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.

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

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

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.

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.

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.

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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.

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.

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

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

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.

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.

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.

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.

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

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

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.

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

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.

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

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

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

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

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.

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.

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.

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

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

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

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.

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

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

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

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

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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

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

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.

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.

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.

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 Education, 8(3), 258-265.

Brokaw, J., & O'Loughlin, V. (2015). Implementation of an education-focused PhD program in anatomy and cell biology at Indiana University: Lessons learned and future challenges. Anatomical Sciences Education, 8(3), 258-265. https://doi.org/10.1002/ase.1482

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.

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.

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.

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.

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

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.

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.

Bunger, A., & Zuber, S. (2018, September). Using student wikis to demystify the research process. Poster presented at the SoTL Showcase, Bloomington, IN.   

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.

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.

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

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.

Childress Townsend, G., Barker, L.J., Menzel, S. and McGrath Cohoon, J. (2008). Grace Hopper visits the neighborhood. Conference Paper published in the ACM SIGCSE Bulletin. 

Christian, N., & Kearns, K. D. (2018). Using scaffolding and deliberate practice to improve abstract writing in an introductory biology laboratory course. Journal of Microbiology & Biology Education, 19(2), 1-8. doi:http://dx.doi.org/10.1128/jmbe.v19i2.1564

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

Cottam, J.A., Foley, S.S., and Menzel, S. (2010). Do roadshows work? Examining the effectiveness of Just Be. Paper presented at the 41st ACM technical symposium on Computer Science Education, Milwaukee, WI. 

Cottam, J.A., Menzel, S. and Greenblatt, J. (2011). Tutoring for retention. Paper presented at the 42nd ACM technical symposium on Computer science education, Dallas, TX. 

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.

Cunningham, M., Kercher, S., Meneghel, M., & Pace, D. (1997, November). Training the teaching assistant: Creating a teaching community among graduate students at a research-oriented university. Perspectives on History. Retrieved from https://www.historians.org/publications-and-directories/perspectives-on-history/november-1997/training-the-teaching-assistant

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.

Diaz, A., & Shopkow, L. (2017). A Tale of Two Thresholds. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 12(2), 229-248.

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.

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.

Drane, L. E., Lynton, J., Cruz-Rios, Y., Malouchos, E. W., & Kearns, K. D. (2019). Transgressive learning communities: Transformative spaces for underprivileged, underserved, and historically underrepresented graduate students at their institutions. Teaching and Learning Inquiry, 7(2), 106-120.  http://dx.doi.org/10.20343/teachlearninqu.7.2.7

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.

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.

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.

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.

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.

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.

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.

Erbe, R. G., & Kearns, K. D. (2016). Using story structure for lesson design in teaching about sexual assault. The Health Educator, 48(2), 23-27.

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.

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.

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

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.

Fanghanel J., Robinson, J.M., & Ciccone, A. (2009). Internationalizing (IS)SOTL. Presented to the International Society for the Scholarship of Teaching and Learning Conference, Bloomington, Indiana.

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.

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

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

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.

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.

Friberg, J., Chaudhury, S.R., & Robinson, J.M. (2017). Transforming Teaching and Learning though Advocacy and Outreach. Presented at the European Scholarship of Teaching and Learning Conference, Lund University, Sweden.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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. 

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.

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.

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

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.

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

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.

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

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.

Hickey, D. & Robinson, J.M. (2011). Assessing ‘21st Century Skills’ in University Contexts: Not so Fast! Presented to the International Society for the Scholarship of Teaching and Learning, Milwaukee, Wisconsin.

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. 

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.

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.

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.

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.

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.

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

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

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.

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.

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).

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.

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.

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

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

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.

O'Loughlin, V., Husmann, P., & Brokaw, J. (2019). Development and implementation of the inaugural Anatomy Education Research Institute. Anatomical Sciences Education, 12, 181-190. https://doi.org/10.1002/ase.1825

Husmann, P., & O'Loughlin, V. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study habits, class performance and their reported VARK learning styles. Anatomical Sciences Education, 12, 6-19. https://doi.org/10.1002/ase.1777

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.

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.

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.

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.

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.

Kearns, K.D., Hatcher, M., Bollard, M., DiPierto, M., Donohue-Bergeler, D., Drane, L.E., Luoma, E., Phuong, A.E., Thain, L. & Wright, M. (2018). "Once a scientist...": Disciplinary approaches and intellectual dexterity in educational development. To Improve the Academy, 37, 128-141.

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.

Kearns, K.D., Miller, L.E., 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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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.

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

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.

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.

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

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.

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

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

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.

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.

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

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.

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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

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

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

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.

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

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

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

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.

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

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

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.

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.

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

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

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.

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.

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

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

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.

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

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.

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.

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

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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. 

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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.

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

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.

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.

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

McKinney, K., Robinson, J.M., Chick, N., Poole, G., and Scharff, L. (2011). The Scholarship of Teaching and Learning In and Across the Disciplines. Panel presentation at the International Society for the Scholarship of Teaching and Learning, Milwaukee, Wisconsin.

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.

Menzel, S. (2014). Eye Movements in Programming Education: Analyzing the expert’s gaze. In R. Bednarik, T. Busjahn, and C. Schulte (Eds.), Paper presented at the 13th ACM Koli Calling Conference on Computing Education Research Workshop, Joensuu, Finland.

Menzel, S. (2018). Experiencing research through OurCS: Opportunities for undergraduate research in Computer Science. Paper presented at the IEEE 3rd Annual Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology, Denver, CO.

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.

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.

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.

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.

Metzler, E., Rehrey, G., Kurz, L., Middendorf, J. (2017). The Aspirational Curriculum Map: A Diagnostic Model for Action‐Oriented Program Review. To Improve the Academy, 36(2), 156-167.

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.

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

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.

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.

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.

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.

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

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

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).

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.

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

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.

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.

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.

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.

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.

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.

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.

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. 

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

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.

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

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.

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.

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.

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.

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.

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).

Nelson, C.E., Robinson, J.M., Schlegel, W., & Sept, J. (2002). SOTL Bridges: Engaging a Research Faculty in the Interdisciplinary Scholarship of Teaching and Learning. Presented to the American Association of Higher Education Summer Academy, Mt. Snow, Vermont.

Nelson, C.E. & Robinson, J.M. (2002). The Times They Are A’Changin’: Integrating SOTL into Ph.D. Training. Presented to the Lilly Conference on College Teaching, Miami University, Oxford, Ohio.

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.

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.

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.

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.

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.

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

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).

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.

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. 

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.

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.

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

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.

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.

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.

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

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.

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.

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

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

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.

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.

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.

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

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

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

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).

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.

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.

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.

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.

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.

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.

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.

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

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

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

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.

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.

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.

O'Loughlin, V.D., Braun, M.W., Kearns, K.D., Heacock, I., Doubleday, A.F., & 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.

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.

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.

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.

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

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.

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.

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.

O’Loughlin, V.D., Kearns, K.D., Robinson, J.M., & Sherwood-Laughlin, C. (2015). Multidiscplinary Evaluation and Comparison of Pedagogy Courses’ Influences on Graduate Student Development as Teacher-Scholars. Presented to the Lilly Conference on College Teaching. Miami, OH.

O’Loughlin, V.D., Kearns, K.D., Robinson, J.M., & Sherwood-Laughlin, C. (2016). How Do We Train our Future Faculty to Teach? A Multidisciplinary Comparison of Pedagogy Courses Offered at a Large Midwestern University. Presented to the Experimental Biology meeting, San Diego, California.

O’Loughlin, V.,  Kearns, K., Robinson, J.M., & Sherwood-Laughlin, C. (2019). Impacts of college pedagogy courses on the development of graduate students as scholarly teachers. Presented to the International Society for the Scholarship of Teaching and Learning, Atlanta, GA.

O'Loughlin, V. D., Kearns, K., & Robinson, J. (2017). How do we train our future faculty to teach? A multidisciplinary comparison of graduate level pedagogy courses offered at a large Midwestern university. College Teaching, 65(4), 172-181. http://dx.doi.org/10.1080/87567555.2017.1333081

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

Pace, D. (1990). Structure and spontaneity: Pedagogical tensions in the construction of a simulation of the Cuban missile crisis. The History Teacher, 24(1), 53-65.

Pace, D. (1993). Beyond 'sorting': Teaching cognitive skills in the history survey. History Teacher, 26(2), 211-220.

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

Pace, D. (2004). The amateur in the operating room: History and the scholarship of teaching and learning. American Historical Review, 109(4), 1171-1192.

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

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

Pace, D. (2007). The internationalization of history teaching through the scholarship of teaching and learning. Arts and Humanities in Higher Education, 6(3), 329-335.

Pace, D. (2012). Decoding historical evidence. In D. Ludvigsson (Ed.) Enhancing student learning in history. Perspectives on university history teaching (49-62). Uppsala, Sweden: Swedish Science Press. 

Pace, D. (2012). Assessment in History: The Case for “Decoding” the Discipline. Journal of the Scholarship of Teaching and Learning, 11(3), 107-119. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1823

Pace, D. (2017). The Decoding the Disciplines Paradigm. Indiana University Press: Bloomington, IN.

Pace, D. (2017, May). The history classroom in an era of crisis: A change of course is needed. Perspectives on History, 55(5). Retrieved from https://www.historians.org/publications-and-directories/perspectives-on-history/may-2017/the-history-classroom-in-an-era-of-crisis-a-change-of-course-is-needed  

Pace, D. (2017). Thoughts on history, tuning and the scholarship of teaching and learning in the United States. Arts and Humanities in Higher Education, 16(4), 415-419. 

Pace, D. (2018). Decoding historical interpretation: Systematic questioning. In F. Neumann & L. Shopkow (Eds.), Teaching History, Learning History, Promoting History: Papers from the Bielefeld Conference on Teaching History in Higher Education. Frankfurt:Wochenschau-Verlag. 

Payette, P., Schlegel, W.M., 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.

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.

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

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.

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.

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.

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.

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

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

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

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.

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

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.

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.

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

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

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

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

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

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

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.

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

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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

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

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

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.

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.

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

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.

Rehrey, G., Groth, D., Hostetter, C., & Shepard, L. (2018). The scholarship of teaching, learning, and student success: Big data and the landscape of new opportunities. In J. Friber & K. McKinney (Eds.), Conducting and Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom Level. Bloomington, IN: IU Press.

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.

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

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

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.

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.

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. et al. (2008). Navigating from the Local to the Cosmopolitan: Expanding the Scholarship of Teaching and Learning Commons. Presented to the International Society for the Scholarship of Teaching and Learning Conference, Edmonton, Alberta.

Rehrey, G., Robinson, J.M., & Schlegel, W.M. (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.

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.

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.

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.

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 Assessment Institute Conference, Indianapolis, Indiana.

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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

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

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.

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.

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

Robinson, J.M., Brassell, S., O'Loughlin, V.D., & Schlegel, W.M. (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.

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.

Robinson, J.M., Christensen, T., Gresalfi, M., Kearns, K., Sievert, P., & Zolan, M. (2009). Teagle Collegium on Inquiry in Action: Supporting Transformations in Graduate Student Teaching through Critical Reflection. Presented to The Scholarship of Teaching and Learning Community Poster Session, Indiana University, Bloomington, Indiana.

Robinson, J.M. & Craig, B. (2005). Teaching for Dissent: Evidence of Student Resistance in Class. Presented to the Colloquium on the Scholarship of Teaching and Learning, Carnegie Foundation for the Advancement of Teaching, Atlanta, Georgia.

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.

Robinson, J.M., Hewson, K., Mårtensson, K., & Gregory, D. (2013). From Classroom to Lobby?: A Roundtable on Advocacy by ISSOTL. Presented to the International Society for the Scholarship of Teaching and Learning, Raleigh, North Carolina.

Robinson, J.M. & Hickey, D. (2011). The Future of SOTL: A Case for Spreadability. Presented to the International Society for the Scholarship of Teaching and Learning, Milwaukee, Wisconsin.

Robinson, J.M., Huber, M.T., & Gregory, D. (2014). ISSOTL’s Advocacy and Outreach Mission: Issues and Action Plans. Presented to the International Society for the Scholarship of Teaching and Learning, Quebec City, Canada.

Robinson, J.M., Huber, M.T., & MacMillan, M. (2016). Finding SOTL Audiences: Stories of our Field in Publications and Advocacy. Presented for the International Society for the Scholarship of Teaching and Learning, Los Angeles, CA.

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.

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.

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.

Robinson, J. M., O'Loughlin, V. D., Kearns, K. D., & Sherwood-Laughlin, C. (2019). The Graduate Course in Pedagogy: Survey of Instructors of College Pedagogy in the United States and Canada. College Teaching, 67(2), 109-119.

How Graduate Students Learn to Tell the Story of their Teaching and What That Has to Do with SOTL: Results from a Multidisciplinary, Multinational Comparison of Pedagogy Courses. Presented to the International Society for the Scholarship of Teaching and Learning, Los Angeles, California.

Robinson, J.M., Rehrey, G., Dangel, H., & Paoletti, J. (2006). RUCASTL at the Crossroads: Advancing the Scholarship of Teaching and Learning. Presented to the Colloquium on the Scholarship of Teaching and Learning, Carnegie Foundation for the Advancement of Teaching, Madison, Wisconsin.

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.

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.

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.

Robinson, J.M., Robinson, J.K., Arthos, J., Paul, L., & Shan, C.C., (2019). Grade Surprise in Introductory Courses—Learning Analytics Collaborative Research in Anthropology, Chemistry, Oral Communication, Informatics, and Computer Science. Presented to the Indiana University Office of the Vice Provost for Undergraduate Education, Bloomington, IN.

Robinson, J.M., Robinson, J.K., Arthos, J., Paul, L. & Shan, C.C. (2019). Building Faculty Momentum for Analytics with the Study of Grade Surprise. Presented at the Learning Analytics Summit, Indiana University, Bloomington, IN.

Robinson, J.M., Robinson, J., Arthos, J., Shan, K., Paul, L., & Onesti, N. (2018). Mitigating Grade Surprise: A Study of Students’ Grade Expectations Using Learning Analytics and Assignment Performance in General Education Courses at Indiana University. Presented at the Framing the Future of Learning Analytics and Student Success Summit, Indiana University, Bloomington, IN.

Robinson, J.M., Robinson, J.K., Arthos, J., Shan, C-C., & Paul, L. (2018). Understanding Grade Surprise: SOTL and Possibilities for Using Big Data in Three First-Year Courses. Presented to the International Society for the Scholarship of Teaching and Learning, Bergen, Norway.

Robinson, J.M., Robinson, J., & Arthos, J. (2017). Grade Surprise in Three First-Year Courses. Presented to the Center for Learning, Analytics, and Student Success, Indiana Univeristy, Bloomington, IN.

Robinson, J.M., Robinson, J., & Arthos, J. (2018). Grade Surprise in Three First-Year Courses: Using Big Data to Understand Teaching and Learning in Anthropology, Chemistry, and Oral Communication. Presented to the Framing the Future of Learning Analytics and Student Success Summit, Indiana University, Bloomington, IN.

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.

Robinson, J.M., & Schlegel, W.M. (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.

Robinson, J.M., Sept, J., & Schlegel, W.M. (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.

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.

Robinson, J.M., Sept, J., & Schlegel, W.M. (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.

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.

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.

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.

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Robinson, J.M. (2011). Talking Across the Disciplines: Building Communicative Competence in a Multidisciplinary Graduate-Student Seminar on Inquiry in Teaching and Learning. Presented to the International Society for the Scholarship of Teaching and Learning, Milwaukee, Wisconsin.

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

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.

Robinson, J.M. (2014). Graduate Certificate in College Pedagogy: Resistance and Resilience in Institutional Change. Presented to the International Society for the Scholarship of Teaching and Learning, Quebec City, Canada.

Robinson, J.M. (2015). The HumAn Learning Project: Learning Analytics in a Multi-Section General-Education Ethnography Course. Presented to the American Anthropological Association, Denver, CO.

   Robinson, J.M. (2015). Deconstructing the Strange/Familiar Strategy In Higher Education. Presented to the Anthropological Association, Denver, CO.

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.

Robinson, J.M. (2017). HumAn Learning: Transforming Patterns in the Cultures of College with Learning Analytics and SOTL. Presented to the European Scholarship of Teaching and Learning Conference, Lund University, Sweden.

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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.

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

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.

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

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

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.

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

Schlegel, W.M., 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.

Schlegel, W.M., & 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.

Schlegel, W.M., 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.

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.

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.

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.

Sept, J., Nelson, C.E., Robinson, J.M., & Schlegel, W.M. (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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Shopkow, L. (2010). What 'Decoding the Disciplines' has to offer 'Threshold Concepts.' In J.H.F. Meyer, R. Land, & C. Baillie (Eds.), Threshold Concepts and Transformational Learning (pp. 317-331). Rotterdam, The Netherlands: Sense Publishers.

Shopkow, L. (2017). How Many Sources Do I Need? The History Teacher, 50(2), 169-200.

Shwom, R., Isenhour, C., McCright, A., Robinson, J.M., & Jordan, R.(2014). Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy. Presented to the American Geophysical Union, San Francisco, California.

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.

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.

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.

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.

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.

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.

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

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.

Upson-Taboas, C., Montoya, J.R., & O'Loughlin, V. (2019). Impact of web-based animations on understanding and learning cardiovascular embryology.  Advances in Physiology Education, 43, 55-65.  https://doi.org/10.1152/advan.00121.2018

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.

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.

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.

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.

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.

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

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.

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.