Books and Book Chapters
Below you will find book chapters 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.
2023
Plews, R. & Poklop, L. (In Press). From theory to practice: Transparent Assignment Design in graduate-level teaching preparation. In Frake-Mistak, M. and Friberg, J.C. (Eds) TILTed Pedagogy: A Collection of Evidence-Based Assignments to Inspire Learning. Elon.
2021
Larson, B. & Sweet, M. (2021). Team-based learning in the business school classroom: Adaptation versus fidelity. In Thomsen, T.U., Lindgreen, A., Kjærgaard, A., Rosier, E., and Tuncdogan, A. (Eds.), Handbook of Teaching and Learning at Business Schools: A Practice-Based Approach (pp. 99-114). Edward Elgar, London.
2020
Wilson, N. (2020). New barriers to technology integration and digital education equity: Fostering agency and engagement in technology-based activities. In Grassetti, M. and Brookby, S. (Eds)., Next Generation Digital Tools and Applications for Teaching and Learning Enhancement. IGI Global.
2019
English, M. C. & Kitsantas, A. (2019). A PBL capstone experience in conservation biology: A self-regulated learning approach. In N. Dabaugh, M. Mahnaz, & W. Hung (Eds.), The Wiley handbook of problem-based-learning (507-528). Hoboken: Wiley Blackwell.
Matthews-DeNatale, G. (2019). Untangling the past and present while weaving a future: ePortfolios as a space for professional discernment and growth. In K. Yancey (Ed.), ePortfolio as curriculum: Models and practices for developing students’ ePortfolio literacy (101-116). Herndon, VA: Stylus Press.
2018
Matthews-DeNatale, G. (2018). Self as story: Meaning-making and identity integration in capstone eportfolios. In B. Eynon and L. Gambino (Eds.), Catalyst in action: Case studies of high-impact ePortfolio practice (1-15). Herndon, VA: Stylus Press.
2017
Matthews-DeNatale, G., Wehlberg, C. & Blevins , S. (2017). Redesigning learning: Eportfolios in support of reflective growth within individuals and organizations. In Field guide to ePortfolio (14-24). Washington, D.C.: Association of American Colleges and Universities, in conjunction with the Association of Authentic, Experiential, Evidence-Based Learning.
2016
Matthews-DeNatale, G. (2016). Social media as a context for connected learning. In M. Bradshaw & A. Lowenstein (Eds.), Innovative teaching strategies (7th ed.) (125-141). Burlington, MA: Jones & Bartlett.
Matthews-DeNatale, G. (2016). Transforming teaching culture with integrative outcomes assessment. In B. Eynon and L. Gambino (Eds.), High impact of ePortfolio practice (110-112). Herndon, VA: Stylus Press.
Matthews-DeNatale, G. & Cozart-Lundin, A. (2016). Students as bricoleurs: Eliciting creativity in a cluttered world. In K. Coleman and A. Flood (Eds.), Enabling reflective thinking: Reflection and reflective practice in learning and teaching (297-317). Champaign, IL: Common Ground.
2015
Michaelsen, L. K., Parmalee, D. X., Hyderi, A., & Sweet, M. (2015). Team-based learning: Overview and best evidence. In Brown, T. & Williams, B. (Eds.), Evidence-based education in the health professions: Promoting best practice in the learning and teaching of students (313-329). London, UK: Radcliffe Publishing.