Below you will find articles published by members of the CATLR team. Authors who are CATLR team members are in bold so that you may connect directly with our experts.

Ambrose, S. & Poklop, L. (2015). Do students really learn from experience? Change: The Magazine of Higher Learning, 47:1, 54-61. DOI:10.1080/00091383.2015.996098

Begley, G., Berkey, B., Roe, L., & Schuldt, H. E. Y. (2019). Becoming partners: Faculty come to appreciate undergraduates as teaching partners in a service-learning teaching assistant program. International Journal for Students as Partners, 3(1), 89-105. DOI:10.15173/ijsap.v3i1.3669

Bitting, K., Arthurs, L., Chapman, L., Macdonald, H., & Manduca, C. (2018). Research on Institutional Change and Professional Development. In St. John, K. (Ed.), A community framework for geoscience education. National Association for Geoscience Teachers. DOI:10.25885/ger_framework/11

Bitting, K., McCartney, M., Denning, K., & Roberts, J. (2018). Conceptual learning outcomes of virtual experiential learning: Results of Google Earth exploration in introductory Earth science coursesResearch in Science Education, 48(3), 533-548.

Bitting K., Ryker, K., & Teasdale, R. (2017). Applying the geoscience education research strength of evidence pyramid: Developing a rubric to characterize existing geoscience teaching assistant training studies. Journal of Geoscience Education, 65(4), 519-530. DOI:10.5408/16-228.1

Dabbagh, N. & English, M. C. (2015). Using student self-rating of competency to assess the alignment of instructional design competencies and courses in a graduate program. Tech Trends, 59(4), 22-31. DOI:10.1007/s11528-015-0868-4

Gallagher, C. W. & Poklop, L. (2014). ePortfolios and audience: Teaching a critical twenty-first century skill. International Journal of ePortfolio, 4(1), 7-20.

Goodey, N. & Talgar, C. P. (2016). Guided inquiry in a biochemistry laboratory course improves experimental design ability. Chemistry Education Research and Practice, 17(4), 1127-1144. DOI: 10.1039/C6RP00142D

Hayward, L. M. & English, M. C. (2017). What’s the task value? Understanding doctor of physical therapy student motivation for learning and valuing evidence-based practice. Journal of Physical Therapy Education, 32(3), 300-309.

Hayward, L., Ventura, S., Schuldt, H. E. Y., & Donlan, P. (2018). Student pedagogical teams: Students as course consultants engaged in the process of teaching and learning.  College Teaching, 66(1), 37-47. DOI:10.1080/87567555.2017.1405904

Olcott Marshall, A. & Bitting, K. (2016). Teaching through human-driven extinctions and climate change: Adding civic engagement to an introductory geology course for non-majors. International Journal of Science Education & Civic Engagement, 8(1), 30-34.

St. John, K., Kastens, K., McNeal, K., Teasdale, R., Bitting, K., & Macdonald, H. (in review). Geoscience education research poised for an evolutionary leap. Eos.

Sweet, M., Mazor, D., Klionsky, S., Andrew, J., & Zaff, M. (in press). The elements and benefits of mindfulness: Deepening learning in co-op and beyond. Experience: Magazine of the Cooperative Education and Internship Association.

Talgar, C. P. & Goodey, N. (2015) Views from academia and industry on skills needed for the modern research environment. Biochemistry and Molecular Biology Education, (43)5, 324–332.

Teasdale, R., Ryker, K., & Bitting K. (2019). Graduate teaching assistant training in the geosciences: Our practices vs. perceived needs. Journal of Geoscience Education, 67(1), 64-82.

Wallace, M. L., Walker, J. D., Braseby, A., & Sweet, M. (2014). “Now, what happens during class?” Using team-based learning to optimize the role of expertise within the flipped classroom. Journal on Excellence in College Teaching, 25(3-4), 253-273.