Articles | Center for Advancing Teaching and Learning Through Research

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.

2026

Caushi, K., & Poklop, L. (in press). Contribution to Voices from the Field: The frameworks partners bring to students-as-partners work. International Journal of Students as Partners, 10(1).

Damm, C., Eaton, L. (2026, March 18). From prompt to practice: A framework for transparent GenAI use in higher education. EDUCAUSE Review. https://er.educause.edu/articles/2026/3/from-prompt-to-practice-a-framework-for-transparent-genai-use-in-higher-education

2025

Bitting, K.S., Sweet, M. (2025) Introducing brief mindfulness practices to mitigate faculty burnout in the post-COVID era. International Journal for Academic Development, 30(1):1-14. https://doi.org/10.1080/1360144X.2025.2451318

Caushi, K., & Lefmann, S. (2025, October 1). Visual and audio methods of sharing SoTL research, ideas and networks. ISSOTL Blog. https://issotl.com/2025/10/01/visual-and-audio-methods-of-sharing-sotl-research-ideas-and-networks/

Eaton, L., Torres, J. T., & Kronenberg, D. (2025, April 10). Growing orchids amid dandelions. Inside Higher Ed. https://www.insidehighered.com/opinion/career-advice/2025/04/10/growing-orchids-amid-dandelions-work-opinion

Eaton, L., Brandon, E., Gavin, D., & Papini, A. (2025, May). In the room where it happens: Generative AI policy creation in higher education. EDUCAUSE Review. https://er.educause.edu/articles/2025/5/in-the-room-where-it-happens-generative-ai-policy-creation-in-higher-education

Eaton, L. (2025, May 6). Does AI have a copyright problem? LSE Impact Blog. https://blogs.lse.ac.uk/impactofsocialsciences/2025/05/06/does-ai-have-a-copyright-problem/

Kostka, I., Toncelli, R., & Ratner, S. (2025). Better together: Democratizing teacher development in the age of AI. EduVerse Newsletter, 3–6. Pro.Ed Education Solutions. https://heyzine.com/flip-book/d9b76cc393.html#page/1

Kostka, I. &Toncelli, R. (2025, July). Tearing off the bandaid: A faculty and staff book club about AI. Artificial Intelligence in Education at Oxford University (AIEOU) Blog. https://aieou.web.ox.ac.uk/article/tearing-bandaid-faculty-and-staff-book-club-about-ai

Kostka, I. & Toncelli, R. (2025, May). Maintaining student-teacher relationships in the age of AI. EduVerse Newsletter, 12–16. Pro.Ed Education Solutions. https://www.proed.com.vn/_files/ugd/4f4dcf_f81ec3a15b4440b990915eb33961004d.pdf

Kostka, I., Toncelli, ,R. & Fairfield, C. (2025, March 3). Red means stop and green means go: Creating AI guidelines with students. The FLT Magazine. https://www.doi.org/10.69732/WNWY9538

Toncelli, R. & Kostka, I. (2025). “Our voice is unique:” Integrating generative AI into multilingual writing instruction. The Electronic Journal for English as a Second Language, 29(3), 1–17. https://doi.org/10.55593/ej.29115int2

2024

Caushi, K., Torres, D., & Abrams, B. (2024). Examining educational debts in student preparation for general chemistry. Journal of Chemical Education, 101(4), 1425–1434. https://doi.org/10.1021/acs.jchemed.3c01073

Matthews-DeNatale, G., Poklop, L., English, M., Plews, R. (2024). Global Challenges: Engaging undergraduates in project-based learning. Teaching & Learning Inquiry. DOI: https://doi.org/10.20343/teachlearninqu.12.6

Noel, Z. R., Kulo, V., Cestone, C., Sweet, M., Kubitz, K. A., & Gordes, K. L. (2024). Ready or not: A crossover study of (un)graded individual readiness assurance tests in team-based learning. American Journal of Pharmaceutical Education, 88(3), 100670. https://doi.org/10.1016/j.ajpe.2024.100670

2023

English, M., Plews, R., Matthews-DeNatale, G., Wilson, N., Simeon, K., Cheng, H. (2023). Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach. International Journal for Academic Development. doi.org/10.1080/1360144X.2023.2269912

2021

Matthews-DeNatale, G., & Cozart-Lundin, A. (2021). Embracing opportunities for openness in online learning. Teaching and Learning Together in Higher Education, 32(1). https://repository.brynmawr.edu/tlthe/vol1/iss32/4/

Moghaddam, M., Wilson, N. C., Modestino, A. S., Jona, K., & Marsella, S. C. (2021). Exploring augmented reality for worker assistance versus training. Advanced Engineering Informatics, 50, 101410. https://www.sciencedirect.com/science/article/pii/S1474034621001622

Plews, R., Sweet, M., Sudbury, L., Malan, W., Waterbury, C., Savage, J., Provensal, E., Rose-Sinclair, K., & Chavez, M. (2021). From emergency remote teaching to hybrid NUflex: A collaborative approach to developing faculty into learning designers. Journal of Learning Development in Higher Education. (22). DOI: 10.47408/jldhe.vi22.743.

Wilson, N. C. (2021). Examining the impact of systemic tensions on agency and identity: The multiple positions of Reggie in production-centered, technology-mediated activity. Cognition and Instruction, 39(2), 181-209.

Zaff, M., Klionsky, S., Matthews-DeNatale, G., Lam, S., & Raffo, R. (2021). Students as partners as a model for research on reflection and cooperative education. Teaching and Learning Together in Higher Education, 32(1). https://repository.brynmawr.edu/tlthe/vol1/iss32/9/

2020

Horwitz, S., & English, M. (2020). A workshop on online exams as a supportive response to faculty’s needs during a pandemic. Intersection A Journal at the Intersection of Assessment and Learning, 2(1). https://aalhe.scholasticahq.com/article/17612-a-workshop-on-online-exams-as-a-supportive-response-to-faculty-s-needs-during-a-pandemic

2019

Sweet, M., Mazor, D., Klionsky, S., Andrew, J., & Zaff, M. (2019). The elements and benefits of mindfulness: Deepening learning in co-op and beyond. Experience: Magazine of the Cooperative Education and Internship Association. https://www.ceiainc.org/wp-content/uploads/2019/05/06_Mindfulness_SweetEtAl.pdf

2018

Hayward, L. M. & English, M. C. (2018). 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. DOI: 10.1097/JTE.0000000000000047

2016

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

2015

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

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

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. https://iubmb.onlinelibrary.wiley.com/doi/pdf/10.1002/bmb.20883

2014

Gallagher, C. W. & Poklop, L. (2014). ePortfolios and audience: Teaching a critical twenty-first century skill. International Journal of ePortfolio, 4(1), 7-20. http://www.theijep.com/pdf/ijep126.pdf

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. https://www.wu.ac.at/fileadmin/wu/h/structure/servicecenters/learn/Wallace_2014_Now_what_happens_during_class.pdf