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
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. http://www.theijep.com/pdf/ijep126.pdf
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. (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
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
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
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
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
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
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
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/