004). Challenge your teaching. Nature Structural and Molecular Biology, 10, 16-19.

Chemistry

Feig, A., & Jabri, E. (2002). Incorporation of bioinformatics exercises into the undergraduate biochemistry curriculum. Biochemistry and Molecular Biology Education, 30, 224-231.

Chemistry

Folaron, G., & Hostetter, C. (2005). Is social work the best educational degree for child welfare practitioners? The Journal of Public Child Welfare, 1(1), 68-83.

Social Work

Freese, J., Artis, J., & Powell, B. (1999). Now I know my ABC's: Demythologizing grade inflation. In B. A. Pescosolido & R. Aminzada (Eds.), The Social Worlds of Higher Education (pp. 185- 194). Thousand Oaks, CA: Pine Forge Press.

Sociology

Gastelum, A. & Reising, D.L. (2009). The lived experience of gay, lesbian, bisexual and transgender (GLBT) individuals’ interactions with healthcare providers. Poster presented at the meeting of the Midwest Nursing Research Society, Minneapolis, MN.

Nursing

Gazley, B. (2007). Research on volunteer management capacity in community agencies that engage student service-learners. Presented at the Center on Philanthropy, Indiana University Purdue University-Indianapolis, Indianapolis, IN.

Public & Environmental Affairs

Gazley, B., & Littlepage, L. (2006). The impact of service learning on host organizations. Presented at the meeting of the Association for Research on Nonprofit Organizations and Voluntary Action, Chicago, IL.

Public & Environmental Affairs

Gazley, B., & Littlepage, L. (2007). The organizational impacts of service learning. Presented at the Second International Symposium on Service Learning, University of Indianapolis, Indianapolis, IN.

Public Health

Gazley, B., Bennett, T.A., & Littlepage, L. (2013). Achieving the partnership principle in experiential learning: The nonprofit perspective. Journal of Public Affairs Education, 19(3), 559-579.

Public & Environmental Affairs

Gazley, B., Littlepage, L., & Bennett, T. A. (2012). What about the host agency? Nonprofit perspectives on community-based student learning and volunteering. Nonprofit and Voluntary Sector Quarterly, 41(6), 1030-1051.

Public & Environmental Affairs

Gazley, B., Littlepage, L., & Myers, C. (2007). Volunteer management capacity and student service-learners: A study of Indiana community agencies. Indianapolis: Indiana University Public Policy Institute.

Public & Environmental Affairs

Gazley, B., Littlepage, L., & Myers, C. (2008). Volunteer management capacity and student service-learners: A study of Indiana community agencies. Presented at the Center for Urban Policy and the Environment, Indiana University Purdue University Indianapolis, Indianapolis, IN.

Public & Environmental Affairs

Griffith, L.M., Braun, M.W., Kearns, K.D., & O’Loughlin, V.D. (2010). A pedagogy course’s influence on graduate students’ selfawareness as teacher scholars. Poster presented at the Professional and Organizational Development Network in Higher Education Conference, St. Louis, MO.

BiologyEducationMedical Sciences

Gros Louis, K. (2000). National policy perspective: Evolving the faculty reward system. Academic Medicine, 33(9), 868-870.

Education

Halstead, J., Hayes, R., Reising, D.L., & Billings, D.M. (1995). Nursing student information network: Fostering collegial relationships using a computer conference. Computers in Nursing, 13(2), 55-9.

Nursing

Hanson, D.C., Braun, M.W., Bauman, M. & O’Loughlin, V.D. (2014). Attitudes toward the implementation of computerized testing at IU School of Medicine. Presented at the meeting of the 28th Annual Human Anatomy and Physiology Society (HAPS) conference, Jacksonville, FL.

Medical Sciences

Harwood, W. S. (2001). Plagiarism on the internet: Fighting fire with fire. The Hoosier Science Teacher, 27(1), 25-27.

Education

Harwood, W.S. (2003). Course enhancement: A road map for devising active-learning and inquiry-based science courses. International Journal of Developmental Biology, 47(2/3), 213-221.

BiologyEducation
Link

Harwood, W.S. (2004). An activity model for scientific inquiry. The Science Teacher, 71(1), 44-46.

BiologyEducation

Harwood, W.S. (2004). Science education reform: Factors affecting science and science education faculty collaborations at research universities. In D.W. Sunal, E.L. Wright, & J.B. Day (Eds.), Research in science education: Reform in undergraduate science teaching for the 21st century (pp. 53-68). Charlotte, NC: Information Age Publishing.

Education

Harwood, W.S., MaKinster, J.G., Cruz, L., & Gabel, D.L. (2002). Acting out science: Using senate hearings to debate global climate change. Journal of College Science Teaching, 31(7), 442-447. 

EducationPublic & Environmental Affairs

Harwood, W.S., Reiff, R., & Phillipson, T. (2002). A scientific method based upon research scientists’ conceptions of scientific inquiry. Paper presented at the meeting of the Association for the Education of Teachers in Science, Charlotte, NC.

EducationPublic & Environmental Affairs
Link

Harwood, W.S., Reiff, R., & Phillipson, T. (2002). Scientists’ conceptions of scientific inquiry: Voices from the front. Paper presented at the meeting of the Association for the Education of Teachers in Science, Charlotte, NC.

Education
Link

Hawkins, J. (2001). When bad girls do French theory: Deconstructing national trauma in the shadow of 9/11. Ctheory, 24(3), 96.

Media Studies
Link

Hayek, J.H., Carini, R.M., O’Day, P. T., & Kuh, G.D. (2002). Triumph or tragedy: Comparing student engagement levels of members of Greek-letter organizations and other students. Journal of College Student Development, 43, 643-663.

Education
Link

Hobbs, F.C., Johnson, D.J., & Kearns, K.D. (2013). A deliberate practice approach to teaching phylogenetic analysis. CBE Life Science Education, 12(4), 676-686. 

BiologyEducation
Link

Hu, S. & Kuh, G.D. (2001). Computing experience and good practices in undergraduate education: Does the degree of campus “wiredness” matter? Education Policy Analysis Archives, 9(49).

Education
Link

Hu, S. & Kuh, G.D. (2003). A learning productivity model for estimating student gains during college. Journal of College Student Development, 44, 185-203.

Education

Hu, S., & Kuh, G.D. (2002). Being (dis)engaged in educationally purposeful activities: The influence of student and institutional characteristics. Research in Higher Education, 43, 555-576.

Education
Link

Hu, S., & Kuh, G.D. (2003). Diversity experiences and college student learning and personal development. Journal of College Student Development, 44, 320-334.

Education
Link

Hu, S., & Kuh, G.D. (2003). Maximizing what students get out of college: Testing a learning productivity model. Journal of College Student Development, 44, 185-203.

Education
Link

Hu, S., Kuh, G.D., & Gayles, J G. (2007). Engaging undergraduate students in research activities: Are research universities doing a better job? Innovative Higher Education, 32, 167-177.

Education
Link

Hu, S., Kuh, G.D., & Li, S. (2008). The effects of engagement in inquiry-oriented activities on student learning and personal development. Innovative Higher Education, 33, 71-81.

Education
Link

Husmann, P., O’Loughlin, V.D., & Braun, M.W. (2009). Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy. Anatomical Sciences Education, 2(5), 218-226.

AnatomyMedical Sciences

Kauffmann, N.F., & Kuh, G.D. (1985). The impact of study abroad on personal development of college students. Journal of International Student Personnel, 2(2), 6-10.

Education
Link

Kearns, K.D. & Kalish A. (2013). Promoting scholarship with assessable curricula for graduate and professional students. Interactive session presented at the Professional and Organizational Development Network in Higher Education Conference, Pittsburg, PA.

Education

Kearns, K.D. & Subiño Sullivan, C. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy. Advances in Physiology Education, 35(2), 136-145.

AnthropologyEducation
Link

Kearns, K.D. (2008). A revised feedback loop for Indiana University AI training reports. Presented at the meeting of the Scholarship of Teaching and Learning Community Poster Session, Indiana University, Bloomington, IN.

Education

Kearns, K.D. (2008). Graduate or undergraduate student(s) collaboration and supervision. Presented at Indiana University, Bloomington, IN.

Education

Kearns, K.D. (2011). Learning communities for graduate students: Supporting scholarly teaching. Concurrent session presented at the Professional and Organizational Development Network in Higher Education Conference, Atlanta, GA.

Education

Kearns, K.D. (2012). 21st century concerns in graduate student development: Mid-career, multidisciplinary, scholarship. Research session presented at the Professional and Organizational Development Network in Higher Education Conference, Seattle, WA.

Education

Kearns, K.D., & O'Loughlin, V.D. (2008). New threads of inquiry into statements of teaching philosophy. Presented at the meeting of the Professional and Organizational Development Network in Higher Education Conference, Reno, NV.

EducationMedical Sciences

Kearns, K.D., & Robinson, J.M. (2006). Campus initiative supporting and disseminating disciplinary graduate instructor development. Presented at the meeting of the Professional and Organizational Development Network in Higher Education Conference, Portland, OR.

AnthropologyEducation

Kearns, K.D., & Thrasher Hybl, T. (2005). A collaboration between faculty and librarians to develop and assess a science literacy laboratory module. Science and Technology Libraries, 25(4), 39-56.

EducationInformation & Library Science

Kearns, K.D., Miller, L., and O’Loughlin, V.D. (2009). Developing evidencebased tools to assess pedagogy course outcomes for multiple teacher-scholar populations. Pre-conference workshop presented at the International Society for the Scholarship of Teaching and Learning Conference, Bloomington, IN.

EducationMedical Sciences

Kearns, K.D., O'Loughlin, V.D., Braun, M.W., & Subiño Sullivan, C. (2008). Intersections of disciplinary graduate instructor preparation at a research university. Presented at the meeting of the CIRTL Forum: Aligning the Preparation of Graduate Students for STEM Early Faculty Careers, Madison, WI.

EducationMedical Sciences

Kearns, K.D., Subiño Sullivan, C., Braun, M.W., & O'Loughlin, V.D. (2010). A scoring rubric for teaching statements: A tool for inquiry into graduate student writing about teaching and learning. Journal on Excellence in College Teaching, 21(1), 73- 96.

AnthropologyEducationMedical Sciences
Link

Koljatic, M., & Kuh, G.D. (2001). A longitudinal assessment of college student engagement in good practices in undergraduate education. Higher Education, 42, 351-371.

Education
Link

Kuh, G.D. (1979). Moral and intellectual development of college students: Theory and practice. Presented at the Indiana University Conference on Teaching and Learning, Bloomington, IN.

Education

Kuh, G.D. (1986). You can observe a lot by just watching: What implementation of student development theory looks like. Presented at the meeting of the American College Personnel Association, New Orleans, LA.

Education

Kuh, G.D. (1989). Teaching and learning–after class. Keynote address to the Lilly Conference on Teaching, Oxford, OH.

Education

Kuh, G.D. (1989). The faculty role in encouraging student learning out of class. Invited presentation to the Miami University Honors Program faculty and staff, Oxford, OH.

Education

Kuh, G.D. (1991). Enhancing student involvement in classroom settings. Lecture at the University of the Orange Free State, Bloemfontein (RSA), South Africa.

Education

Kuh, G.D. (1991). Factors related to student learning and personal development. Lecture at the University of Bophuthatswana, Mmabatho (Bophuthatswana, Africa). 

Education

Kuh, G.D. (1991). Institutional conditions that foster student learning and personal development. Lecture at the University of the Orange Free State, Bloemfontein (RSA).

Education

Kuh, G.D. (1991). The influence of student effort, college environments, and campus cultures on undergraduate student learning and personal development. Presented at the meeting of the Association for the Study of Higher Education, Boston, MA.

Education

Kuh, G.D. (1991).Teaching and learning–after class. Journal on Excellence in College Teaching, 2, 35-51.

Education

Kuh, G.D. (1992). Enhancing student learning: The classroom and beyond. Keynote address and discussant, California State University, Fullerton Symposium, Fullerton, CA.

Education

Kuh, G.D. (1992). Enhancing student learning: The classroom and beyond. Keynote address and discussant, Southeast Missouri State University Symposium, Cape Girardeau, MO.

Education

Kuh, G.D. (1992). Enhancing student learning. Keynote address, University of Wisconsin-Stout Fall Faculty Convocation, Menomonie, WI.

Education

Kuh, G.D. (1993). Creating conditions to foster student learning. Invited presentation to the Indiana University Kokomo Faculty and Staff Professional Development Seminar, Kokomo, IN.

Education

Kuh, G.D. (1995). Designing seamless learning environments for undergraduates. Invited presentation to faculty and student affairs staff, University of California, Irvine, CA.

Education

Kuh, G.D. (1995). What matters in undergraduate education. Invited presentation to Earlham College faculty and staff, Richmond, IN.

Education

Kuh, G.D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. Journal of Higher Education, 66, 123-155.

Education
Link

Kuh, G.D. (1996). Characteristics of exceptional undergraduate learning environments. Invited address to Appalachian State University faculty and staff, Boone, NC.

Education

Kuh, G.D. (1996). Characteristics of exceptional undergraduate learning environments. Invited address to Syracuse University faculty, staff, and students, Syracuse, NY.

Education

Kuh, G.D. (1996). Student development theory and research. Invited lecture to faculty and students in the East China Normal University higher education graduate program. Shanghai, China.

Education

Kuh, G.D. (1996). Student development. Graduate Student/Faculty Research Roundtable at the annual meeting of the Association for the Study of Higher Education, Memphis, TN.

Education

Kuh, G.D. (1996). What matters in undergraduate education. Invited presentation to the Franklin College Faculty and Staff Leadership Institute, Morgantown, IN.

Education

Kuh, G.D. (1996). What matters in undergraduate education. Invited address to Indiana University Southeast campus faculty and staff, New Albany, IN.

Education

Kuh, G.D. (1997). How are we doing? Tracking the quality of the undergraduate experience from the 1960s to the present. Presidential address to the annual meeting of the Association for the Study of Higher Education, Albuquerque, NM.

Education

Kuh, G.D. (1997). Navigating uncharted waters: Exploring new directions in student learning. Keynote address to the Canadian Association of College and University Student Services, Halifax, Nova Scotia, Canada.

Education

Kuh, G.D. (1997). What matters in undergraduate education? Presented at 1997 Chester Peters Lecture, Kansas State University, Manhattan, KS.

Education

Kuh, G.D. (1998). An analysis of shifts in patterns of quality of student effort and educational gains between the mid-1980s and the mid-1990s. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Education

Kuh, G.D. (1999). Creating learner-centered campus environments. Presented at the Student Learning Institute, James Madison University, Harrisonburg, VA.

Education

Kuh, G.D. (1999). The warrant for creating seamless learning environments. Presentation to faculty and student affairs staff at Butler University. Indianapolis, IN.

Education

Kuh, G.D. (1999). Is more better? Faculty-student interaction revisited. Paper presented at the annual meeting of the Association for the Study of Higher Education, San Antonio, TX.

Education

Kuh, G.D. (2000). A multilevel analysis of student learning in colleges and universities. Paper presented at the annual meeting of the Association for the Study of Higher Education, Sacramento, CA.

Education

Kuh, G.D. (2000). Benchmarks of best practice in undergraduate education: The National Survey of Student Engagement. Presented at the annual meeting of the Association for Institutional Research, Cincinnati, OH.

Education

Kuh, G.D. (2000). Open conversations about under-represented research areas. Presented at the annual meeting of the Association for the Study of Higher Education, Sacramento, CA.

Education

Kuh, G.D. (2000). Relating theory to practice in higher education. Open dialogue session at the annual meeting of the Association for the Study of Higher Education, Sacramento, CA.

Education

Kuh, G.D. (2000). The effects of computer and information technology on student learning and other college experiences. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Education

Kuh, G.D. (2001). Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics. Presented at the meeting of the American Educational Research Association, Seattle, WA.

Education

Kuh, G.D. (2001). Computing experience and good practices in undergraduate education: Does the degree of campus wiredness matter? Presented at the meeting of the American Educational Research Association, Seattle, WA.

Education

Kuh, G.D. (2001). Enhancing student-centered learning: Why we can’t leave serendipity to chance. Keynote address to the Teaching and Learning Colloquy, Penn State University, University Park, PA.

Education

Kuh, G.D. (2002). Active learning: The cornerstone of effective educational practice. Keynote address, Seton Hall University Fall Faculty Convocation, South Orange, NJ.

Education

Kuh, G.D. (2002). Enhancing student learning: Lessons from NSSE. Invited presentation to the University of Missouri System New Faculty Teaching Scholars, St Louis, MO.

Education

Kuh, G.D. (2002). Enhancing student-centered learning: Why we can’t leave serendipity to chance. Invited presentation to University of Missouri-St. Louis Institutional Leadership Team, MO.

Education

Kuh, G.D. (2002). Enhancing student-centered learning: Why we can’t leave serendipity to chance. Keynote address to the Wabash College Colloquium, Crawfordsville, IN.

Education

Kuh, G.D. (2002). Leading change for greater learning: First order principles for data-driven learning-centered improvements. Plenary address to the AAHE Summer Academy, Mount Snow, VT.

Education

Kuh, G.D. (2002). Survival of the fittest? Women science, math, engineering, and technology majors and effective educational practices. Paper presented at the annual meeting of the Association for the Study of Higher Education, Sacramento, CA.

Education

Kuh, G.D. (2003). First- and second-generation college students: A comparison of their engagement and intellectual development. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Education

Kuh, G.D. (2003). Need for evidence-based practices. Invited presentation to the Indiana University School of Education National Board of Visitors, Bloomington, IN.

Education

Kuh, G.D. (2003). Student engagement in learning: Does the library matter? Featured presentation to the Association of College and Research Libraries, Charlotte, SC.

Education

Kuh, G.D. (2003). Student engagement: A key to enhancing student learning and improving institutional effectiveness. Keynote address, Development and Learning: From High School to College, University of the Azores, Portugal.

Education

Kuh, G.D. (2003). Forlorn outsiders: Educational engagement of first generation Asian American students. Paper presented at the annual meeting of the Association for the Study of Higher Education, Portland, OR.

Education

Kuh, G.D. (2004). Defining, transforming, and assessing student success. Keynote panel presentation to The Scholarship of Teaching and Learning: Student Success for Kentucky’s Future conference, Lexington, KY.

Education

Kuh, G.D. (2004). Enhancing student learning: Lessons from the National Survey of Student Engagement. Keynote address, IUPUI Edward C. Moore Symposium on Teaching Excellence, Indianapolis, IN.

Education

Kuh, G.D. (2004). Intercollegiate athletes and effective educational practices: Winning combination or losing effort? Presented at the annual meeting of the Association for Institutional Research, Boston, MA.

Education

Kuh, G.D. (2004). The research university and innovation in undergraduate education. Invited address to the Indiana University Bloomington Scholarship of Teaching and Learning Colloquium, Bloomington, IN.

Education

Kuh, G.D. (2004). The contributions of the research university to assessment and innovation in undergraduate education. In W.E. Becker and M.L. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contributions of research universities. Bloomington, IN. Indiana University Press.

Education

Kuh, G.D. (2005). Deep learning and college outcomes: Do fields of study differ? Presented at the annual meeting of the Association for Institutional Research, San Diego, CA.

Education

Kuh, G.D. (2005). Fostering deep learning: Lessons from the field. Invited presentation to the Michigan State University Lilly Faculty Development Workshop, East Lansing, MI.

Education

Kuh, G.D. (2005). Teaching in the research university. Paper presented at the annual meeting of the Association for the Study of Higher Education, Philadelphia, PA.

Education

Kuh, G.D. (2006). Disciplinary differences in faculty members’ emphasis on deep approaches to learning. Paper presented at the annual meeting of the Association for Institutional Research, Chicago, IL.

Education

Kuh, G.D. (2006). Engaged learning communities: Students, faculty, and institutions. Plenary session at the AAC&U Greater Expectations Institute, Snowbird, UT.

Education

Kuh, G.D. (2006). Engaged learning: Fostering the success of all students. Keynote address to the annual meeting of the Council for Adult and Experiential Learnng, Boston, MA.

Education

Kuh, G.D. (2006). General education courses and the promotion of essential learning outcomes. Paper presented at the annual meeting of the Association for the Study of Higher Education, Anaheim, CA.

Education

Kuh, G.D. (2006). What is deep learning? Invited colloquium with selected Oregon State University faculty and staff, Corvallis, OR.

Education

Kuh, G.D. (2007). The classroom: The foundation for student success. Invited address to the University of Michigan College of Literature, Science, and Arts faculty, Ann Arbor, MI.

Education

Kuh, G.D. (2007). The classroom: The foundation for student success. Keynote address to the New England Faculty Development Consortium Conference, Westford, MA.

Education

Kuh, G.D. (2007). The effects of engagement in inquiry-oriented activities on student learning and personal development. Paper presented at the annual meeting of the Association for the Study of Higher Education, Louisville, KY.

Education

Kuh, G.D. (2008). Direct, indirect, and contingent relationships between participating in a learning community and students’ educational outcomes. Paper presented at the annual meeting of the Association for the Study of Higher Education, Jacksonville, FL.

Education

Kuh, G.D. (2008). High impact activities: What they are, why they work and who benefits. Presented at the Ivy Tech Community College 2nd Annual Learning College Conference, Columbus, IN.

Education

Kuh, G.D. (2008). High impact practices: What they are, why they work and who benefits. Presented at the annual meeting of the Association of American Colleges and Universities, Washington DC.

Education

Kuh, G.D. (2008). Student engagement and study abroad: Why both matter. Keynote address to the annual meeting of the Council of International Educational Exchange, Nashville, TN.

Education

Kuh, G.D. (2008). The classroom: The foundation for student success. Keynote address to the Faculty Resource Network National Symposium: “Defining and Promoting Student Success, San Francisco, CA.

Education

Kuh, G.D. (2008). The disciplinary effects of undergraduate research experiences with faculty on selected student self-reported gains. Paper presented at the annual meeting of the Association for the Study of Higher Education, Jacksonville, FL.

Education

Kuh, G.D. (2009). High-impact practices: What they are, why they work, and who benefits. Keynote address to the Higher Education Research and Development Society of Australasia, Darwin, Australia.

Education

Kuh, G.D. (2009). Fostering high-impact education practices. Keynote address to the Campus Compact of New Hampshire/New Hampshire College and University Council Fall Conference, Manchester, NH. 

Education

Kuh, G.D. (2009). High impact activities and implications for curriculum design. Invited presentation to academic staff and administrators from Queensland area universities, University of Queensland, Brisbane, Australia.

Education

Kuh, G.D. (2009). Pedagogy, technology, and learning in community. Plenary address to the Minnesota State Colleges and Universities System-Wide Realizing Student Potential/Iteach Conference, Minneapolis, MN.

Education

Kuh, G.D. (2009). Strategies for student success: High-impact practices that matter. Keynote address to Vermont Campus Compact, Middlebury, VT.

Education

Kuh, G.D. (2009). Strategies for student success: High-impact practices that matter. Keynote address to the annual Community College of Baltimore County Developmental Education Conference, Baltimore, MD.

Education

Kuh, G.D. (2009). The classroom: The foundation for building community and fostering student success. Keyote address to the Minnesota State Colleges and Universities System-Wide Realizing Student Potential/Iteach Conference, Minneapolis, MN.

Education

Kuh, G.D. (2009). The classroom: The foundation for student success. Keynote address to the Tris-State Consortium of Opportunity Programs in Higher Education Tenth Biennial Conference, Galloway, NJ.

Education

Kuh, G.D. (2009). The disparities within: Why high-impact practices matter. Invited presentation to the Association of American Colleges and Universities Presidents Forum, Seattle, WA.

Education

Kuh, G.D. (2009). What the world needs now: The warrant for high-impact practices. Plenary address to the Liberal Education and America’s Promise Forum, Learning for Our Shared Future: The Return on Investment— for Students, for Our Economy, for Our Communities. Atlanta, GA.

Education

Kuh, G.D. (2009). High impact activities: What they are, why they work, who benefits. In C. Rust (Ed.), Improving student learning through the curriculum. Oxford, England: Oxford Brooks University Centre for Staff and Learning Development.

Education

Kuh, G.D. (2010). High impact practices: What they are and why they matter. Keynote address to the National Society for Experiential Education National Conference, Charlotte, SC.

Education

Kuh, G.D. (2010). High impact practices: What they are, why they work, and who benefits. Keynote address on the occasion of the inauguaration of the 18th Chancellor of the University of Wisconsin-River Falls, River Falls, WI.

Education

Kuh, G.D. (2010). What matters to student success: The promise of high-impact practices. Keynote presentation to the Rochester Institute of Technology Faculty Institute, Rochester, NY.

Education

Kuh, G.D. (2012). What matters to student success: The promise of high-impact practices. Keynote address to the 12th Annual Texas A&M Assessment Conference, College Station, TX.

Education

Kuh, G.D. (2013). Educating for life: Why high-impact practices matter. Keynote address to the Sinclair Community College 2013 Fall Faculty Professional Development Day, Dayton, OH.

Education

Kuh, G.D. (2014). Educating for life: Why high-impact practices matter. Keynote address to the Innovative Pathways: Building Academics, Experience, and Careers, Bristol Community College, Fall River, MA.

Education

Kuh, G.D. (2014). What matters to student success: The promise of high-impact practices. Keynote address to the City University of New York Coordinated Undergraduate Education Conference, Long Island City, NY.

Education

Kuh, G.D. (2014). Insuring that technology-enriched service learning lives up to the promise of a high-impact activity. In S. Crabill and D. Butin (Eds.), Community Engagement 2.0? Provocations and Dialogues on the Future of the Civic in the Disrupted University. New York: Palgrave Macmillan.

Education

Kuh, G.D., & Hu, S. (2001). Learning productivity at research universities. Journal of Higher Education, 72, 1-28.

Education
Link

Kuh, G.D., & Ransdell, G.A. (1980). Evaluation by discussion: An evaluation design for postsecondary programs. Journal of Higher Education, 51, 301-313.

Education
Link

Kuh, G.D., & Thomas, M.L. (1983). The use of adult development theory with graduate students. Journal of College Student Personnel, 24, 12-19.

Education

Kuh, G.D., & Vesper, N. (1997). A comparison of student experiences with good practices in undergraduate education between 1990 and 1994. Review of Higher Education, 21, 43-61.

Education
Link

Kuh, G.D., Chen, D.P., & Nelson Laird, T.F. (2007). Why teacher-scholars matter: Some insights from FSSE and NSSE. Liberal Education, 93(4), 40-45.

Education
Link

Kuh, G.D., Hu, S. (1999). Unraveling the complexity of the increase in college grades from the mid-1980s to the mid-1990s. Educational Evaluation and Policy Analysis, 21, 297-320.

Education
Link

Kuh, G.D., Vesper, N., & Pace, C.R. (1997). Using process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education, 38, 435-454.

Education
Link

Kurz, L. and Kearns, K.D. (2009). Shifting focus: Relative importance of inclass and out-of-class learning activities. Concurrent session presented at the Professional and Organizational Development Network in Higher Education Conference, Houston, TX.

Education

Littlepage, L. & Gazley, B. (2013). Examining service learning from the perspective of community organization capacity. In P. Clayton, B. Bringle, & J. Hatcher (Eds.), Research on service learning: Conceptual frameworks and assessment. Indianapolis, IN:Stylus Publishing. 

Public & Environmental Affairs

Littlepage, L., Gazley, B., & Bennett, T. A. (2012). Service-learning from the supply side: Community capacity to engage students. Nonprofit Management and Leadership, 22(3), 305- 320.

Public & Environmental Affairs
Link

Maki, D.P., Frantz, M., & Ng, B.S. (2004). The mathematics throughout the curriculum project. In W. Becker & M. Andrews (Eds.), The Scholarship of Teaching and Learning in Higher Education: The Contribution of the Research Universities (pp. 311- 332). Bloomington, IN: Indiana University Press.

Mathematics

Manifold, M. (2005). Life as theater-theater as life: Spontaneous expressions of information-age youth. Journal of Cultural Research in Art Education, 23, 1-16.

EducationTheatre, Drama & Contemporary Dance
Link

Manifold, M. (2007). A 21st century global aesthetic - neoteatrum mundi: With implications for art education. Presented at the Crossing Borders: Understanding Cultures through the Arts, International Society for Education through Art Asia Regional Congress, Seoul, Korea.

EducationTheatre, Drama & Contemporary Dance

Manifold, M. (2007). Culture convergence or divergence? Spontaneous art-making and participatory expression in the private and collective lives of youth. In J. A. Park (Ed.), Art Education as Critical Cultural Inquiry. Seoul, Korea: MijiNSA.

EducationTheatre, Drama & Contemporary Dance

Manifold, M. (2007). Participatory design of an online studio art course for undergraduate non-art majors. Presented at the meeting of the Teaching and Learning with Technology Conference, Purdue University, Lafayette, IN.

EducationTheatre, Drama & Contemporary Dance

Manifold, M. (2007). When wands become brushes: Painting the magical real. Presented at the meeting of the Narrate Conferences, Sedalia, CO.

EducationTheatre, Drama & Contemporary Dance

Manifold, M. (2008). Envisioning invisible cultures. In R. Sabol & M. Manifold (Eds.), Through the Prism: Looking into the Spectrum of Writings by Enid Zimmerman. Reston, VA: National Art Education Association.

Education

McCabe, J., & Powell, B. (2004). In my class? No': Professors' accounts of grade inflation. In W. Becker & M. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contribution of the research universities (pp. 193- 220). Bloomington, IN: Indiana University Press.

EducationSociology

McCabe, J., & Powell, B. (2005). Woebegone about grade inflation: When all the professors are above average (and tough graders). Inside Higher Ed.

Sociology
Link

Metzler, E. (2004). Quantifying student intellectual growth and writing skills progress: Unexpected lessons and transformative findings. Featured presentation at the meeting of the International Society for the Scholarship of Teaching and Learning, Bloomington, IN.

Education

Metzler, E., & Peterson-Veatch, R. (2005). Determining Student Perceptions of Classroom Climate in Jumbo Classes in Quantitative Business Disciplines. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Vancouver, British Columbia.

BusinessEducation

Metzler, E., & Peterson-Veatch, R. (2006). Teaching in the exchange economy: Instructional decisions college teachers make in anticipation of student evaluations. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Washington DC.

BusinessEducation

Metzler, E., & Peterson-Veatch, R. (2008). The exchange economy and student evaluations: Re-envisioning student feedback for accountability, authenticity, and transparency. In T. Giberson & G. Giberson (Eds.), Knowledge Economy: The Academy in Crisis? Cresskill, NJ: Hampton Press.

BusinessEducation

Metzler, E., Kurz, L., & Rehrey, G. (2013). The impact of the course development institute on faculty practice. Presented at the Annual Professional and Organizational Development Meeting, Pittsburgh, PA.

Education

Montoya, R., & O'Loughlin, V.D. (2002). Comparison of human fetal and postnatal cardiovascular circulation. Presented at the meeting of the Slice of Life Conference for Medical Multimedia Developers and Educators, Toronto, CA.

Information & Library ScienceMedical Sciences

Montoya, R., & O'Loughlin, V.D. (2003). Impact on learning and long-term understanding of cardiovascular embryology using web-based animations designed "in-house": Part II: Animation design and in-depth assessment data. Presented at the Experimental Biology Meetings, San Diego, CA.

Information & Library ScienceMedieval Studies

Nelson Laird, T.F., Niskodé, A.S., & Kuh, G.D. (2009). What general education courses contribute to essential learning outcomes. Journal of General Education, 58(2), 65-84.

Education
Link

Nick, J. M., Delahoyde, T. M., Del Prato, D., Mitchell, C., Ortiz, J., Ottley, C.,...Siktberg, L. (2012). Best practices in academic mentoring: a model for excellence. Nursing Research and Practice, 2012. doi: 10-1155/2012/937906.

Nursing
Link

Ochoa, T., & Robinson, J.M. (2004). Rethinking consensus: Group work and the dynamics of decision-making. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Bloomington, IN.

AnthropologyEducation

Ochoa, T., & Robinson, J.M. (2005). Revisiting consensus: Collaborative learning dynamics during a problembased learning activity in education. Journal of Teacher Education and Special Education, 28, 10-20.

AnthropologyEducation
Link

Ochoa, T., & Robinson, J.M. (2007). Potential and challenges of peer assessment in collaborative learning contexts. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Sydney, Australia.

AnthropologyEducation

Osman, G., & Duffy, T.M. (2008). Scaffolding critical thinking in online problem-based case studies in face-to-face classes: The impact on individual learning. Presented at the Indiana University Scholarship of Teaching and Learning celebration, Bloomington, IN.

Education

Osman, G., Duffy, T.M., Chang, J., & Lee, J. (2011). Learning through collaboration: Student perspectives. Asia Pacific Education Review, 12(4), 547-558.

Education

Pace, D. & Ereckson, K.A. (2006). The scholarship of teaching and learning history comes of age: A new international organization and web site/newsletter. The History Teacher, 40(1), 75-78.

EducationHistory
Link

Pace, D. & Middendorf, J. (2002). Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University. To Improve the Academy, 20, 208-224.

EducationHistory
Link

Pace, D. & Middendorf, J. (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 98. San Francisco: Jossey-Bass.

EducationHistory
Link

Pace, D. (2004). Decoding the reading of history: An example of the process. New Directions for Teaching and Learning, 98.

EducationHistory
Link

Pace, D., & Middendorf, J. (2010). Using just-in-time teaching in history. In S. Simkins & M. Maier (Eds.), Just-in-time teaching across the disciplines and across the academy (pp. 153-162). Sterling, VA: Stylus.

EducationHistory

Pace, D., Middendorf, J., & Shopkow, L. (2006). Decoding history: A department defines the mental operations required of its students. Presented at the meeting of the International Scholarship of Teaching and Learning Conference, Washington DC.

EducationHistory

Pace, D., Rehrey, G., & Middendorf, J. (2013). iPads in Paris: Teaching and learning and time machines. Presented at the Statewide IT Conference, Bloomington, Indiana.

EducationHistory

Pace, David. (2003). Controlled fission: Teaching supercharged subjects. College Teaching, 51(2), 42-45.

EducationHistory
Link

Payette, P., Schlegel, W., Bo-Linn, C., & Robinson, J.M. (2005). Strategies for cultivating a SOTL campus culture. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Vancouver.

AnthropologyBiologyEducation

Pescosolido, B.A. (1990). Teaching medical sociology through film: Theoretical perspectives and practical tools. Teaching Sociology, 18(3), 337-346.

Sociology
Link

Pescosolido, B.A. (1990). Teaching medical sociology: Reflections on audiences, goals and approaches. Presented at the meeting of the American Sociological Association.

Sociology

Pescosolido, B.A. (1990). The meaning and institutionalization of good teaching. Presented at the meeting of the Faculty Colloquium for Excellence in Teaching, Indiana University, Bloomington, IN.

Sociology

Pescosolido, B.A. (1991). Medical care, technology and society: A preview of PBS series relevant for teaching. Presented at the meeting of the American Sociological Association.

Sociology

Pescosolido, B.A. (1991). The sociology of the professions and the profession of sociology: Professional responsibility, teaching, and graduate training. Teaching Sociology, 19(3), 351-361.

Sociology
Link

Pescosolido, B.A. (1992). Preparing graduate students to teach. Presented at the meeting of the American Sociological Association.

Sociology

Pescosolido, B.A. (1995). Indiana University's college pedagogy proposal. Presented at the meeting of the National TA Conference, Boulder, CO.

Sociology

Pescosolido, B.A. (1995). Innovative programs for teacher training: Models from sociology. Presented at the meeting of the National TA Conference, Boulder, CO.

Sociology

Pescosolido, B.A. (1996). A handbook for teaching medical sociology. Presented at the meeting of the American Sociological Association, Washington DC.

Sociology

Pescosolido, B.A. (1996). The professional socialization of graduate students. Presented at the meeting of the American Sociological Association.

Sociology

Pescosolido, B.A. (2000). Preparing Future Faculty - Phase III. Presented at the meeting of the American Sociological Association.

Sociology

Pescosolido, B.A. (2008). Teaching medical sociology through film: Theoretical perspectives and practical tools. In D. Papademas (Ed.), Visual sociology and using film/video in sociology courses. Washington DC: ASA Teachers Resource Center.

Sociology

Pescosolido, B.A. (2008). Graduate or undergraduate student(s) collaboration and supervision. Presented at Indiana University, Bloomington, IN.

Sociology

Pescosolido, B.A., & Chin, J. (1991). Teaching social psychology courses. Presented at the meeting of the American Sociological Association.

Sociology

Pescosolido, B.A., & Fairchild, E. (2005). Getting our money's worth: Consumerist attitudes among Indiana University students. Presented at the Scholarship of Teaching and Learning Lecture at Indiana University, Bloomington, IN.

Sociology

Pescosolido, B.A., & Powell, B. (1995). Preparing future faculty. Presented to the Indiana University, Graduate School, Bloomington, IN.

Sociology

Pescosolido, B.A., & Powell, B. (1998). COAS supplement. Presented at Indiana University, Bloomington, IN.

Sociology

Pescosolido, B.A., Figert, A.E., & Wright, B.H. (1990). The sociology of AIDS: Six lectures and materials for instructors and students. Presented at the meeting of the American Sociological Association, Washington DC.

Sociology

Pescosolido, B.A., Loftus, J., Scherr, S., Fingerson, L., Hadley, K.G., Stuber, J., & Namaste, P.R. (2004). The three faces of SOTL: The contribution of the summer freshman institute project to service, teaching and research. In W. E. Becker & M. L. Andrews (Eds.), The scholarship of teaching and learning in higher education (pp. 143-160). Bloomington, IN: Indiana University Press.

Sociology

Peterson-Veatch, R., & Metzler, E. (2005). Determining student perceptions of classroom climate in jumbo classes in quantitative business disciplines. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Vancouver, BC.

Business

Pike, G.R., & Kuh, G.D. (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. Journal of Higher Education, 76, 276-300.

Education
Link

Powell, B. (2002). Reevaluating the role that graduate programs can play in the development of future faculty. Presented at the meeting of the American Sociological Association, Chicago. IL.

Sociology

Powell, B. (2004). Effective mentoring and advising of graduate students. Presented at the meeting of the American Sociological Association, San Francisco, CA.

Sociology

Powell, B. (2007). Preparing for graduate school. Presented at the meeting of the American Sociological Association, New York, NY.

Sociology

Powell, B. (2008). Graduate or undergraduate student(s) collaboration and supervision. Presented at Indiana University, Bloomington, IN.

Sociology

Powell, B. (2008). Is there a Lake Wobegon syndrome? In S. H. Stocking, E. T. Bender, C. H. Cookman, J. V. Peterson & R. B. Votaw (Eds.), More quick hits: Successful strategies by award-winning teachers. Bloomington, IN: Indiana University Press.

Sociology

Powell, B. (2008). Making theory relevant: The gender attitude and belief inventory. Presented at the meeting of the Society for the Study of Social Problems, Boston, MA.

Sociology

Powell, B., & McCabe, J. (2003). Teaching feminisms: An exercise. Presented at the meeting of the Southern Sociological Society, New Orleans, LA.

Sociology

Powell, B., & McCabe, J. (2004). 'In my class? No': Professors' accounts of grade inflation. In M. L. Andrews & W. E. Becker (Eds.), Contributions in the scholarship of teaching and learning (pp. 193-220). Bloomington, IN: Indiana University Press.

Sociology

Powell, B., Freese, J., & Artis, J. (2002). Now I know my ABCs: Demythologizing grade inflation. In B. A. Pescosolido & R. Aminzade (Eds.), The social worlds of higher education. Thousand Oaks, CA: Pine Forge Press.

Sociology

Rehrey, G. & Hostetter, C. (2013). Making a greater difference: The impact of strategic collaborations between two SOTL programs. Presented at the International Society for the Scholarship of Teaching and Learning, Hamilton, Canada.

Social Work

Rehrey, G. & Kahn, H. (2012). Course focus on teaching and learning. Presented at The Institute for Curriculum and Campus Internationalization, Indiana University, Bloomington, Indiana.

Global & International Studies

Rehrey, G. (2006). Evidence of student learning: Reflecting on its role in the scholarship of teaching and learning. Presented at The Colloquium on the Scholarship of Teaching and Learning, Madison, Wisconsin.

Rehrey, G. (2006). Using the scholarship of teaching and learning to assess interdisciplinary service-learning initiatives. Presented at the International Society for the Scholarship of Teaching and Learning Conference, Washington, DC.

Rehrey, G. (2006). Using the scholarship of teaching and learning to assess interdisciplinary service-learning initiatives. Presented at the Assessment Institute Conference, Indianapolis, Indiana.

Rehrey, G. (2007). Creating an evidence of student learning taxonomy for the scholarship of teaching and learning. Presented at the Professional and Organizational Development Network in Higher Education Conference, Pittsburg, Pennsylvania.

Rehrey, G. (2007). Decoding the disciplines: Videotaped faculty interviews. Presented at the Professional and Organizational Development Network in Higher Education Conference, Pittsburg, Pennsylvania.

Rehrey, G. (2007). Focused assessments, decoding the disciplines and the scholarship of teaching and learning. Presented at the Lilly Conference, Miami, Ohio.

Rehrey, G. (2011). Backward course design and internationalization. Presented at the Institute for Curriculum and Campus Internationalization, Indiana University, Bloomington, Indiana.

Rehrey, G. (2012). Backward Course design with internationalization in mind. Dillard University, New Orleans, Louisiana.

Rehrey, G. (2012). Measuring student learning outcomes: Four easy steps. Presented at Dillard University, New Orleans, Louisiana.

Rehrey, G. (2012). What’s my course got to do with it? Student learning outcomes and the core curriculum. Presented at Dillard University, New Orleans, Louisiana.

Rehrey, G. (2013). Effective teaching: Documenting what works. Presented at Indiana University and Purdue University Fort Wayne (IPFW), Fort Wayne, Indiana.

Rehrey, G. (2013). Measuring student learning outcomes: Four easy steps. Presented at Shaw University, Raleigh, N.C.

Rehrey, G. (2013). Student engagement in the age of ubiquitous social media. Presented at Under the Scholar’s Tree Conference, Faculty Colloquium on Excellence in Teaching, Indianapolis, IN.

Rehrey, G. & Kahn, H. (2013). Course focus on teaching and learning. Presented at The Institute for Curriculum and Campus Internationalization, Indiana University, Bloomington, Indiana.

Global & International Studies

Rehrey, G. & Metzler, E. (2013). Specifying learning and measuring success. Presented at the Center for the Study of Ethics and American Institutions, Indiana University, Bloomington, Indiana.

Business

Rehrey, G., Dees, D., & Metzler, E. (2009). Faculty centered reflections - Student centered learning. Presented at the International Society for the Scholarship of Teaching and Learning Conference, Bloomington, Indiana.

Business

Rehrey, G., Metzler, E.,& Kurz, L. (2013). The Impact of the Course Development Institute on Faculty Practice. Presented at the Professional and Organizational Development Network in Higher Education, Pittsburg, Pennsylvania.

Business

Rehrey, G., Robinson, J.M., & Schlegel, W. (2006). Facilitating field building through the construction of a taxonomy for the evidence of student learning. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Washington D.C.

AnthropologyBiology

Rehrey, G., Siering, G., & Hostetter, C. (2014). SoTL principles and program collaboration in the age of integration. International Journal for the Scholarship of Teaching and Learning, 8(1), 2-16.

Social Work
Link

Reising, D.L. & Holly, V.W. (2011). Building a research program: You can do it! Poster presentation at the American Nurses Credentialing Center Magnet Conference, Baltimore, MD.

Nursing

Reising, D.L. (2002). The use of the OPT model to enhance critical thinking. Presented at the meeting of the National League for Nursing Education Summit, Anaheim, CA.

Nursing

Reising, D.L. (2002). Use of the OPT model to facilitate critical thinking in nursing students. Presented at the meeting of the Indiana University 20th Annual Spring Symposium, Bloomington, IN.

Nursing

Reising, D.L. (2003). Webbing and other tools for enhancing clinical critical thinking. Presented at the meeting of the Annual Faculty Retreat of St. Elizabeth School of Nursing, Lafayette, IN.

Nursing

Reising, D.L. (2003). Establishing student competency in qualitative research: Can undergraduate nursing students perform qualitative data analysis? Journal of Nursing Education, 42(5), 216-219.

Nursing
Link

Reising, D.L. (2004). The outcome-present state testing (OPT) model applied to classroom settings. Journal of Nursing Education, 43(9), 431-432.

Nursing
Link

Reising, D.L. (2005). Demonstrating teaching-learning scholarship through service-learning programs. Presented at the meeting of the International Society for the Scholarship of Teaching-Learning, Vancouver, BC.

Nursing

Reising, D.L. (2008). Nursing education research—how to use it to build your promotion and tenure case. Journal of Nursing Education, 47(9), 387-8.

Nursing

Reising, D.L., & Allen, P.N. (2002). Achieving student and health outcomes through service-learning. Presented at the meeting of the Sigma Theta Tau International 13th International Research Conference, Brisbane, Australia.

Nursing

Reising, D.L., & Allen, P.N. (2002). The use of service-learning to facilitate skill acquisition and provide hypertension counseling. Presented at the meeting of the Hawaii International Social Science Conference, Honolulu, HI.

Nursing

Reising, D.L., & Devich, L.E. (2000). The use of web-based technologies to facilitate student achievement of course and program outcomes. Presented at the meeting of the University of Southern Indiana Fifth Annual Nursing and Health Professions Education Conference, Evansville, IN.

Nursing

Reising, D.L., & Devich, L.E. (2004). Comprehensive practicum evaluation across a nursing curriculum. Nursing Education Perspectives, 25(3), 114-119.

Nursing
Link

Reising, D.L., Allen, P.N., & Hall, S.G. (2006). Student and community outcomes in service-learning: Part 1, student perceptions. Journal of Nursing Education, 45(12), 512-515.

Nursing

Reising, D.L., Allen, P.N., Shea, R.A., & Hall, S.G. (2005). Service-learning: A clinical innovation that is worth it. Presented at the meeting of the Sigma Theta Tau International Biennial Convention, Indianapolis, IN.

Nursing

Reising, D.L., Carr, D.E., & King, J.M. (2009). Scholarship of teaching and learning using simulation technology in health professions. Paper presentation at the International Society for the Scholarship of Teaching and Learning Conference, Bloomington, IN.

Medical SciencesNursing

Reising, D.L., Devich, L.E., & Wellman, D.S. (2000). Clinical competency assessment throughout a nursing curriculum. Presented at the meeting of the Indiana University School of Nursing Assessing Program Outcomes: Fifth National Conference, Indianapolis, IN.

Nursing

Reising, D.L., Devich, L.E., Allen, P.N., Wellman, D.S., & Shea, R.A. (2001). Comprehensive practicum assessment across a program in baccalureate nursing students. Presented at the meeting of the National League for Nursing Education Summit, Baltimore, MD.

Nursing

Reising, D.L., Devich, L.E., Shea, R.A., & Wellman, D.S. (2000). Practicum assessment. Presented at the meeting of the Indiana University School of Nursing Mary E. Culbertson Symposium, Indianapolis, IN.

Nursing

Reising, D.L., Shea, R.A., Allen, P.N., & Hall, S.G. (2004). Enhancing health promotion and research skills through service-learning. Presented at the meeting of the National League for Nursing Education Summit, Orlando, FL.

Nursing

Reynolds, H.L., Brondizio, E., & Robinson, J.M. (Eds.). (2010). Teaching environmental literacy: Across campus and across the curriculum. Bloomington, IN: Indiana University Press.

AnthropologyBiology

Robinson, J. M. (2009). Can a repository make the scholarship of teaching and learning usable? Academic Commons. Retrieved from https://web.archive.org/web/20100620173633/http://www.academiccommons.org/commons/essay/can-repository-make-sotl-usable.

Anthropology
Link

Robinson, J. M. (2010). A model for grassroots, multidisciplinary faculty inquiry. In H. Reynolds, E. Brondizio, & J. M. Robinson (Eds.), Teaching environmental literacy: Across campus and across the curriculum (pp. 1-16). Bloomington, IN: Indiana University Press.

Anthropology

Robinson, J. M. (2011). Building faculty inquiry networks to support teaching and learning. In K. Matsushita (Ed.), Building networks in higher education. Tokyo: Toshindo.

Anthropology

Robinson, J. M. (2012). Learning abroad and the scholarship of teaching and learning. In M. Vande Berg, M. Paige, & K. Lou (Eds.), Student learning abroad: What they’re learning, what they’re not, and what you can do about it (pp. 239-257). Sterling, VA: Stylus.

Anthropology

Robinson, J. M., Gresalfi, M., Sievert, A.K., Christensen, T.B., Kearns, K.D., & Zolan, M.E. (2013). Talking across the disciplines: Building communicative competence in a multidisciplinary graduate-student seminar on inquiry in teaching and learning. In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines (pp. 186-199). Bloomington, IN: Indiana University Press.

AnthropologyBiologyEducation

Robinson, J.M. & Rehrey, G. (2006). Research leadership consortium: Building leadership, advocacy, and community. Presented at the Colloquium on the Scholarship of Teaching and Learning, Madison, WI.

Anthropology

Robinson, J.M. & Rehrey, G. (2008). Expanding the scholarship of teaching and learning commons: A pilot process for deciding what matters. Presented at the International Society for the Scholarship of Teaching and Learning Conference, Edmonton, Canada.

Anthropology

Robinson, J.M. (1999). A question of authority: Dealing with disruptive students. In T. Good & L. Washauer (Eds.), In our own voice: Graduate students teach writing. Needham Heights: Allyn and Bacon.

Anthropology

Robinson, J.M. (2000). Diverse by design: Teaching in the 21st century. Presented at the meeting of the Preparing Future Faculty Series, Miami University, Oxford, OH.

Anthropology

Robinson, J.M. (2000). Tuning in student reception of video conferences. Presented at the meeting of the Spring Symposium, Indiana University, Bloomington, IN.

Anthropology

Robinson, J.M. (2001). Plenary II: Expanding the scholarship of teaching and learning. Presented at the meeting of the Continuous Improvement Symposium of the Association for the Advancement of Collegiate Schools of Business, St. Louis, MO.

Anthropology

Robinson, J.M. (2002). Sharing disciplinary styles in the scholarship of teaching and learning at Indiana University. Presented at the meeting of the American Association of Higher Education, Chicago, IL.

Anthropology

Robinson, J.M. (2002). Writing the dissertation. Presented at the Preparing Future Faculty Conference, Indiana University, Bloomington, IN.

Anthropology

Robinson, J.M. (2003). The scholarship of teaching and learning at research universities. Presented at the meeting of the American Association of Higher Education Summer Academy, Snowbird, UT.

Anthropology

Robinson, J.M. (2004). Going public: Non-traditional approaches to the scholarship of teaching and learning. Presented at the meeting of the International Conference on the Scholarship of Teaching and Learning, City University, London.

Anthropology

Robinson, J.M. (2004). The research university consortium for the advancement of the scholarship of teaching and learning: Progress report. Presented at the meeting of the Colloquium on the Scholarship of Teaching and Learning, Carnegie Foundation for the Advancement of Teaching, San Diego, CA.

Anthropology

Robinson, J.M. (2004). The research university consortium for the advancement of the scholarship of teaching and learning. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Bloomington, IN.

Anthropology

Robinson, J.M. (2004). Multiple sites of authority. In B. Cambridge (Ed.), Campus progress: Supporting the scholarship of teaching and learning (pp. 125-128). Washington DC: AAHE.

Anthropology

Robinson, J.M. (2005). Closing plenary: Exemplar to representation: Developments in the CASTL colloquia. Presented at the Colloquium on the Scholarship of Teaching and Learning, Carnegie Foundation for the Advancement of Teaching, Atlanta, GA.

Anthropology

Robinson, J.M. (2005). RUCASTL: Research Universities and the Scholarship of Teaching and Learning. Presented at the Colloquium on the Scholarship of Teaching and Learning, Carnegie Foundation for the Advancement of Teaching, Atlanta, GA.

Anthropology

Robinson, J.M. (2005). Scholarship of teaching and learning. Presented at the meeting of the Lumina Foundation for Education Presidents Fund Conference, Indianapolis, IN.

Anthropology

Robinson, J.M. (2005). Integrating the means of going public with the scholarship of teaching and learning at a U.S. research university. Presented at the 4th Annual International Conference on the Scholarship of Teaching and Learning, City University, London, UK.

Anthropology

Robinson, J.M. (2005). Research university consortium for the advancement of the scholarship of teaching and learning: Making progress. Presented at the meeting of the Courage, Imagination, Action: Rallying the Trendsetters in Higher Education Conference, American Association of Higher Education, Atlanta, GA.

Anthropology

Robinson, J.M. (2006). Building the commons: Scholarship of teaching and learning inquiry communities. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Washington DC.

Anthropology

Robinson, J.M. (2006). Taking teaching seriously: Fostering a climate of instructional development. Presented at The Scholarship of Teaching and Learning. American Library Association. New Orleans, LA.

Anthropology

Robinson, J.M. (2007). How will they be different at the end of the semester? Aligning student learning with course objectives. Presented at the University of Wisconsin Faculty College. Richland Center, WI.

Anthropology

Robinson, J.M. (2007). The best practices for teaching' or what would someone who actually studied education tell you about teaching law students? Presented at the Second Big Ten Aspiring Scholars' Conference, Indiana University School of Law, Bloomington, IN.

Anthropology

Robinson, J.M. (2008). Growing scholarship of teaching and learning at the University of Cincinnati. Presented at the University of Cincinnati Academy of Fellows of Teaching and Learning, Cincinnati, OH.

Anthropology

Robinson, J.M. (2008). Integrating scholarship of teaching and learning into a research intensive university. Presented at the Academy of Fellows of Teaching and Learning, University of Cincinnati, Cincinnati, OH.

Anthropology

Robinson, J.M., & Nelson, C.E. (2003). Institutionalizing and diversifying a vision of scholarship of teaching and learning. Journal on Excellence in College Teaching, 14(2 & 3), 95-118.

AnthropologyBiology
Link

Robinson, J.M., & Rehrey, G. (2008). Outcomes of partnership: The research university consortium for the advancement of the scholarship of teaching and learning. Presented at the meeting of the Colloquium on the Scholarship of Teaching and Learning, Carnegie Foundation for the Advancement of Teaching, Madison, WI.

Anthropology

Robinson, J.M., & Rosenbaum, H. (2004). Course portfolios as a means to scholarship of teaching and learning. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Bloomington, IN.

AnthropologyInformation & Library Science

Robinson, J.M., Brassell, S., O'Loughlin, V.D., & Schlegel, W. (2002). Assessing a scholarship of teaching and learning program: Indiana University in focus. Presented at the meeting of the American Association of Higher Education, Boston, MA.

Medical SciencesEarth & Atmospheric SciencesBiologyAnthropology

Robinson, J.M., Christensen, T.B., Gresalfi, M., Kearns, K.D., Middleton, E., Florini, S., Sievert, A.K., Soper, D., & Zolan, M.E. (2009). Supporting transformations in graduate student teaching through critical reflection: An interdisciplinary learning community approach through Indiana University's Teagle Collegium on inquiry in action. Presented at the International Society for the Scholarship of Teaching and Learning Conference, Bloomington, IN.

AnthropologyBiologyCommunication & CultureEducation

Robinson, J.M., Sept, J., & Schlegel, W. (2003). Finding signs of change: Scholarship of teaching and learning at Indiana University Bloomington. Presented at the meeting of the Colloquium on the Scholarship of Teaching and Learning, Carnegie Foundation for the Advancement of Teaching, Washington DC.

AnthropologyBiology

Robinson, J.M., Sept, J., & Schlegel, W.M. (2003). Community through scholarship of teaching and learning: Defining characteristics and sustaining practices. Presented at the meeting of the American Association of Higher Education Conference, Washington DC.

AnthropologyBiology

Robinson, J.M., Wise, A.F., & Duffy, T.M. (2008). Authentic design and collaboration: Involving university faculty as clients in project-based learning technology design courses. In C. DiBiano & S. Goldman (Eds.), Educating Learning Technology Designers. Columbus, OH: Allyn and Bacon.

Anthropology

Savion, L. (2000). Pet Theories: What students bring to class. Presented to the Freshmen Learning Project, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2001). Accessing metacognition. Presented in the Scholarship of Teaching and Learning, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2001). Cognitive heuristics and biases in learning. Presented in the First-Year Seminar Faculty Workshop, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2001). Emotive and cognitive components of student motivation. Presented in the Intensive Freshman Seminar, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2001). Motivating students. Presented in the Teaching Resource Center Series, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2001). Naïve misconceptions about truth. Presented in the Scholarship Of Teaching and Learning, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2001). Pet theories and naïve misconceptions. Presented in the Freshman Learning Project, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2001). Naïve misconceptions: What students bring to class. Presented at the International Lilly Conference, Boston, MA.

Philosophy

Savion, L. (2001). A model of the effective teacher. Presented in the Graduate Students Trainers Banquet, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2002). Naïve misconceptions: What students bring to class. Presented at the FACET Conference, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2002). Pet theories and naïve misconceptions. Presented in the Intensive Freshman Seminar, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2002). Accessing students' metacognition. Presented in the Teaching Resource Center Series, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2002). Learning through teaching. Presented in the Scholarship Of Teaching and Learning, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2003). Anchoring abstract concepts. Presented in the School of Education, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2003). The deliberate excellent teacher. Presented at the meeting of The Deliberate Excellent Teacher, Almaty, Kazakhstan.

Philosophy

Savion, L. (2003). Naïve logic. Iyyun (The Jerusalem Philosophical Quarterly), 52.

Philosophy

Savion, L. (2003). Naïve misconceptions. Presented in the Freshman Learning Project, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2004). Belief perseverance. Presented in the Intensive Freshman Seminar, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2004). General, particular, and specific course goals. Presented in the Intensive Freshman Seminar, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2004). Naïve misconceptions students bring to class. Presented in the Intensive Freshman Seminar, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2004). Student-centered learning techniques. Presented to the Faculty Development for the School of Informatics, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2004). Teaching logical meta-cognitive skills. Presented at the meeting of the Diplomado en Logica, Mexico City, Mexico.

Philosophy

Savion, L. (2004). The learner's mind: Cognitive principles and constraints. Presented at the meeting of the International Conference on the Scholarship of Teaching and Learning, Bloomington, IN.

Philosophy

Savion, L. (2004). Understanding learning and memory. Presented at Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2005). Expert is a state of mind. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Vancouver.

Philosophy

Savion, L. (2005). The learner's mind. Presented at the Honor Forum, University of Cincinnati, Cincinnati, OH.

Philosophy

Savion, L. (2005). Super-active learning techniques (Or: How to turn your student into a teacher). National Teaching and Learning Forum, 15(1).

Philosophy

Savion, L. (2005). The expert and the novice-theory and practice (Part 1). The Successful Professor, 4(1).

Philosophy

Savion, L. (2005). The expert and the novice-theory and practice (Part 2). The Successful Professor, 4(2).

Philosophy

Savion, L. (2006). Cognitive development and memory. Presented in the Freshmen Learning Project, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2006). Expert is a state of mind. Presented in the Scholarship of Teaching and Learning, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2006). New strategies for motivating students. Presented in the Faculty Development, University of Minnesota, Minneapolis, MN.

Philosophy

Savion, L. (2006). Pet theories and naïve misconceptions: What students bring to class. Presented in the Faculty Development, University of Minnesota, Minneapolis, MN.

Philosophy

Savion, L. (2006). Applying insights from cognitive science to teaching large classes. Presented in Faculty Development, University of Minnesota, Minneapolis, MN.

Philosophy

Savion, L. (2006). The learner's mind: Cognitive principles, constraints, and reflective thinking. Presented in the meeting of Faculty Development, University of Minnesota, Minneapolis, MN.

Philosophy

Savion, L. (2007). Persistent misconceptions: The cognitive story. Presented in the Freshman Learning Project Workshop, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2007). The cognitive tale of belief perseverance. Presented in the Scholarship of Teaching and Learning, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2007). The dark side of effective cognition: Biases and misconceptions in legal and economic reasoning. Presented at the Berkeley School of Law, Berkeley, CA.

Philosophy

Savion, L. (2007). Belief perseverance: Understanding major obstacles to learning. Presented at the FACET Conference, Indianapolis, IN.

Philosophy

Savion, L. (2007). Brain Power: Symbolic Logic for the Novice. Pearson Custom, Prentice-Hall.

Philosophy

Savion, L. (2008). The deliberate, excellent professor. Presented to the Collin County Community College District, Preston Ridge Campus, Dallas, TX.

Philosophy

Schlegel, W., & Kearns, K.D. (2005). Campus conversations provide leadership for an integrative curriculum. Presented at the meeting of the Association of American Colleges and Universities: Integrative Learning, Denver, CO.

BiologyEducation

Schlegel, W., Kearns, K.D., & Hobbs-Ramsey, L. (2006). Eportfolios as an integral scholarship tool of the human biology program and Indiana University Bloomington. Presented at the meeting of the Assessment Institute, Indianapolis, IN.

BiologyNursing

Schlegel, W., O'Loughlin, V.D., & Robinson, J.M. (2002). Facilitating the scholarship of teaching and learning with course portfolios. Presented at the meeting of the Experimental Biology Meetings, New Orleans, LA.

AnthropologyBiologyMedical Sciences

Schuh, J.H. & Kuh, G.D. (2005). Promoting student success: What department chairs can do. (Occasional Paper No. 10). Bloomington, IN: Indiana University Center for Postsecondary Research.

Education
Link

Schuh, J.H., & Kuh, G.D. (1984). What happens when faculty are encouraged to interact with students in a residence hall? Journal of College Student Personnel, 25, 519-528.

Education

Seifert, M.F., O'Loughlin, V.D., Brokaw, J.J., Osgood, R.L., Saxon, D.W., Shew, R.L., & Walker, J.J. (2007). Countering the future shortage of qualified gross anatomists: A proposed education track Ph.D. in anatomy. Presented at the meeting of the American Association of Clinical Anatomists Meetings, Las Vegas, NV.

AnatomyMedical Sciences

Sept, J. (2004). The stone age in the information age: Helping undergraduates think like archaeologists. In W. Becker & M. Andrews (Eds.), The scholarship of teaching and learning in higher education: The contribution of the research universities (pp. 47-80). Bloomington, IN: Indiana University Press.

Anthropology

Sept, J., Nelson, C.E., Robinson, J.M., & Schlegel, W. (2002). A better gateway experience: Two programs that take on obstacles to student learning. Presented at the meeting of the American Association of Higher Education Summer Academy, Mt. Snow, VT.

AnthropologyBiology

Shopkow, L., Diaz, A., Middendorf, J., & Pace, D. (2013). From bottlenecks to epistemology: Changing the conversation about the teaching of history in colleges and Universities. In R. Thompson (ed.) Changing the conversation of higher education. New York: Rowman & Littlefield.

EducationHistory

Shopkow, L., Diaz, A., Middendorf, J., & Pace, D. (2013). The history learning project “decodes” a discipline: The union of teaching and epistemology. In K. McKinney (Ed.), Scholarship of teaching and learning in and across the disciplines. Bloomington, IN: Indiana University Press.

EducationHistory

Simpson, N., Bierwert, C., & Robinson, J.M. (2004). Promoting peer collaboration on campus. Presented at the meeting of the Making Learning Visible: Peer Review and the Scholarship of Teaching Conference, Lincoln, NE.

Anthropology

Subiño Sullivan, C., Middendorf , J., & Camp, M. E. (2008). Engrained study habits and the challenge of warmups in just-intime teaching. National Teaching and Learning Forum, 17(4), 5-8.

AnthropologyEconomicsEducationCenter for Innovative Teaching & Learning
Link

Thompson, A.R. & O’Loughlin, V.D. (2013). Evaluating an anatomy-specific tool for Blooming exam questions. Presented at the meeting of the American Association of Anatomists, Experimental Biology, Boston, MA.

Medical Sciences

Thompson, A.R., Braun, M.W. & O’Loughlin, V.D. (2013). A comparison of student performance on discipline-specific versus integrated exams in a medical school course. Advances in Physiology Education, 37(4), 370-376.

Medical Sciences
Link

Thompson, A.R., Braun, M.W., & O’Loughlin, V.D. (2012). How do block scheduling and integrated testing affect medical student performance? Presented at the meeting of the American Association of Anatomists, Experimental Biology, San Diego, CA.

Medical Sciences

Tounsel, D, & Reising, D. L. (2005). Whether legislation can be helpful in reducing burnout among hospital nurses: A normative analysis. Journal of Nursing Law, 10(2), 89-95.

Nursing

Umbach, P.D, & Kuh, G.D. (2004). Disengaged jocks: Myth or reality? LiberalArtsOnline, 4(4).

Education
Link

Umbach, P.D., Palmer, M.M., Kuh, G.D., & Hannah, S.J. (2006). Intercollegiate athletes and effective educational practices: Winning combination or losing effort? Research in Higher Education, 47, 709-733.

Education
Link

Van Voorhis, R. M. & Hostetter, C., (2006). The impact of MSW education on social worker empowerment and commitment to client empowerment through social justice advocacy. The Journal of Social Work Education, 42(1), 105-122.

Social Work
Link

Waggoner, J., Braun, M.W., & O’Loughlin, V.D. (2013). Student perceptions and preferences of two TBL modalities in the second year medical curriculum. Presented at the meeting of the American Association of Anatomists, Experimental Biology, Boston, MA.

Medical Sciences

Waggoner, J., Braun, M.W., Tieman, S.A. & O’Loughlin, V.D. (2015). Does team-based learning (TBL) format and administration influence second year medical students’ attitudes toward this teaching modality? HAPS Educator, 20, 10-18.

Medical Sciences
Link

Williamson, S., Hostetter, C., Byers, K.V., & Huggins, P.J. (2010). I found myself at this practicum: Student reflections on field education. Advances in Social Work, 11(2), 1-13.

Social Work
Link

Zhu, C. & Rehrey, G., Treadwell, B., & Johnson, C.C. (2012). Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts. Journal of College Science Teaching, 41(3), 61- 66.

Earth & Atmospheric Sciences
Link

Zolan, M.E., Strome, S., & Innes, R. (2004). Decoding genetics and molecular biology: Sharing the movies in our heads. In D. Pace & J. Middendorf (Eds.), Decoding the disciplines: Understanding student thinking and learning, new directions for teaching and learning, 98. San Francisco:Jossey-Bass.

Biology

Kuh, G.D. (1984). What happens when faculty are encouraged to interact with faculty in a residence hall? Presented at the meeting of the American Educational Research Association, New Orleans, LA.

Education

Allen P.N. & Reising, D.L. (2008). Simulations: A strategy for improving performance and critical thinking. Poster presented at the Scholarship of Teaching and Learning Poster Session, Indiana University, Bloomington, IN.

Nursing

Alters, B. J. & Nelson, C. E. (2002). Teaching evolution in higher education. Evolution, 56(10),1891-1901.

Biology
Link

Becker, W. (2004). Omitted variables and sample selection problems in studies of college-going decisions. In E. S. John (Ed.), Public policy and college access: New directions in research on the effects federal and state policy: Readings on equal education, 19 (pp. 65-86). New York, NY: AMS Press.

Economics

Brondizio, E., & Reynolds, H.L. (2002). Cultivating freshmen environmental literacy at Indiana University: A faculty seminar 2003-2004. Presented at the Multidisciplinary Venture Funds, Indiana University, Bloomington, IN.

AnthropologyBiology

Bruff, D.O., Wulff, D., Gillian-Daniel, D.L., & Robinson, J.M. (2007). Supporting graduate student scholarship of teaching and learning. Presented at the meeting of the Professional and Organizational Development Conference, Pittsburgh, PA.

Anthropology

Chickering, A.W. & Kuh, G.D. (2005). Promoting student success: Creating conditions so every student can learn. (Occasional Paper No. 3). Bloomington, IN: Indiana University Center for Postsecondary Research.

Education
Link

Doubleday, E.G., O’Loughlin, V.D., & Doubleday, A.F. (2011). The virtual anatomy laboratory: Usability testing to improve an online learning resource for anatomy education. Anatomical Sciences Education, 4(6), 318-326.

AnatomyMedical Sciences

Dunning, J., Battacharya, S., Daniels, D., & Dunning, K. (2007). Virtual learning worlds as a bridge between arts and humanities and science and technology. Forum on Public Policy: A Journal of the Oxford Round Table.

Earth & Atmospheric Sciences

Engel, C. & Reising, D.L. (2007). Best practices of nurse retention in acute care hospitals. Poster presented at the Indiana University Undergraduate Research Conference, Indianapolis, IN.

Nursing

Ereckson, K.A., Timmins, G., Booth, A., Pace, D., & Brawley, S. (2006). Old media, new issues: Scholarship, authority, and community in the teaching and learning of history. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Washington DC.

History

Feather, R.A., Carr, D.E., & Reising, D.L. (2013). Building interprofessional communication skills through health plan development and coaching in teams. Poster presented at the Sigma Theta Tau International Creating Healthy Work Environments Convention, Indianapolis, IN.

NursingMedical Sciences

Gazley, B. & Littlepage, L. (2009). Understanding servicelearning from a volunteer management capacity perspective. In M. Moore & P. Lan Lin (Eds.), Service-learning in higher education: Paradigms and challenges (pp. 283-294). Indianapolis, IN: University of Indianapolis Press.

Public & Environmental Affairs

Griffith, L.M., O’Loughlin, V.D., Kearns, K.D., Braun, M.W., & Heacock, I. (2010). A pedagogy course’s influence on graduate students’ self-awareness as teacher-scholars. In L. Border (Ed.), Studies in Graduate and Professional Student Development, No. 13 (pp. 59-82). New Forums Press: Stillwater, OK.

EducationMedical Sciences

Howard-Hamilton, M.F. (2000). Creating a culturally responsive learning environment for African American students. New Directions for Teaching and Learning, 82, 45-53.

Education

Ingram, E. L. & Nelson, C. E. (2006). Relationship between achievement and students’ acceptance of evolution or creation in an upper-level evolution course. Journal of Research in Science Teaching, 43, 7-24.

Biology
Link

Kinzie, J., Gonyea, R.M., Shoup, R., & Kuh, G.D. (2008). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. In J. M. Braxton (Ed.), The role of the classroom in college student persistence. San Francisco: Jossey-Bass.

Education

Kuh, G.D. & Hu, S. (2001). The relationships between computer and information technology use, student learning, and other college experiences. Journal of College Student Development, 42, 217-232.

Education
Link

Kuh, G.D. (1984). Changes in the types, topics, and methods used in college student research between 1969 and 1983. Presented at the meeting of the Association for the Study for Higher Education, Chicago, IL.

Education

Kuh, G.D. (1984). The impact of study abroad on the personal development of college students. Presented at the meeting of the American Educational Research Association, New Orleans, LA.

Education

Kuh, G.D. (1985). The relationship between author gender and the methods and topics used in the study of college students. Presented at the meeting of the American Educational Research Association, Chicago, IL.

Education

Kuh, G.D. (1990). Influence of collegiate environments on student learning. Presented at the meeting of the Association for the Study of Higher Education, Portland, OR.

Education

Kuh, G.D. (1991). The influence of student effort, college environments, and selected student characteristics on undergraduate student learning and personal development at metropolitan universities. Presented at the meeting of the Association for the Study of Higher Education, Boston, MA.

Education

Kuh, G.D. (1996). A comparison of the use of good practices in undergraduate education with first-year students at research-intensive universities between 1990 and 1994. Paper presented to the annual meeting of the Association for Institutional Research, Albuquerque, NM.

Education

Kuh, G.D. (1999). Finding meaning through community service and involvement. Presented at the annual meeting of the Association for the Study of Higher Education, San Antonio, TX.

Education

Kuh, G.D. (1999). Learning productivity at research universities. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Education

Kuh, G.D. (2000). Assessing good practices in undergraduate education: The National Survey of Student Engagement. Panel presentation at the annual meeting of the American Educational Research Association, New Orleans, LA.

Education

Kuh, G.D. (2000). College student engagement in good practices in undergraduate education from the mid-1980s to mid-1990s. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Education

Kuh, G.D. (2003). Adding value: Learning communities and student engagement. Paper presented at the Learning Communities and Collaboration Conference, Indianapolis, IN.

Education

Kuh, G.D. (2003). Adding value: Learning communities and student engagement. Paper presented at the annual meeting of the Association for Institutional Research, Tampa, FL.

Education

Kuh, G.D. (2003). The psychographic typology: Toward higher resolution research on college students. Paper presented at the annual meeting of the Association for Institutional Research, Tampa, FL.

Education

Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

Education

Kuh, G.D. (2010). Foreword: High-impact practices: Retrospective and prospective. In J.E Brownell, & Swaner, LE.. High-impact educational practices: Do they live up to their name? Washington, DC: Association of American Colleges and Universities.

Education
Link

Kuh, G.D. (2013). Data, methods, and evidence to identify high-impact practices. Symposium presented at the annual meeting of the Association for the Study of Higher Education, St. Louis, MO.

Education

Kuh, G.D., & Gonyea, R.M. (2003). The role of the academic library in promoting student engagement in learning. College and Research Libraries, 64, 256-282.

Education
Link

Kuh, G.D., & O'Donnell, K. (2013). Ensuring quality and taking high-impact practices to scale. Washington, DC: Association of American Colleges and Universities.

Education

Kuh, G.D., & Vesper, N. (2001). Do computers enhance or detract from student learning? Research in Higher Education, 42, 87-102.

Education
Link

Kuh, G.D., Gonyea, R.M., & Palmer, M.M. (2001). The disengaged commuter student: Fact or fiction? Commuter Perspectives, 27(1), 2-5.

Education
Link

MacKay, K.A., & Kuh, G.D. (1994). A comparison of student effort and educational gains of White and African-American students at predominantly White colleges and universities. Journal of College Student Development, 35, 217-223.

Education

Middendorf, J. & Pace, D. (2004). Exploring our expertise as scholars of teaching and learning. Roundtable session at the International Society for the Scholarship of Teaching & Learning Conference, Indiana University, Bloomington, IN.

Center for Innovative Teaching & LearningHistory

Middendorf, J. & Pace, D. (2006). Decoding the Disciplines: A model for drawing faculty into SOTL. Poster presented at the International Scholarship of Teaching and Learning Conference, Washington, DC.

Center for Innovative Teaching & LearningHistory

Middendorf, J. & Rehrey, G. (2006). Easing Faculty into SOTL through Assessments: The Decoding the Disciplines Approach. Paper presented at the Professional and Organizational Development Network Conference, Portland, Oregon.

Center for Innovative Teaching & Learning

Middendorf, J. (2004). The role of research methods for faculty development programs on the scholarship of teaching and learning. Roundtable session at the Professional and Organizational Development Network Conference, Montreal, Quebec. 

Center for Innovative Teaching & Learning

Middendorf, J., Rehrey, G., Kearns, K.D., Felten, P., & Ortquist-Ahrens, L. (2007). New SOTL application for decoding the disciplines: Modeling for students. Paper presented at the Professional and Organizational Development Network Conference, Pittsburgh, PA.

Center for Innovative Teaching & Learning

Nelson Laird, T. F., Chen, D. P., & Kuh, G. D. (2008). Classroom practices at institutions with higher than expected persistence rates: What student engagement data tell us. In J. M. Braxton (Ed.), The role of the classroom in college student persistence. San Francisco: Jossey-Bass.

Education

Nelson, C. E. & Nickels, M. K. (2001). Using humans as a central example in teaching undergraduate biology labs. In S. J. Karcher (Ed.),
Tested Studies for Laboratory Teaching, 22, (pp. 332-365).

Biology
Link

Nelson, C. E. (1974). Environmental Studies Program (at Indiana University). In A. L. Pratt (Ed.), Selected environmental education programs in North American Higher Education (pp. 79-88). National Association for Environmental Education.

Biology

Nelson, C. E. (1985). Panel discussion (Nelson’s remarks) & participant discussion. In H. O. Halverson, D. Pramer & M. Rogul (Eds.), Engineered organisms in the environment: Scientific issues (pp. 200-209. American Society for Microbiology.

Biology

Nelson, C. E. (1986). Creation, evolution, or both? A multiple model approach. In R. W. Hanson (Ed.), Science and creation: geological, theological, and educational perspectives (pp. 128-159). Macmillian.

Biology

Nelson, C. E. (1987). Biology program encourages more thoughtful teaching techniques. Campus Report (IUB), 11(8), 4-5. 

Biology

Nelson, C. E. (1994). Comments on teaching, with classroom videos and student comments [Making Large Classes: Experiences of Indiana University Faculty]. Videotape. In Instructional Support Services (Producer). Bloomington, Indiana: Dean of Faculties Office, Indiana University. 

Biology

Nelson, C. E. (1994). Continuous assessment. In E. Bender et al. (Eds.) Quick hits, successful strategies
by award-winning teachers (p. 24). Bloomington: Indiana University Press.

Biology

Nelson, C. E. (1994). Critical thinking and collaborative learning. In K. Bosworth & S. Hamilton (Eds.), Collaborative Learning and College Teaching (pp. 45-58). Jossey-Bass.

Biology

Nelson, C. E. (1997). Tools for tampering with teaching’s taboos. In W. E. Campbell & K. A. Smith (Eds.), New Paradigms for College Teaching Chapter (pp. 51-77). Interaction Book Co.

Biology

Nelson, C. E. (2000). Effective strategies for teaching evolution and other controversial subjects. In J. W. Skehan and C. E. Nelson (Eds.), The Creation Controversy and the Science Classroom (pp 19- 50). National Science Teachers Association.

Biology

Nelson, C. E. (2000). How can students who are reasonably bright and who are trying hard to do the work still flunk? National Teaching and Learning Forum, 9(5), 7-8.

Biology

Nelson, C. E. (2000). Must faculty teach in ways that make them easily dispensable? National Teaching and
Learning Forum, 9(6), 4-5.

Biology

Nelson, C. E. (2000). What is the first step we should take to become great teachers? National Teaching and Learning Forum, 10(1), 7-8.

Biology

Nelson, C. E. (2001). What is the most difficult step we must take to become great teachers? National Teaching and Learning Forum 10(4), 10-11.

Biology

Nelson, C. E. (2001). What might help a pretty good teacher become a great teacher? National Teaching and
Learning Forum, 10(3), 5-7.

Biology

Nelson, C. E. (2001). Why should you publish your best teaching ideas? National Teaching and Learning Forum
10(2), 10-11.

Biology

Nelson, C. E. (2005). How Can We Help Students Really Understand Evolution? BioScience, 55, 923.

Biology

Nelson, C. E. (2005, August 28). Design isn't science: Why biology classes shouldn't teach intelligent design. Fort Wayne Journal Gazette, Perspective page.

Biology

Nelson, C. E. (2006). Nelson's response to Black. BioScience, 56(4), 286.

Biology
Link

Nelson, C. E. (2007). Teaching evolution effectively: A central dilemma and alternative strategies. McGill Journal of Education 42(2), 265-283.

Biology
Link

Nelson, C. E. (2008). Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions. Integrative and Comparative Biology, 48, 213-225.

Biology
Link

Nelson, C. E. (2008). The right start: Reflections on a departmentally based graduate course on teaching. Essays on Teaching Excellence, 11(7), 1-4. Professional and Organizational Development Network in Higher Education (POD).

Biology
Link

Nelson, C. E. (2009). Intelligent design should not be taught in science classes. In D. Haugen & S.
Musser (Eds.), Education (Opposing Viewpoints) (pp. 159-165), Gale Cenage Learning.

Biology

Nelson, C. E. (2010). Effective Education for Environmental Literacy. In H. L. Reynolds, E. Brondizio, D. Karpa-Wilson, B. L. Gross, & J. Meta Robinson (Eds.), Teaching Environmental Literacy in Higher Education: Across Campus and Across the Curriculum (pp. 117-129). Bloomington, IN: Indiana University Press.

Biology

Nelson, C. E. (2012). Why Don’t Undergraduates Really ‘Get’ Evolution? What Can Faculty Do? In K. S. Rosengren, E. M. Evans, S. Brem, & G. Sinatra (Eds.) Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp 311-347). Oxford University Press.

Biology

Nelson, C. E. (2017). ENSI/SENSI general information. Retrieved from http://www.indiana.edu/~ensiweb/home.html

Biology
Link

Nelson, C. E. 1974. Environmental Studies Programmes, Indiana University. In Centre for Educational Research and Innovation,  Environmental Education at Post Secondary Level (pp. 97-110). Paris: Organisation for Economic Co-Operation and Development.

Biology

Nelson, C. E. 1992. Some empirical questions about teaching evolution. In R.G. Good et al. (Eds.), Proceedings of the 1992 Evolution Education Research Conference (pp. 157-158). Louisiana State University.

Biology

Nelson, C. E., Nickels, M. K. & Beard, J. (1998). The nature of science as a foundation for teaching science:
Evolution as a case study. In W. F. McComas (Ed.), The Nature of Science in Science Education (pp. 315-328). Kluwer Academic Publishers.

Biology

Nickels, M. K. & Nelson, C. E. (2005). Beware of nuts and bolts: Putting evolution back into the teaching of
classification. American Biology Teacher, 67(5)289-295.

Biology
Link

Nickels, M. K., Nelson, C. E. & Beard, J. (1996). Better biology teaching by emphasizing evolution and the nature of science. American Biology Teacher, 58(6), 332-336.

Biology
Link

O’Loughlin, V.D. & Griffith, L.M. (2011). Developing metacognitive skills through the use of blogs in an upper-level undergraduate anatomy course. Presented at the meeting of the American Association of Anatomists. Experimental Biology, Washington, DC.

Medical SciencesAnthropology
Link

O’Loughlin, V.D. & Griffith, L.M. (2013). Reflective writing highlights improved student metacognition in an upper level undergraduate anatomy course. Presented at the meeting of the American Association of Anatomists, Experimental Biology, Boston, MA.

Medical SciencesAnthropology

O’Loughlin, V.D. (2009). Do pedagogy courses matter? Assessing the role of a graduate pedagogy course in the development of future teacher-scholars. Presented at the 29th International Lilly Conference on College Teaching, Oxford, OH.

Medical Sciences

O’Loughlin, V.D. (2012). Educational research on and pedagogical methods for teaching anatomy to pre-medical (undergraduate) students. Presented as a American Association of Anatomists-sponsored speaker, at the meeting of the 22nd International Symposium on Morphological Sciences, Sao Paulo, Brazil.

Medical Sciences

O’Loughlin, V.D. (2015). Scholarship of teaching and learning in anatomy. In L.K. Chan and W. Pawlina (Eds.), Teaching anatomy: a practical guide (pp. 391-398). New York, NY: Springer Publishing.

Medical Sciences

O’Loughlin, V.D., Collier, L., Dunham, S., & Braun, M. (2013). Virtual microscopy is a superior and reputable pedagogical tool for histology learning: Response to Xu. Anatomical Sciences Education, 6(2), 139-140.

Medical SciencesAnatomyAnthropology
Link

O’Loughlin, VD. (2008) Linking Anatomy Teaching and Advancing Educational Scholarship. AAA Newsletter, p. 31.

Medical Sciences

O'Loughlin, V.D. (2001). A neophyte's adventures in the scholarship of teaching and learning: Fostering interactive learning in a large science course and methodically measuring the effects. Presented at the meeting of the Indiana University Scholarship of Teaching and Learning Symposia, Bloomington, IN.

Medical Sciences

O'Loughlin, V.D. (2001). Assessing the effects of using interactive learning strategies in large science classes. Presented at the meeting of the 5th Annual Lilly Conference on College and University Teaching, Atlantic, Towson, MD.

Medical Sciences

O'Loughlin, V.D. (2001). Assessing the impact of interactive learning in a large anatomy lecture course. Presented at the meeting of the Faculty Development Workshop on Active Learning, Indiana University School of Medicine, Indianapolis, IN.

Medical Sciences

O'Loughlin, V.D. (2001). Evaluating how interactive learning strategies influence student and teacher performance in a large enrollment course. Presented at the meeting of the 21st Annual Lilly Conference, Oxford, OH.

Medical Sciences

O'Loughlin, V.D. (2001). Implementing interactive learning strategies in anatomy lectures. Presented at the meeting of the 15th Annual Human Anatomy and Physiology Society Conference, Maui, HI.

Medical Sciences

O'Loughlin, V.D. (2002). A "how to" guide for developing a publishable scholarship of teaching project. Presented at the meeting of the 16th Annual Human Anatomy and Physiology Society Conference, Phoenix, AZ.

Medical Sciences

O'Loughlin, V.D. (2002). Assessing the effects of interactive learning activities in a large science class: One neophyte's adventures in the scholarship of teaching. Journal on Excellence in College Teaching, 13(1), 29-42.

Medical Sciences
Link

O'Loughlin, V.D. (2002). Implementing interactive learning activities in anatomy lectures. HAPS-Educator, Spring 2002, 15-17.

Medical Sciences
Link

O'Loughlin, V.D. (2003). Promoting active learning in a large lecture course: Anatomy A215. Presented at the meeting of the Indiana University Scholarship of Teaching and Learning Course Portfolio Exposition, Bloomington, IN.

Medical Sciences

O'Loughlin, V.D. (2003). The development of a course portfolio as a means to reflect, assess and improve one's teaching. Presented at the meeting of the Indiana University Scholarship of Teaching and Learning Course Portfolio Exposition, Bloomington, IN.

Medical Sciences

O'Loughlin, V.D. (2005). Biological anthropologists: Tomorrow's anatomy educators? Presented at the meeting of the American Association of Anatomists Symposium, San Diego, CA.

Medical Sciences

O'Loughlin, V.D. (2005). Endangered species: Who will teach anatomy in 2010? Presented at the meeting of the American Association of Anatomists Symposium, San Diego, CA.

Medical Sciences

O'Loughlin, V.D. (2005). Enhancing the understanding of human embryology through the use of homemade animations. Presented at the meeting of the Purdue University, Department of Basic Medical Sciences Colloquium, West Lafayette, IN.

Medical Sciences

O'Loughlin, V.D. (2006). Classroom assessment techniques (CATs) made simple: How you can quickly assess student understanding and inspire active learning in the classroom. Presented at the meeting of the 20th Annual Human Anatomy and Physiology Society conference, Austin, TX.

Medical Sciences

O'Loughlin, V.D. (2006). Does the use of interactive exercises in anatomy lecture increase student performance?: A multi-year study. Presented at the meeting of the Experimental Biology Meetings, San Francisco, CA.

Medical Sciences

O'Loughlin, V.D. (2006). A "how to" guide for developing a publishable scholarship of teaching project. Advances in Physiology Education, 30(2), 83-88.

Medical Sciences
Link

O'Loughlin, V.D. (2007). A "how to" guide for developing a publishable scholarship of teaching project. Presented at the meeting of the IU School of Medicine Anatomy Statewide Retreat, Indianapolis, IN.

Medical Sciences

O'Loughlin, V.D. (2008). A "how to" guide for developing a publishable scholarship of teaching project. Presented at the meeting of the Human Anatomy and Physiology Society Conference. New Orleans, LA.

Medical Sciences

O'Loughlin, V.D., & Braun, M.W. (2008). Can graduate pedagogy classes promote lasting scholarly approaches to classroom teaching? Lessons learned from medical sciences. Presented at the meeting of the Indiana University Scholarship of Teaching and Learning Symposia, Bloomington, IN.

Medical Sciences

O'Loughlin, V.D., & Braun, M.W. (2008). Graduate or undergraduate student(s) collaboration and supervision. Presented at Indiana University, Bloomington, IN.

Medical Sciences

O'Loughlin, V.D., & Montoya, R. (2003). Impact on learning and long-term understanding of cardiovascular embryology using web-based animations designed "in-house": Part I: Introduction, assessment data and pedagogical impact. Presented at the meeting of the Experimental Biology Meetings, San Diego, CA.

Medical Sciences

O'Loughlin, V.D., Braun, M.W., Kearns, K.D., & Heacock, I. (2008). Can we encourage our graduate students to develop a more scholarly approach to classroom teaching? Presented at the meeting of the Association of Anatomists symposium "Preparing Future Anatomy Faculty & Advancing Educational Scholarship,” San Diego, CA.

Medical SciencesAnatomySociology

O'Loughlin, V.D., Braun, M.W., Kearns, K.D., Heacock, I., Doubleday, A., & Subiño Sullivan, C. (2008). Effects of a graduate pedagogy course on lasting approaches to scholarly teaching. Presented at the meeting of the CIRTL Forum: Aligning the Preparation of Graduate Students for STEM Early Faculty Careers, Madison, WI.

Medical SciencesSociologyAnthropology

O'Loughlin, V.D., Braun, M.W., Kearns, K.D., Heacock, I., Subiño Sullivan, C., and Miller, L.E. (2009). Lasting effects of a graduate pedagogy course on the development of teacher-scholars. Poster presented at the International Society for the Scholarship of Teaching and Learning Conference, Indiana University.

Medical SciencesSociologyAnthropology

O'Loughlin, V.D., Montoya, R., & Stoffer, J.A. (2005). Development, use and assessment of web-based animations for improved learning: Once we create these learning tools, how do we know they are effective? Presented at the meeting of the IHETS/IPSE All Partners Conference, University of Indianapolis, Indianapolis, IN.

Medical Sciences

O'Loughlin, V.D., Montoya, R., & Stoffer, J.A. (2005). Head and neck human embryology made simpler through the development and use of web-based animations. Presented at the meeting of the Slice of Life Conference for Medical Multimedia Developers and Educators, Portland, OR.

Medical Sciences
Link

O'Loughlin, V.D., Robinson, J.M., Brassell, S., & Schlegel, W.M. (2002). Assessing teaching and learning through course portfolios. Presented at the meeting of the AAHE Assessment Conference, Boston, MA.

Medical SciencesEarth & Atmospheric SciencesBiologyAnthropology

Pace, D. & Middendorf, J. (2004). Decoding the Disciplines: 7 steps to overcome obstacles to learning. Paper presented at the International Society for the Scholarship of Teaching & Learning Conference, Indiana University, Bloomington, IN.

HistoryCenter for Innovative Teaching & Learning

Pace, D. & Middendorf, J. (2005). Easing Entry into the Scholarship of Teaching and Learning through Focused Assessments: The Decoding the Disciplines Approach. Paper presented at the International Society for the Scholarship of Teaching & Learning Conference, Vancouver, British Columbia.

Center for Innovative Teaching & LearningHistory

Pace, D., Diaz, A., Shopkow, L., & Middendorf, J. (2012). Decoding the Disciplines and Threshold Concepts: A conversation between paradigms. Paper presented at the International Scholarship of Teaching and Learning Conference, Hamilton, ON.

EducationHistoryCenter for Innovative Teaching & Learning
Link

Pescosolido, B.A., & Aminzada, R. (1999). The social worlds of higher education: Handbook for teaching in a new century. Thousand Oaks, CA: Pine Forge Press.

Sociology

Pescosolido, B.A., & Milkie, M.A. (1995). What do we REALLY do? A report on the status of teacher training in U.S. and Canadian sociology departments. Teaching Sociology, 23, 341-352.

Sociology
Link

Pierce, D., & Middendorf, J. (2008). Evaluating the effectiveness of role playing in the sport management curriculum. International Journal of Sport Management and Marketing, 4(2/3), 277-294.

EducationPublic HealthCenter for Innovative Teaching & Learning

Pike, G.R., Kuh, G.D., & McCormick, A.C. (2011). An investigation of the contingent relationships between learning community participation and student engagement. Research in Higher Education, 52, 300-322.

Education
Link

Powell, B. (1999). Now we know our ABC’s: Demythologizing grade inflation. Presented at the Scholarship of Teaching and Learning Series, Indiana University, Bloomington, IN.

Sociology

Powell, B. (2001). Preparing future faculty: Inclusive and diverse graduate training for the 21st century. Presented at the meeting of the Association of Black Sociologists, Anaheim, CA.

Sociology

Rehrey, G. & Ricci, M. (2013). Flipping the class: It’s not just about the technology. Presented at the Statewide IT Conference, Bloomington, Indiana.

Rehrey, G. & Siering, G. (2014). Leveraging SoTL principles for program integration. Presented at the Professional and Organizational Development Network in Higher Education, Dallas, TX.

Rehrey, G., Zhu, C., & Shopkow, L. (2011). Decoding the disciplines: The advancement of scholarly teaching. Keynote address at the Spring Learning Institute, Kent State University, Akron, Ohio.

HistoryEarth & Atmospheric Sciences

Reising, D.L. (2004). Service-learning in undergraduate nursing curricula. Journal of Nursing Education, 45(2), 95.

Nursing

Reising, D.L., Allen, P.N., & Hall, S.G. (2006). Student and community outcomes in service-learning: Part 2, community outcomes. Journal of Nursing Education, 45(12), 516-518.

Nursing

Robinson, J.M. (2003). When popular software goes away: Helping faculty transition to new products. In D. G. Brown (Ed.), Developing faculty to use technology: Programs and strategies to enhance teaching (pp. 65-70). Anker.

Anthropology

Robinson, J.M. (2004). Organizing a campus to support the scholarship of teaching and learning. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Bloomington, IN.

Anthropology

Robinson, J.M. (2006). Instructional development through faculty inquiry and community. In A. Morrison-Shetlar (Ed.), Project kaleidoscope, volume IV: What works, what matters, what lasts.

Anthropology
Link

Robinson, J.M., & Schlegel, W. (2005). Evidence for future directions in the scholarship of teaching and learning. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Vancouver, BC.

AnthropologyBiology

Robinson, J.M., Kearns, K.D., Gresalfi, M., Sievert, A.K., & Christensen, T.B. (2015). Teaching on purpose: A collegium community model for supporting intentional teaching. Journal on Excellence in College Teaching, 26(1), 81-110.

EducationAnthropologyBiology
Link

Robinson, J.M., Sept, J., & Schlegel, W. (2003). Cultivating a community of change: Lessons learned from a multi-faceted assessment of a scholarship of teaching and learning program. Presented at the meeting of the American Association of Higher Education Assessment Conference, Seattle, OR.

BiologyAnthropology

Sandweiss, E. (2014). Condemned to repeat ourselves? Historians and the perils of deflection. Rethinking History: The Journal of Theory and Practice, 18(1), 85-96.

History
Link

Savion, L. (2000). How can we motivate our students? Presented in the Teaching Resource Center Series, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2002). A model of the effective teacher. Presented in the Philosophy Graduate Students Conference, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2003). Out of the box active learning. Presented at the FACET Annual Conference, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2004). Excellence in logic teaching. Presented at the Academia Mexicana de Logica, Mexico City, Mexico.

Philosophy

Savion, L. (2004). Motivating students in logic courses. Presented at the Diplomado en Logica, Mexico City, Mexico.

Philosophy

Savion, L. (2004). The student's mind. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning, Bloomington, IN.

Philosophy

Savion, L. (2004). Sources of learning bottlenecks. Presented to the Faculty Learning Community Fellows, Indiana University, Bloomington, IN.

Philosophy

Savion, L. (2005). Pet theories and naïve misconception. Presented at the meeting of the Center for the Enhancement of Teaching and Learning, University of Cincinnati, Cincinnati, OH.

Philosophy

Shopkow, L., Diaz, A., Middendorf, J., & Pace, D., & (2009). Developing a Systematic SOTL Inquiry Project using the “Decoding the Disciplines” Methodology. Paper presented at the International Scholarship of Teaching and Learning Conference, Bloomington, Indiana.

EducationHistoryCenter for Innovative Teaching & Learning

Whitt, E.J., & Kuh, G.D. (1991). Qualitative research in higher education: A team approach to multiple site investigation. Review of Higher Education, 14, 317-337. (Reprinted in C. Conrad, A. Neumann, J. Haworth and P. Scott (Eds.) (1993). ASHE reader on qualitative research in higher education (pp. 253-256). Needham Heights, MA: Ginn.

Education
Link

Zhao, C-M., & Kuh, G.D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45, 115-138.

Education
Link