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SoTL and Higher Education Research by University of Tennessee Faculty and Staff

Yamagata-Lynch, L. C., Cowan, J., Luetkehans, L. M., & NIU ETRA Faculty (in press). Transforming disruptive technology into sustainable technology: Understanding the front-end design of an online program at a brick-and-mortar university. The Internet and Higher Education. Smaldino, S. & Yamagata-Lynch, L. C., (in press). The course-in-a- box: Design issues. TechTrends.

Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distance Learning, 15(2), 189-212. Yamagata-Lynch, L. C., Click, A., & Smaldino, S. E. (2013). Activity systems as a framework for scaffolding participant reflections about distance education in an online instructional technology course. Reflective Practice, 14(4), 536–555. doi:10.1080/14623943.2013.809336

Long, T., Logan, J., Waugh, M., & Cummins, J. (2013, March). The Flipped Classroom Instructional Model With a Technology-Enabled Active Learning (TEAL) Classroom: How Does It Work?. In Society for Information Technology & Teacher Education International Conference (Vol. 2013, No. 1, pp. 2220-2221).

Schumann, D. W., Peters, J., & Olsen, T. (2013). Cocreating value in teaching and learning centers. New Directions for Teaching and Learning, 2013(133), 21-32.

Beavers, A. (2011). Teachers as learners: Implications of adult education for professional development. Journal of College Teaching & Learning (TLC), 6(7).

Fukami, T. (2013). Integrating inquiry-based teaching with faculty research. Science, 339(6127), 1536-1537.

Stockdale, S. L., & Brockett, R. G. (2011). Development of the PRO-SDLS: A measure of self-direction in learning based on the personal responsibility orientation model. Adult Education Quarterly, 61(2), 161-180.

O’Bannon, B. W., Lubke, J. K., Beard, J. L., & Britt, V. G. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 57(3), 1885-1892.

Miller, L. H., Mixer, S. J., Lindley, L. C., Fornehed, M. L., Niederhauser, V., & Barnes, L. (2015). Using Partnerships to Advance Nursing Practice and Education: The Precious Prints Project. Journal of Professional Nursing, 31(1), 50-56.

Mixer, S. J., Burk, R. C., Davidson, R., McArthur, P. M., Abraham, C., Silva, K., & Sharp, D. (2012). Transforming bedside nursing care through practice-academic co-mentoring relationships. J Nursing Care, 1(108), 2.

Ziegler, M. F., Paulus, T., & Woodside, M. (2014). Understanding informal group learning in online communities through discourse analysis. Adult Education Quarterly, 64(1), 60-78.

O’Bannon, B. W., & Thomas, K. M. (2015). Mobile phones in the classroom: Preservice teachers answer the call. Computers & Education, 85, 110-122.

Callen, B., Smith, C. M., Joyce, B., Lutz, J., Brown‐Schott, N., & Block, D. (2013). Teaching/Learning Strategies for the Essentials of Baccalaureate Nursing Education for Entry‐Level Community/Public Health Nursing. Public Health Nursing, 30(6), 537-547.

Wozencroft, A. J., & Hardin, R. (2014). Students’ job satisfaction in a therapeutic recreation service learning project. Journal of Hospitality, Leisure, Sport & Tourism Education, 15, 103-115.

Stevenson, R. D., Klemow, K. M., & Gross, L. J. (2014). Harnessing bits and bytes to transform ecology education. Frontiers in Ecology and the Environment, 12(5), 306-307.

Holt, L., & Brockett, R. G. (2012). Self direction and factors influencing technology use: Examining the relationships for the 21st century workplace. Computers in Human behavior, 28(6), 2075-2082.

Weatherspoon, D. L., Phillips, K., & Wyatt, T. H. (2015). Effect of Electronic Interactive Simulation on Senior Bachelor of Science in Nursing Students’ Critical Thinking and Clinical Judgment Skills. Clinical Simulation in Nursing, 11(2), 126-133.

Hardin, R., Bemiller, J., & Pate, J. (2013). Development and Organization of a Student-Operated Sport Management Cocurricular Club: Partners in Sports. Sport Management Education Journal (Human Kinetics), 7(1).

Wozencroft, A. J., Pate, J. R., & Griffiths, H. K. (2014). Experiential learning and its impact on students’ attitudes toward youth with disabilities. Journal of Experiential Education, 1053825914524363.

Kronick, R. F., & Cunningham, R. B. (2013). Service-Learning: Some Academic and Community Recommendations. Journal Of Higher Education Outreach And Engagement, 17(3), 139-152.

Myers, C. R., Mixer, S. J., Wyatt, T. H., Paulus, T. M., & Lee, D. S. (2011). Making the move to blended learning: Reflections on a faculty development program. International Journal of Nursing Education Scholarship, 8(1).

Estepp, C. M., Stripling, C. T., Conner, N. W., Giorgi, A., & Roberts, T. G. (2013). An Examination of the Learning Activities, Cognitive Level of Instruction, and Teacher Immediacy Behaviors of Successful Instructors in a College of Agriculture. Journal of Agricultural Education, 54(2), 15-28.

Kirwan, J., Beard, J., Smeltzer, B. C., & Woodard, T. (2011). Technology Training in Teacher Education Programs: The Processual Instructor Development Model.

McArthur, P., Burch, L., Moore, K., & Hodges, M. S. (2015). Novel Active Learning Experiences for Students to Identify Barriers to Independent Living for People with Disabilities. Rehabilitation Nursing.

Kendall, K. D., Niemiller, M. L., Dittrich-Reed, D., Chick, L. D., Wilmoth, L., Milt, A., … & Schussler, E. E. (2013). Departments Can Develop Teaching Identities of Graduate Students. CBE-Life Sciences Education, 12(3), 316-317.

Taylor, C. M., Galyon, C. E., Forbes, B. E., Blondin, C. A., & Williams, R. L. (2014). Individual and Group Credit for Class Participation. Teaching of Psychology, 41(2), 148-154.

Beheshti, J., Cole, C., Kuhlthau, C., & Bilal, D. (2013). Enabling systems for inquiry‐based learning. Proceedings of the American Society for Information Science and Technology, 50(1), 1-3.

Kendall, K. D., & Schussler, E. E. (2012). Does instructor type matter? Undergraduate student perception of graduate teaching assistants and professors. CBE-Life Sciences Education, 11(2), 187-199.

Bautista, N. U., & Schussler, E. E. (2010). Implementation of an explicit and reflective pedagogy in introductory biology laboratories. Journal of College Science Teaching, 40(2), 56-61.

Schussler, E. E., & Bautista, N. U. (2012). Learning about nature of science in undergraduate biology laboratories. In Advances in nature of science research (pp. 207-224). Springer Netherlands.

Kendall, K. D., & Schussler, E. E. (2013). More than words: probing the terms undergraduate students use to describe their instructors. Int J Teach Learn Higher Educ, 25(2).

Kendall, K. D., & Schussler, E. E. (2013). Evolving impressions: undergraduate perceptions of graduate teaching assistants and faculty members over a semester. CBE-Life Sciences Education, 12(1), 92-105.

Schussler, E. E., Rowland, F. E., Distel, C. A., Bauman, J. M., Keppler, M. L., Kawarasaki, Y., … & Salem, H. (2011). Promoting the development of graduate students’ teaching philosophy statements. Journal of College Science Teaching, 40(3), 32-35.

Rybczynski, S. M., & Schussler, E. E. (2011). Student Use of Out-of-Class Study Groups in an Introductory Undergraduate Biology Course. CBE-Life Sciences Education, 10(1), 74-82.

Rybczynski, S. M., & Schussler, E. E. (2013). Effects of Instructional Model on Student Attitude in an Introductory Biology Laboratory. International Journal for the Scholarship of Teaching and Learning, 7(2), 22.

Kendall, K. D., & Schussler, E. E. (2014). The Effect of Instructor Title on Student Instructional Expectations. International Journal for the Scholarship of Teaching and Learning, 8(1), 10.

Kendall, K. D., Niemiller, M. L., Dittrich-Reed, D., & Schussler, E. E. (2014). Helping Graduate Teaching Assistants in Biology use Student Evaluations as Professional Development. The American Biology Teacher, 76(9), 584-588.

Bennett, R. M., Schleter, W., & Raman, D. R. (2012). A Success Enhancement Program after the First Test in Freshman Engineering. Agricultural and Biosystems Engineering Conference Proceedings and Presentations.

Wright, C. N. (2013). Examining the silence of academic disappointment: A typology of students’ reasons for not discussing disappointing grades with instructors. Journal of the Scholarship of Teaching and Learning, 13(5), 46-60.

Wright, C. N. (2012). Legitimacy and decisions to discuss grades. Academic Exchange Quarterly, 16(2), 138-143.

Wright, C. N. (2013). Grade conversations and learning about grading. Academic Exchange Quarterly, 17(3), 134-139.

Stuedahl, D., & Lowe, S. (2014). Social Media as Resource for Involving Young People in Museum Innovation: A Cultural Studies Approach to Co-Design. International Journal of Sociotechnology and Knowledge Development (IJSKD), 6(3), 60-80.

Lim, D. H., Morris, M. L., & Kupritz, V. W. (2014). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction.

Regina N Mays, Rachel Fleming-May, and Teresa Walker. “Lib-Value: Undergraduate Student Success” Association of Research Libraries. Webinar. Feb. 2013.

Regina N Mays and Teresa Walker. “How Library Learning Spaces Contribute to Student Success” ARL Library Assessment Conference. Seattle, WA. Aug. 2014. Available at: http://works.bepress.com/regina_mays/16

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