Many faculty on campus at UCF are actively engaged in SoTL Research. Below are some highlights of ongoing projects and a list of recent publications from faculty on campus doing SoTL work. E-mail the Faculty Center at email@example.com if you’d like your research to be featured here.
Faculty engaged in SoTL may receive recognition for their work by applying for the UCF-SoTL award. Information on applying for the award and the associated rewards is available on the Faculty Excellence website.
Application Materials from Recent SoTL Award Winners
Please see below for sample statements from previous winners:
- Examples: Statement of SoTL
- Examples: Summary of SoTL Accomplishments
- Examples: Impact of SoTL Research
Dr. Richard Zraick is Professor and formerly the Founding Director of the School of Communication Sciences and Disorders. He is a Fellow of the American Speech, Language, and Hearing Association. His scholarship of teaching and learning activities focus on two areas of inquiry: (1) healthcare simulation and (2) health communication.
Dr. Zraick began his academic career at a medical sciences campus in the late 1990s. It was then that he first learned about the use of standardized (aka simulated) patients to train medical and nursing students. Curious as to whether standardized patients were being used in the discipline of communication sciences and disorders, he discovered that surprisingly, there were only a few case reports in the literature. Thus began a 20+-year journey of discovery that continues to intrigue him and which has contributed to a paradigm shift in his discipline regarding the use of simulation-based learning environments to develop the clinical skills of students in speech-language pathology and audiology. Dr. Zraick is a leading advocate for the use of standardized patients and shares his research on this topic in international peer-reviewed journals, and he regularly participates in workshops and symposia on the use of best practices in the use of healthcare simulation. Dr. Zraick is one of only a few speech-language pathologists to be recognized as a Certified Health Simulation Educator (CHSE) by the Society for Simulation in Healthcare.
A “clinician at heart” Dr. Zraick has worked as a speech-language pathologist throughout his academic career, bringing decades of clinical experience into the classroom and clinic teaching environments. He has had a long-held concern that many patients struggle with limited health literacy—that is, they exhibit a diminished ability to obtain, comprehend and use health information to make informed decisions. This concern motivates a research and teaching focus on examining the best communication practices of physicians and other healthcare providers when interacting with patients with limited health literacy. Research in this area is interdisciplinary and his collaborators include physicians and nurses, public health educators, medical and other students, and experts in speech communication. Dr. Zraick and his colleagues share their research about health communication and its influence on health outcomes in international peer-reviewed journals and they conduct workshops and seminars for others wishing to learn more. The work of Dr. Zraick and his colleagues is currently taking place within the UCF Student Health Service, and has been particularly relevant given the COVID-19 pandemic and the need for clear healthcare communication.
Dr. Desiree A. Díaz is an internationally recognized scholar, researcher, and Associate Professor in the College of Nursing. She has been a nurse educator for the past 16 years and was one of the first 20 people in the world to be a Certified Healthcare Simulation Educator – Advanced. She completed a simulation research post-doc with Dr. Pamela Jeffries at Johns Hopkins University related to empathy and caring in simulation. Her research interests have included improving human health, which combines the cutting-edge technology of simulation with the deeper human emotion of empathy to improve the care for underserved patient populations.
Dr. Díaz has a strong focus on research related to teaching and learning pedagogy. She has authored numerous articles and produced grants with her students. Dr.Díaz is a Fellow in the American Academy of Nursing and Academy of Nursing Education. She is a recent FNP graduate, ANCC Board-certified Medical-Surgical Nurse and Certified Nurse Educator. Díaz exemplifies the terms “innovative, interactive, creative and flexible”.
Dr. Denise Kay is an Educational Psychologist and self-proclaimed ‘futurist’ who focuses on how current pedagogical approaches foster engagement, not only for today’s students, but for future students. Her recent research focuses on Medical Education, though she has also worked with faculty from other health profession education programs at University of Central Florida and University of Florida to design and deploy an Interprofessional Education curriculum. As an educational psychologist in a medical education setting, she works collaboratively with other faculty on scholarly projects that focus on the design and delivery of educational experiences that are grounded in theories of learning and/or instructional design and that foster student engagement, with a strong preference for instruction that triggers higher order thinking, conceptual change and/or professional identity formation. For example, Learning theories 101: application to everyday teaching and scholarship, provides examples of curriculum design based on each of five major learning theories. Using technology to increase student (and faculty satisfaction with) engagement in medical education reports on medical education research using learning management system features, such as ‘chat’ and ‘like’, to engage medical students in asynchronous, face-to-face and virtual synchronous learning environments. Additional collaborative scholarship projects include:
- Developing a tool for observing group critical thinking skills in first-year medical students: a pilot study using physiology-based, high-fidelity patient simulations, which explored the possibility of validating a checklist for use in identifying evidence of student’s use of critical thinking during high fidelity simulations in medical education.
- What Experiences in Medical School Trigger Professional Identity Development? a qualitative study that used conceptual change theory as a framework for exploring when medical students first begin to ‘feel’ like a doctor in medical school.
- Using Qualitative Methods to Capture the Impact of an Interprofessional Education Event on Students’ Conceptualization of Geriatric Health & Wellness, which used content analysis to capture differences in student’s use of discipline specific terminology before and after an interprofessional education experience.
Dr. Kay’s current research interest includes understanding how medical students’ own lifestyle goal management (initiating and maintaining their own lifestyle change goals) impacts their perspectives of patient adherence to prescribed lifestyle modification recommendations and using Artificial Intelligence to score Observed Structured Clinical Exam Patient Encounter Notes.
Dr. Mindi Anderson’s program of research focuses on the development and application of simulation and technology, which contributes to the advancement of the science of nursing. Her cumulative body of work surrounding simulation/technology relates to best practices. Much of her twelve years of research focuses on examination of outcomes of the use of simulation and technology in nursing education. Her multifaceted approach to best practices is based in the fundamentals of simulation which includes multiple simulation types/technologies: manikin-based, standardized or simulated patients (SPs), hybrid, computer-based/virtual/augmented reality, and distance/telehealth. Her goal is to determine and set the best practices in education through evaluation of participant outcomes (i.e., knowledge, confidence, effective nurse/patient/team communication, critical thinking, psychomotor skills, etc.). Comparison of one type of simulation over another and intra/interprofessional simulation are additional foci. Her research also includes aspects of the simulation experience, such as realism or debriefing, and care of vulnerable populations, as well as faculty development/standards in simulation. Her research has also led to the development of multiple tools applicable to the implementation and outcome evaluation of simulation pedagogy.
Dr. Jacqueline Towson’s scholarship of teaching and learning centers on building the capacity of individuals working with young children experiencing language impairments and those considered at-risk through empirical evaluation of innovative interventions and professional learning models. This research is focused on preparing practitioners to work in educational settings for children birth to five years. As early delays in language skills manifest in persistent difficulties in later reading, writing, and oral language, accompanied by the ongoing shortage of speech-language pathologists (SLPs), it is critical to establish innovative approaches and technologies to educate pre-service speech-language clinicians to work collaboratively with other stakeholders to implement evidence-based practices to improve outcomes for children. Given that children identified with language impairments and developmental delays and those at-risk present with unique profiles and environmental factors, it is critical to evaluate instructional methods best suited to prepare preservice SLPs and educators to deliver evidence-based practices across a variety of settings.
Dr. Towson’s first path of inquiry is through the examination of differentiated instruction and innovative technology (e.g., mixed reality simulation, Content Acquisition Podcasts) to allow students to be prepared to integrate essential knowledge and skills to impact positive change for children with language impairments and those at-risk. Second, Dr. Towson is developing and validating professional learning protocols for practitioners (pre/in-service) to implement effective interventions with fidelity. Third, she is interested in understanding the unique factors that predict success for graduate students in speech-language pathology programs and how those factors can best be quantified to improve the graduate admissions process in her field. In support of her work, Dr. Towson received the New Investigator Award through the American Speech-Language-Hearing Foundation and a grant from the Central Florida Foundation 100 Women Strong Giving Circle.
Dr. Su-I Hou’s scholarship of teaching and learning has focused on the impact of integrating service-learning pedagogy into student assessment, especially in core public health competencies areas such as program planning, implementation, and evaluation. Course-based service-learning pedagogy, providing valuable hands-on real-world experience, can deepen learning and before students enter internship or capstone phases. Dr. Hou has developed a number of validated instruments to measure the infusion of service-learning on student competency-based learning outcomes, including The Service-Learning Self-Efficacy Scale on Program Planning Competencies (SL-SEPP) and Program Development and Implementation Competencies (SL-SEPDI) (Hou, 2009; Hou, 2017). Dr. Hou has also conducted service-learning research among faculty in higher education. Her pioneer work of the web-based Faculty Service-Learning Belief Inventory (wFSLBI), published by the Michigan Journal of Community Service Learning, has been used by scholars internationally. This much needed measurement tool assesses adoption stages, as well as perceived pros and cons towards service-learning pedagogy for tailored faculty development programs (Hou, 2010).
Rates of anxiety and depression are on the rise among undergraduates and have become a concern among colleges and universities. My research focuses on how anxiety and depression affect students’ experiences in college science learning environments, such as active learning classrooms and undergraduate research experiences. In one study, we explored student anxiety in active learning science classrooms where students engage in their own learning through activities and discussion. We found that active learning can decrease student anxiety when students perceive that they learn better through active learning activities, but it can also increase student anxiety regarding social situations such as interacting with other students during groupwork or speaking out in front of the whole class. In another study, we explored how undergraduate research experiences affect students with depression. We found that students’ social connections, failing in science, getting help, receiving feedback, and the demands of research affected students’ depression. The goal of this work is to identify ways to make college science learning environments more inclusive for students with anxiety and depression.
Large classes tend, out of necessity, to be lecture-driven, which can make student engagement difficult. Digital learning can enhance student engagement in various ways. For example, small online discussions can increase interaction and participation. In one study, we compared the benefits of small group, large class, and online discussions and found that small-group discussions tend to have higher perceived benefits than large-class discussions and show some indicators of “democratizing” the classroom. In a separate study, we investigated the effect of preceptors on critical thinking skills in online classes and found that high-quality postings early on in a discussion have a positive effect on subsequent postings. Our work in this area was recognized by the Information Technology & Politics Section of the American Political Science Association with a Best Research Paper prize.
Kerstin Hamann, Hutch Pollock, Bruce Wilson
UCF Faculty SoTL Work
Many faculty members at UCF across a range of departments are doing SoTL research. Check out references for recent SoTL publications and presentations below.
Gunjar, N., & Bai, H. (in press). Educators’ perception of culturally inclusive online learning design. Educational Technology Research and Development.
de la Mora Velasco, E., Chen, Y., Hirumi, A., & Bai, H. (in press). The Impact of Background Music on Learners: A Systematic Review and Meta-Analysis. Psychology of Music.
Baldi, B. & Mejia, C. (2022). Utilizing slow reading techniques to promote deep learning. International Journal for the Scholarship of Teaching and Learning.
Becker, R. Y., & Cox, T. D. (2022). An Investigation of Comparative Hispanic Student Success in Calculus I at Four State of Florida Universities. Journal of the Scholarship of Teaching and Learning, 22(1). https://doi.org/10.14434/josotl.v22i1.30563
Drum, L., Sualp, K., & Hou, S.-I (2022). Evaluating the long-term impact of a Taiwanese study abroad program on participants’ career choice. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(1), 24-44. https://doi.org/10.36366/frontiers.v34i1.593.
Hopkins, S. (2022). “Adventures in the Past: Skyrim and Role-Playing Games in the Medievalist’s Classroom” Studies in Medieval and Renaissance Teaching 29 (2022): 75-94.
Hou, S.-I (2022). A mixed methods evaluation on teaching evaluation: Innovative course-based service-learning model on program evaluation competencies. Journal of Scholarship of Teaching and Learning, 22(1), 95-112. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/31705/37600.
Hou, S.-I (2022). Advancing a competency-based mixed methods tool to assess a course-based service-learning model integrating real-world experience. Special Issues of Integration in Complex Mixed Methods Evaluation Designs, Canadian Journal of Program Evaluation, 36, 391-407. https://doi.org/10.3138/cjpe.71043.
Lopas, C., & Kelley, M. (2022). A pilot study of preservice elementary teachers’ content knowledge and self-efficacy related to assessing phonics based on learning modality chosen. Association of Literacy Educators and Researchers Yearbook, 43, 211-228. Educate to Literate.
Miller, A., Clark, M. H., Donnelly, J., & Hahs-Vaughn, D. (2022). The Relationship of Student Evaluations of Teaching to Future Performance in a Chemistry Course Sequence. Journal of Chemical Education, 99, 1336-1346.
Beever, J., Kuebler, S. M., & Collins, J. (2021). Where ethics is taught: An institutional epidemiology. International Journal of Ethics Education, 6(2), 215-238. https://doi.org/10.1007/s40889-021-00121-7.
Cash, C., Cox, T., & Hahs-Vaughn, D. (2021). Distance Educators Attitudes and Actions towards Inclusive Teaching Practices. Journal of the Scholarship of Teaching and Learning, 21(2), 15-42.
Dieker, L.A., Butler, M.B., Ortiz, E., Gao S. (2021). Reflecting upon 30 years of STEM partnerships between industry, university, and public schools: Past lessons, current successes, and future dreams. Education Sciences, 11(12), 1-12. https://doi.org/10.3390/educsci11120760.
Donnelly, J., Miller, A., Krsmanovic, M., Saitta, E. (2021). Response of STEM and social science faculty to the COVID-19 crisis: An application of organizational learning. College Teaching, 1-9.
Donnelly, J., Winkelmann, K. Analysis of the learning-centeredness of physical chemistry syllabi. Journal of Chemical Education, 98, 1888-1897.
Gao, S., Damico, N., & Gelfuso, A. (2021) Integration of the components of pedagogical content knowledge (PCK): A case study of a teacher’s natural selection lesson and reflection. Teaching and Teacher Education, 107, 103473. https://doi.org/10.1016/j.tate.2021.103473.
Glazier, R., Hamann, K., Pollock, P., & Wilson, B. (2021). What drives student success? Assessing the combined effect of transfer students and online courses.” Teaching in Higher Education, 26(6), 839-854. https://doi.org/10.1080/13562517.2019.1686701
Hamann, K., Glazier, R. A., Wilson, B. M., & Pollock, P. H. (2021). Online teaching, student success, and retention in political science courses. European Political Science, 20(3), 427-439. https://doi.org/10.1057/s41304-020-00282-x
Hamann, K., & Hamenstädt, U. (2021). Empirical approaches to understanding student learning outcomes and teaching effectiveness in political science. European Political Science, 20(3), 393-396. https://doi.org/10.1057/s41304-020-00278-7
Hamann, K., Pilotti, M.A.E., & Wilson, B.M. (2021). What lies beneath: The role of self-efficacy, causal attribution habits, and gender in accounting for the success of college students. Education Sciences, 11(7), 333. https://doi.org/10.3390/educsci11070333
Hamann, K., Wilson, R.L.H., Wilson, B.M., & Pilotti, M.A.E. (2021). Causal attribution habits and cultural orientation as contributing factors to students’ self-efficacy: A comparison between female students in the United States and Saudi Arabia. Proceedings of the Seventh International Conference on Higher Education Advances (Peer reviewed).
Hou, S.-I (2021). A mixed methods process evaluation of an integrated course design on teaching mixed methods research. International Journal of Scholarship of Teaching and Learning, 15(2), Article 8. https://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss2/8.
Kourova, A. & Mihai, F. (2021). Fulbright Hays group project abroad: Building bridges through language and culture in Russia. Journal of the American Council of Teachers of Russian.
Kourova, A. (2021). Let’s songs help us. Journal of the National Association of English Teachers in Russia.
Long, H., & Gao, S., Yang, L., & Chen, J (2021). Does enjoyment of science matter in science achievement? A structural equation modeling analysis of PISA US 2015 data. Psychology in the Schools. http://doi.org/10.1002/pits.22611.
Lopas, C., Zygouris-Coe, V., Grysko, R., & Gao,S (2021) Writing to learn in science: Accommodations to support English language learners’ writing skills and science content learning in grade 5. The Reading Teacher, 74(5), 617-630. https://doi.org/10.1002/trtr.1979.
Orlowski, M., Mejia, C., Back, R. & Fridrich, J. (2021). Transition to online culinary and beverage labs: Determining student engagement and satisfaction during COVID-19. Journal of Hospitality & Tourism Education, Special COVID-19 Issue, Fall 2021. https://doi.org/10.1080/10963758.2021.1907193
Pilotti, M.A.E., El Alaoui, K., Hamann, K., & Wilson, B.M. (2021). Causal attribution preferences and prospective self-assessment: The unknowns of the Middle Eastern learner. International Journal of Research in Education and Science, 7(1), 265-286. https://doi.org/10.46328/ijres.1510.
Redmon, M., Wyatt, S., & Stull, C. (2021, June). Using personalized adaptive learning to promote industry-specific language skills in support of online Spanish internship students. Global Business Languages, 21, 92-112. https://doi.org/10.4079/gbl.v21.6.
Roozen, K. (2021). Acting with inscriptions: Expanding perspectives of writing, learning, and becoming. Journal for the Association of Expanded Perspectives on Learning, 26, 23-48.
Roozen, K. (2021). Trayectorias para llegar a ser: La interacción con inscripciones en diferentes ambitos del mundo de la vida. Enunciación, 26, 17-38.
Skukauskaitė, A., Yilmazli Trout, I., Robinson, K. (2021). Deepening reflexivity through art in learning qualitative research. Qualitative Research. https://doi.org/10.1177/1468794120985676.
Skukauskaitė, A. & Girdzijauskienė, R. (2021). Video analysis of contextual layers in teaching-learning interactions. Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2021.100499.
Tang, Y., Bai, H., & Catrambone, R. (2021, July). Task-analysis-guided deliberate practice for learning free-body diagrams. In 2021 American Society for Engineering Education (ASEE) 2021 conference proceedings.
Tang, Y., Bai, H., & Catrambone, R. (2021, July). Applying deliberate practice to facilitate schema acquisition in learning introductory mechanics. In 2021 ASEE Virtual Annual Conference Content Access.
Akiyama, Y., & Woodill, S. (2020). Integrating User-Centred Design Approaches for a Course Design Framework for Interdisciplinary Studies Teaching and Learning. Journal of Teaching and Learning, 14(1), 93-107.
Beile, P., deNoyelles, A., & Raible, J. (2020). Analysis of an open textbook adoption in an American History course: Impact on student academic outcomes and behaviors. College & Research Libraries, 81(4), 721-736. https://crl.acrl.org/index.php/crl/article/view/24437/32266
Bennette, C., Lambie, G., Bai, H., Hundley, G. (2020). A Neurofeedback training intervention to address college students’ symptoms of anxiety and stress: A Quasi-experimental design, Journal of College Student Psychotherapy, 1-20.
Donnelly, J., Miller, A. N., & Strawser, M. (2020). Resilience in the face of crisis: Developing faculty eLearning literacy in a global pandemic. Journal of Literacy and Technology, 21, 37-55.
Glazier, R., Hamann, K., Pollock, P., & Wilson, B. (2020). Age, gender, and student success: Mixing face-to-face and online courses in political science. Journal of Political Science Education, 16(2), 142-157. https://doi.org/10.1080/15512169.2018.1515636
Hahs-Vaughn, D. L., Swan, B., Clark, M.H. (2020). Information technology career preparation for rural areas. Community College Journal of Research and Practice, 44 (8), 595-607. 10.1080/10668926.2019.1626302
Hamann, K., Pilotti, M.A.E., & Wilson, B.M. (2020). Students’ self-efficacy, causal attribution habits, and test grades. Education Sciences. 10(9), 231. https://doi.org/10.3390/educsci10090231
Harvey, C. M., & Miller, A. N. (2020). Public speaking instructors’ perceptions of students who stutter. Florida Communication Journal, 48, 111-126.
Hou, S.-I. (2020). Evaluating online courses via course-related competencies – A mixed-methods quasi-experiment evaluation study of an HIV Prevention Webcourses among college students. Journal of the Scholarship of Teaching and Learning, 20(1). https://doi.org/10.14434/josotl.v20i1.24645
Hou, S. (2020). Evaluating the effectiveness of an HIV Prevention Webcourses on reaching HIV related competencies – A mixed-methods quasi-experiment study among college students. Journal of Scholarships of Teaching and Learning, 20(1).
Kourova, A. (August 2020). Creativity in teaching Russian: Challenges, prospects, methods. CARTA Research Journal (Central Association of Russian Teachers of America).
Krsmanovic, M., Cox, T., & Johnson, J. (2020). Who Improves Most? The Differences in First-Year Students’ Learning Attitudes and Behaviors Measured by College Success Factor Index. The Journal of the Scholarship of Teaching and Learning, 20(2), 1-14.
Martin, S., Bai, H., Slanda, D., Diaz, A. & Steinke, K. (2020). Serving all students: Assuring principals access to standards based professional development. International Journal of Social Policy and Education, 2(5), 27-34.
Mejia, C. (2020). Using VoiceThread as a discussion platform to enhance student engagement in a hospitality management online course. Journal of Hospitality, Leisure, Sport & Tourism Education, 26. https://doi.org/10.1016/j.jhlste.2019.100236
Miller, A. N., Sellnow, D. D., & Strawser, M. (2020). Pandemic Pedagogy Challenges and Opportunities: Instruction Communication in remote, HyFlex, and BlendFlex Courses. Communication Education. Published online Dec. 2020.
Reyes-Foster, B., & deNoyelles, A. (2020). Using Photovoice as a critical pedagogical tool in online discussions. Teaching and Learning Anthropology. https://escholarship.org/content/qt8t33s63b/qt8t33s63b_noSplash_0108a861410e49afea3916130984fa7d.pdf?t=qm4ita
Roozen, Kevin. (2020). Addressing the futurity of literate action: Tracing the enduring consequences of acting with inscriptions throughout the lifeworld. In R. Dippre & T. Phillips (Eds.), Approaches to lifespan writing research: Generating an actionable coherence (pp. 225-246). WAC Clearinghouse.
Roozen, K. (2020). Mapping translingual literacies: Encouraging and enacting transnational perspectives of literate life. A. Frost, S. B. Malley, & J. Kiernan (Eds.), Translingual affordances: Globalized approaches to the teaching of writing (pp. 133-159). WAC Clearinghouse.
Roozen, K. (2020). Coming to act with tables: Tracing the laminated trajectories of an engineer-in-the-making. Learning, Culture, and Social Interaction, 24, 1-12.
Wei W., Mejia, C., & Qi, R. (2020). A personal learning environment (PLE) approach to mobile teaching and learning on a short-term study abroad. Journal of Hospitality, Leisure, Sport & Tourism Education. https://doi.org/10.1016/j.jhlste.2020.100296
Zraick, R.I. (2020). Standardized patients in communication sciences and disorders: Past, present and future directions. Teaching and Learning in Communication Sciences and Disorders. https://doi.org/10.30707/TLCSD4.3/KHSI3441
Bai, H., & Clark, M.H. (2019). Propensity score methods and applications. (The Quantitative Application in the Social Sciences series) Thousand Oaks, CA: SAGE Publications, Inc.
Bryan, M., Stack, N, & Roozen, K. (2019). Finding a way into writing about writing: Extending invitations across disciplinary lines. B. Bird, D. Downs, I. M. McCracken, & J. Rieman (Eds.), Next steps: New directions for/in writing about writing (pp. 23-36). Utah State University Press.
Copur-Gencturk, Y., Plowmuian, D., & Bai, H. (2019). Mathematics teachers’ learning: identifying key learning opportunities linked to teachers’ knowledge growth. American Educational Research Journal, 56(5), 1590-1628.
Cox, T., Ogle, B. & Campbell, L.O. (2019). Investigating challenges and preferred instructional strategies in STEM. The Journal of Postsecondary Education and Disability, 32(1), ISSN 2739-7762 (print) 2328-3343 (online).
Fung, C.H., Yin, J.J., Pressley, K., Duke, C., Chen, M., Liang, H., Fu, K., Tse. T.H., & Hou, S. (2019). Pedagogical demonstration of Twitter data analysis: A case study of World AIDS Day, 2014. Data 4, 84. https://www.mdpi.com/2306-5729/4/2/84.
Hou, S. & Fetters, M.D. (2019). Mixed methods in public health research in Taiwan – Using visual diagrams to communicate complex design procedures, Health Care for Women International, 40 (5),515-526. DOI: 10.1080/07399332.2018.1516769. https://www.ncbi.nlm.nih.gov/pubmed/30484750.
Keiffer, M. (2019). Nurse practitioner student clinical placements: A rural community immersion. The Journal for Nurse Practitioners, 16(1), 1–4. DOI: 10.1016/j.nurpra.2019.10.002
Krsmanovic, M., Cox, T., & Johnson, D. J. (2019). Who improves most? The differences in first-year students’ learning attitudes and behaviors measured by college success factor index. Journal of the Scholarship on Teaching and Learning.
Mendez, J.P., Johnson, J.D., Azizova, Z.T. & Clark, M.H., & Krsmanovic, M. (2019). Widening the pathway to a degree: The impact of first-year seminar courses at an emerging Hispanic serving institution. Journal of First-Year Experience and Students in Transition.
Murza, K. A., Hahs-Vaughn, D. L., Buckley, C. & Cassel, T. (2019). Results of a year-long professional learning program for special educators and related service providers. International Journal of Special Education, 34(1), 18-39. http://www.internationalsped.com/index.php/ijse/issue/view/11/8
Oh, S., Hahs-Vaughn, D. L., & Hagedorn, B. (2019). Exploring the relationship between counseling students’ cultural factors, academic aptitude, and counseling self-efficacy. Counselor Education and Supervision, 58 (4), 257-277. https://onlinelibrary.wiley.com/doi/10.1002/ceas.12156
Ortiz, E., Eisenreich, H., & Tapp, L. (in press, 2019). Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers. International Journal for Mathematics Teaching and Learning, 20(1). http://www.cimt.org.uk/journal.
Stephens, S.H. (2019) “A narrative approach to interactive information visualization in the digital humanities classroom.” Arts and Humanities in Higher Education, 18(4), 416–429. DOI: 10.1177/1474022218759632
Yrisarry, N., Neuberger, L., & Miller, A. N. (2019). Instructor response to uncivil behaviors in the classroom: An application of politeness theory. Journal of the Scholarship of Teaching and Learning, 19(4), 32-42. Doi: 10.14434/josotl.v19i4.24505
Zemack-Rugar, Y., Corus, C., & Brinberg, D. (2019). The academic response-to-failure scale: Predicting and increasing academic persistence post-failure. Journal of Marketing Education, Online First.
Donnelly, J., & Hernández, F. E. (2018). Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry. Chemistry Education Research and Practice, 19(2), 520-532.
Dudding, C. C., Brown, D.K., Estis, J., Szymanski, C., & Zraick, R.I. (2018). Best practices in healthcare simulations in communication sciences and disorders. https://www.capcsd.org/best-practices-in-csd/
Feldmann-Jensen, S., Hackerott, C., Knox, C.C., Ramsay, J., McEntire, D.A. (In Press). The Scholarship of Teaching and Learning in Emergency Management and Homeland Security: Trends, Gaps, Barriers, and Opportunities. Journal of Emergency Management.
Haupt, B., & Knox, C.C. (2018). Measuring Cultural Competence in Emergency Management and Homeland Security Higher Education Programs. Journal of Public Affairs Education, 24(4), 538–556.
Hou, S. (2018; online first 26 Oct 2017). A Taiwan Study Abroad program on Aging, Culture, & Healthcare. Educational Gerontology, 44(1), 18-27. https://doi.org/10.1080/03601277.2017.1386353
Hou, S. (2018). Using Social Media to Enhance Lessons Learned and Reflection on a Public Health Study Abroad Program to Taiwan. Proceedings of the 2018 International Conference on Education, Psychology, and Organizational Behavior, p.46-64 (ISBN 2521-7445).
Fetters, M.D., & Hou, S.* (2018). Mixed Methods Research: State of the Art Integration Procedures. Taiwan Journal of Public Health, 37(4), 360-365. [In Chinese] Access at: https://doi.org/10.6288/TJPH.201808_37(4).107033 * corresponding author.
Hou, S., Kelly, A., Niec, G., Cao, X., Rosenthal, M.P., & Ekanauake, R. (2018) A mixed-method study on aging-in-place factors among older adults in two villages in Florida, USA. Proceedings of the 2018 ICBTS International Multidiscipline Research Conference, p.74-79. ISBN: 978-616-406-855-6.
Hou, S. & Williams, D. (2018). Digital storytelling projects combined with social and ecological framework applications to examining health disparities among vulnerable groups. Proceedings of the 2018 ICBTS International Multidiscipline Research Conference, p.1-8. ISBN: 978-616-406-855-6.
Katt, J., Sivo, S., Miller, A. N., Brown, T., Scott, A., & Neel, S. (2018). Refinement of the Classroom Citizenship Behavior scale. Communication Research Reports, 35, 282-291. doi:10.1080/08824096.2018.1467832.
Knox, C.C., Emrich, C., & Haupt, B. (In Press). Advancing Emergency Management Higher Education: Importance of Cultural Competence Scholarship. Journal of Emergency Management.
Regalla, M., Davies, A., Grissom, D., & Losavio, A. (2018). Classroom to Communities of Practice: Benefits for English Learners and Teacher Candidates Through Partnerships. Multicultural Perspectives, 20(1), 25-32.
Reyes-Foster, B., & deNoyelles, A. (2018). Using the photovoice method to elicit authentic learning in online discussions. Journal of Teaching and Learning with Technology, 7(1), 125-138. Retrieved from https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/23596
Sousa, S. (2018). The benefits of role play in Portuguese language and culture classes. Portuguese Language Journal, 12, 22-39.
Towson, J. A., Taylor, M. S., Tucker, J., Paul, C., Pabian, P., & Zraick, R. I. (2018). Impact of Virtual Simulation and Coaching on the Interpersonal Collaborative Communication Skills of Speech-Language Pathology Students: A Pilot Study. Teaching and Learning in Communication Sciences & Disorders, 2(2).
Yrisarry, N., Neuberger, L., & Miller, A. N. (In press). Instructor response to uncivil behaviors in the classroom: An application of politeness theory. Journal of Scholarship of Teaching and Learning.
Bai, H., Eriksson, G., *Sanguiliano-Lonski, J. & *Chen, Y. (April, 2021). The effects of background music on learning: A meta-analysis. Paper presentation at the 2020 Annual Meeting of American Educational Research Association (AERA), San Francisco, CA.
Beever, J., & Kuebler, S. M. (2022, February 24–27). Mapping the institutional epidemiology of ethics [Paper presentation]. Association for Practical and Professional Ethics, Cincinnati, OH, United States. https://onlineethics.org/cases/appe-2021-annual-meeting-flash-talks/where-ethics-taught-institutional-epidemiology.
Bryan, M. (2022, February 10-12). “Noting” the past, looking ahead: Using session notes to trace shifts in a writing center’s values and practices over time [Paper presentation]. Southeastern Writing Center Association 2022 Conference, Virtual.
Charles, C. D., *DeStefano, C. D., *Sullivan, M.& Skukauskaitė, A. (2021). Creating transparency in team based qualitative analysis. The Qualitative Report Conference. Nova Southeastern University, January 15-18, 2021 (virtual).
*Edelen, D., *Sullivan, M., *Saenz, C., Skukauskaitė, A. (2021). Doctoral student positionings and learning of research. The Qualitative Report annual international conference. Nova Southeastern University, January 15-18, 2021 (virtual).
Gurjar, N., & Bai, H. (April, 2022). Cultivating equitable online learning through cultural inclusivity. Paper presentation at the 2022 Annual Meeting of American Educational Research Association (AERA), Online meeting.
Hou, S.-I (2022). Short-term intensive study abroad programs as an innovative approach to broaden global perspectives and create impactful outcomes. ePoster presented at the 2022 Consortium of Universities for Global Health (CUGH) Virtual Conference.
Kelley, M., & Kennedy, A. (2022). Fostering a Teacher as Researcher Mindset in an Undergraduate Reading Practicum.. Association of Literacy Educators and Researchers. Denver, CO.
*Narkiewicz, N. & Skukauskaitė, A. Cultivating educational opportunities in qualitative research: A comic strip of learning. Paper presented in a roundtable paper session, “Disrupting norms in teaching and doing qualitative research.” Division D – Measurement and Research Methodology/Division D – Section 3: Qualitative Research Methods. American Educational Research Association (AERA) annual meeting. San Diego, CA, April 21-26, 2022.
Richards, J., *Bebeau, C., Chenail, R., Skukauskaitė, A., *Edelen, D. (2021). Learner-centered, socioconstructivist, qualitative research pedagogy: Recognizing students as active participants in their own learning. The Qualitative Report Conference. Nova Southeastern University, January 15-18, 2021 (virtual).
Skukauskaitė, A. & Rupšienė, L. (2019). Learning interactional ethnographic epistemology through preparing to conduct research: The case of a EU funded research project in Lithuania. European Conference on Educational Research (ECER) 2019, University of Hamburg, Germany, September 3-6, 2019.
Skukauskaitė, A. (2021). Becoming an educational ethnographer: Living and teaching ethnographically. European Congress of Educational Research (ECER), Geneva, Switzerland. September 6-10, 2021. (virtual)
Skukauskaitė, A. Estabrooks, L. & Couch, S. (2020). Students as co-researchers of invention education. American Educational Research Association (AERA), San Francisco, CA. April 17-21. (Accepted through peer review, conference canceled due to Covid-19)
Skukauskaitė, A., *Yilmazli Trout, I., & *Robinson, K. (2020). Art as a way of engaging in reflexivity in the process of learning qualitative research. The Qualitative Report Conference. Nova Southeastern University, Fort Lauderdale, FL, January 15-17, 2020.
Skukauskaitė, A., Rupšienė, L & Girdzijauskienė, R. (2020). Advancing participation of Lithuanian scholars in educational research: Opportunities and challenges in learning ethnographic methodology. Association for the Study of Higher Education (ASHE), New Orleans, LA. November 18-21, 2020 (virtual).
Skukauskaitė, A., *Saenz, C., *Sullivan, M. & Hull, K. Cultivating equitable educational opportunities through multilayered networks for Invention Education. Presented in a paper session “Creating equitable learning environments to support students of diverse backgrounds and needs.” Division C-Section 3a: Learning Environments. American Educational Research Association (AERA) annual meeting. San Diego, CA, April 21-26, 2022.
*Sullivan, M. Skukauskaitė, A., *Saenz, C., Couch, S. & Estabrooks, L. (2022). Generating insider records with a high school student historian. The Qualitative Report Conference. Fort Lauderdale, FL (virtual). January 19-21, 2022.
*Sullivan, M., *Saenz, C., Skukauskaitė, A. (2021). Learning qualitative research by working with previously collected records through an ethnographic lens. The Qualitative Report Conference. Nova Southeastern University, January 15-18, 2021 (virtual).
Taylor, L., Pinkert, L. A., Beever, J., Kuebler, S. M., & Klonoff, E. (2022, June 26–29). Disciplinary leaders perceptions of ethics: An interview-based study of ethics frameworks [Paper presentation]. American Society for Engineering Education (ASEE), Minneapolis, MN, United States.
*Yilmazli Trout, I. & Skukauskaitė, A. (2020). Learning qualitative research through collaborative writing. The Qualitative Report Conference. Nova Southeastern University, Fort Lauderdale, FL, January 15-17, 2020.
Williams, K., Kelley, M., Wenzel, T., & Kay, M. (2021). Building Capacity for Action Research and Agency in Preservice Teachers. American Reading Forum. Online
Lopas, C., & Kelley, M. (2021). F2F or Online? A Pilot Study of Preservice Teachers and Learning Preferences and Outcomes. Association of Literacy Educators and Researchers. Hilton Head, SC.
Grysko, R., & Kelley, M. (2021). Preparing Preservice Teachers for Using New Technologies: Online Book Clubs with Hospitalized Children. Association of Literacy Educators and Researchers. Hilton Head, SC.
Beever, J., Kuebler, S. M., Pinkert, L., & Taylor, L. (2021, October 29). Faculty perspectives on frameworks of responsibility in their disciplines [Conference presentation]. IEEE Society on Social Implications of Technology, Technological Stewardship & Responsible Innovation, University of Waterloo and University of Guelph, Virtual. https://www.dropbox.com/sh/kzvdloidb7g28tk/AADZMMTycIOAXn7K6fXqFDxpa?dl=0.
Bryan, M., Wright, L., Webster, J., & Weaver, D. (2021, October 20-23). “Who I am, not just something I do”: The pandemic writing center as nexus of practice [Conference session]. 2021 International Writing Centers Association Conference, Virtual.
Bryan, M. (2021, October 4-8). Rewriting “collaboration” in (and around) the center: Reflections on a co-curricular writing lab pilot [Paper presentation]. Online Writing Centers Association 2021 Conference, Virtual.
Bryan, M. (2021, April 18-23). Empty spaces that are still full: Reading a writing center’s spaces and objects through mediated discourse theory [Paper presentation]. 2021 Pacific Northwest Writing Centers Association Conference, Virtual.
Bryan, M., DeFreitas Gayle, K., Hill, R. & Weaver, D. (2021, February 11-13). Closing the doors, expanding the community: Examining transformations in writing center mentorship, outreach, and access in response to COVID-19 through an activity theory framework [Conference session]. Southeastern Writing Center Association 2021 Conference, Virtual.
Hamann, K., Wilson, R.L.H., Wilson, B.M., & Pilotti, M.A.E. (2021, June 22-23). Causal attribution habits and cultural orientation as contributing factors to students’ self-efficacy: A comparison between female students in the United States and Saudi Arabia. Seventh International Conference on Higher Education Advances (HEAd’21).
One of 5 papers out of 160 nominated for Best Paper Award
Hamann, K., Wilson, B.M., & Pilotti, M.A.E. (2021, January 6-9). Self-efficacy, causal attribution, and student success in an American Government course. Southern Political Science Association Annual Meeting.
Hou, S.-I (2021). Effective course design elements and impactful teaching strategies on teaching MMR. Paper presented at the 2021 Mixed Methods International Research Association-Oceania Chapter (MMIRA-O) biennial regional conference, Australia, New Zealand, & Pacific Nations.
Hou, S.-I (2021). A mixed methods outcome evaluation of mixed methods research competencies. Paper presented at the 2021 Mixed Methods International Research Association-Asia Regional / Japan Society of MMR virtual conference.
Kelley, M., Williams, K., Wenzel, T., Kennedy, A., & Kay, M. (2021). Fostering a Teacher as Researcher Mindset in an Undergraduate Reading Practicum: Reimagining a Traditional Case Study Approach into an Action Research Project. Organization of Teacher Educators in Literacy. Online.
Kourova, A. (2021, April). From Orlando to Russia through cultural projects. Central Association of Russian Teachers of America, Virtual Conference.
Kourova, A. (2021, February). Based online approach to fostering cultural understanding in the beginning Russian class. American Association of Teachers of Slavic and East European Languages (AATSEEL), Virtual Conference.
Kourova, A. (2021, January). International projects in foreign language classrooms. Intercontinental meet on Gender and Sexuality Studies, Virtual Conference.
Kuebler, S. M., Beever, J., & Pinkert, L. (2021, September 8–10). Curricular structure for teaching ethical and professional conduct in optics and photonics [Paper presentation]. In Curriculum Development and Improvement in Optics and Photonics I. Education and Training in Optics & Photonics, Optical Society of America, Virtual.
Nalbone, L. (2021). Teaching José Martí in the U.S.: Strategies and practice. 1st Biannual Conference of the Center for José Martí Studies Affiliate, Envisaging José Martí in 2021: History, Culture and Education, Virtual.
Pal, S., & Zaurin, R. (2021, July). Work in progress: Project-based homework: An ongoing study on engineering analysis-dynamics. Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38190
Ramirez, B., Hou, S.-I, Desdier, A.L., & Villanueva, I. (2021). Innovative online collaboration models for trans-disciplinary and cross-culture glocal learning. Global Symposium presented at the 2021 AUPHA Virtual Conference, Tampa, FL.
Ton, S., Gonzalez, J., & Hou, S.-I (2021). Adapting healthcare management and informatics internships during COVID-19: Remote and alternative options. Poster presented at the 2021 AUPHA Virtual Conference, Tampa, FL.
Liou C., Hou, S.-I (2021). Effect of a Taiwan study abroad program on college students’ attitudes towards aging: Using drawing as a methodology. Paper presented at the 42th Southern Gerontological Society Annual Meeting (Virtual Conf.). Hyperlink
Williams, K., Kelley, M., Wenzel, T., & Kay, M. (2021). Building Capacity for Action Research and Agency in Preservice Teachers. American Reading Forum. Online.
Beever, J., Kuebler, S. M., & Gonzalez, J. (2020, February 20–23). A sense of ethics ownership: Graduate student perceptions of ethics at a research institution [Conference presentation]. Twenty‐Ninth Annual Conference of the Association for Practical and Professional Ethics, Atlanta, GA, United States.
Cao, X., Trairatananusorn, R., & Hou, S. (2020). Cultural learning and reverse cultural shock in a Taiwan study abroad program: A mixed methods study [Paper presentation]. 2020 Sunshine State Teaching and Learning Conference, Daytona, FL.
Hamann, K. (2020, September 9-13). The vital role of assessment in active teaching and learning. American Political Science Association Virtual Conference.
Hamann, K., Wilson, B.M., Pilotti, M.A.E., & Fritsch El Alaoui, K. (2020, January 9-11). Why do students think they know? A cross-cultural examination. Southern Political Science Association Annual Meeting, San Juan, Puerto Rico.
Hou, S. (2020). Interdisciplinary Service-Learning projects for community partnership building and engaged learning [Paper presentation]. 2020 Sunshine State Teaching and Learning Conference, Daytona, FL.
Hou, S.-I, Pons, I., Ramirez, B., & Desdier, A.L. (2020). Innovative online collaboration design models (COIL) for trans-disciplinary and cross-culture learning. Workshop session presented at the 25th Society for Design and Process Science (SDPS) International Virtual Conference.
Kourova, A. (2020, November), Cultural projects in EFL Classrooms, SSTESOL 30th Annual Conference “30 Yeas Consent Decree,” Virtual, Orlando, FL.
Kourova, A. (2020, September). Technology and cross-cultural communication in teaching English as a second or foreign language. 18th International Conference on Education and Information Systems, Technologies in the context of the 14th International Multi-Conference on Society, Cybernetics and Informatics.
Krsmanovic, M. (2020, February). Course redesign: Implementing project-based learning to improve students’ self-efficacy. Annual Conference on First-Year Experience and Students in Transition, Washington, DC.
Zaurin, R., & Tirtha, S. D., & Eluru, N. (2020, June). A comparative analysis of the students’ performance in two statics courses due to the inclusion of an adaptive learning module (ALM) to review the mathematics prerequisite knowledge. Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online . 10.18260/1-2—33982
Zaurin, R., Tirtha, S. D., & Eluru, N. (2020, June). A Comparison between mixed-mode and face-to-face instructional delivery approaches for engineering analysis: Statics. Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. 10.18260/1-2—33985
Zaurin, R., (2020, March). Quantitative analysis on students success and class satisfaction by comparing three different modalities of assessments for a large engineering gateway course. Proceedings of the American Society for Engineering Education Southeastern Section Conference. Auburn, Alabama. Paper ID: 51
Zaurin, R., (2020, March). Blended instructional delivery for a large engineering course: A step by step case study description. Proceedings of the American Society for Engineering Education Southeastern Section Conference. Auburn, Alabama. Paper ID: 52
Zraick, R.I. (2020, November). Standardized Patients in Communication Sciences and Disorders: Past, Present and Future Directions. Seminar at the Annual Convention of the American Speech-Language-Hearing Association, San Diego, CA.
Zraick, R.I. & Dudding, C.C. (2020, November). The Use of Hybrid Simulation in Communication Sciences and Disorders. Seminar at the Annual Convention of the American Speech-Language-Hearing Association, San Diego, CA.
Azizova, Z.T., Clark, M.H., Krsmanovic, M., Johnson, J.D., & Mendez, J.P. (2018, October). The impact of a first-year seminar on retention and academic achievement of students of color. Annual conference meeting of the Association for the Study of Higher Education (ASHE), Tampa, Florida.
Cares, A.C., Fisher, B.S., & Growette Bostaph, L. (2019, November). Criminal justice and criminology faculty use of trigger warnings [Paper presentation]. Annual meeting of the American Society of Criminology, San Francisco, CA.
Drum, L., Sualp, K., & Hou, S. (2019). Evaluating the long-term impact of a Taiwanese study abroad program on participants’ career choice [Paper presentation]. 2019 Sunshine State Teaching and Learning Conference, Daytona, FL.
Glazier, R., Hamann, K., Pollock, P.H., & Wilson, B.M. (2019, September 4-7). Online teaching modality: student success and retention in political science courses. European Consortium for Political Research General Conference, Wroclaw, Poland.
Glazier, R., Hamann, K., Pollock, P.H., & Wilson, B.M. (2019, April 4-7). Online learning, transfer status, and student success. Midwest Political Science Association Annual Meeting, Chicago, IL.
Glazier, R., Hamann, K., Pollock, P.H., & Wilson, B.M. (2019, January 16-19). The influence of transfer status and course modality on student success.” Southern Political Science Association Annual Meeting, Austin, TX.
Hou, S. (2019). Asian Open Forum: The state of mixed methods research in China and Taiwan. Panelist session presented at the 2019 Asia Regional MMIRA Conference / 5th JSMMR International Conference, Hamamatsu, Shizuoka, Japan.
Hou, S. (2019). A convergent mixed methods study on career impact and individual development among college students participating a Taiwan public health study abroad program: The roles of first study abroad and first Asia experience [Paper presentation]. 2019 Asia Regional MMIRA Conference / 5th JSMMR International Conference, Hamamatsu, Shizuoka, Japan.
Hou, S. (2019). [Invited workshop speaker]. Service-Learning Faculty Development Workshop, Chung-Shan Medical University, Taichung, Taiwan.
Kourova, A. (2019, October), Mentoring undergraduates: Professors strategically guiding the next generation of professionals, 12 Annual Florida Statewide Symposium “Best Practices in Undergraduate Research,” Orlando, FL.
Kourova, A. (2019, November). “Students experiences as cultural tools through digital storytelling. American Council of Teachers of Foreign Languages (ACTFL), Washington D.C.
Kourova, A. & Morris, B (2019, February). Building bridges with language and culture in Russia. American Association of Teachers of Slavic and East European Languages, New Orleans, LA.
Kourova, A. (2019, January). “Fulbright-Hays group project abroad in Russia. American Council of Teachers of Foreign Languages (ACTFL), New Orleans, LA.
Kourova, A. (2019, January), The Fulbright-Hays group project abroad at UCF, Sunshine State Teaching and Learning Conference, Daytona Beach, FL.
Nalbone, L. (2019). Teaching disability in Galdós’s La de Bringas: (Dis)Order and (dis)illusion. XXIX Congreso Internacional de la Asociación de Estudios de Género y Sexualidades (AEGS): Women Creating in Literary and Intercultural Education, Valencia, Spain.
Krsmanovic, M., Cox, T., & Johnson, J. (2019, February). College factors that improve student success within the first-year seminar. Annual First-Year Experience conference. Las Vegas, Nevada.
Krsmanovic, M., & Johnson, J. (2019, February). First-year seminars and the impact on international student success. Annual First-Year Experience Conference. Las Vegas, Nevada.
Ortiz, Enrique (2019, February). Preservice Teachers’ Participation in a Virtual Classroom Simulator Involving Mathematics Diagnostic Tasks. Presented at the Association of Mathematics Teacher Educators (AMTE) Annual Conference. Orlando, FL.
Sanguiliano, J., Alidina, T. & Hou, S. (2019). Traveling abroad and within: Cultural competency and flexibility – Lessons learned from a study abroad program using a mixed methods approach. Paper presented at the 2019 Sunshine State Teaching and Learning Conference, Daytona, FL.
Viau, J. (2019, March) ‘every living creature’ – Teaching the flood narrative at a public university in Florida. To be presented at the Annual Meeting of the Southeastern Commission for the Study of Religion. Greenville, NC.
Zaurin, R., (2019, March). Investigating the impact on students’ engagement, perception, and success of several active learning strategies for a large gateway engineering course: Statics. Paper presented at 2019 ASEE-SE Conference. Raleigh, North Carolina.
Zaurin, R. (2019, June). Learning by doing: Collaborative active learning hands-on project-based homework for a large gateway engineering class. Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—33050
Hackerott, C., Feldman-Jensen, S., Knox, C.C., McEntire, D., O’Connor, M. (2018, June). Scholarship of Teaching and Learning Methods Workshop. FEMA Higher Education Conference, Emmitsburg, MD.
Hou, S. (2018). Digital storytelling projects combined with social and ecological framework applications to examining health disparities among vulnerable groups. Paper presented at the 2018 International Business Education Social Sciences & Technology (IBEST) Conference: The International Academic Multi-disciplines Research Conference in Oslo, Norway. (2018 IBEST Edu T&L)
Hou, S. (2018). Using Social Media to Enhance Lessons Learned and Reflection on a Public Health Study Abroad Program to Taiwan. Paper presented at the 2018 International Conference on Education, Psychology, and Organizational Behavior (ICEPO), Taipei, Taiwan.
Hou, S. (2018). Two business models of developing new culture-health-aging study abroad programs in higher education. Paper presented at the 44th Annual Meeting of Association for Gerontology in Higher Education (AGHE), Atlanta, GA.
Hou, S. (2018). Introduction of mixed methods research in Taiwan. Opening keynote presentation at the 2018 International Conference on Education, Psychology, and Organizational Behavior (ICEPO), Taipei, Taiwan.
Katt, J., Brown, T., Miller, A., Sellnow, D., & Sivo, S. (2018, November). The association of online learning climate with student motivation, affect toward course, affect toward instructor, and perceived cognitive learning. Manuscript presented at the annual conference of the National Communication Association: Salt Lake City.
Knox, C.C. & Ramsay, J. (2018, March). Emergency Management and Homeland Security Scholarship of Teaching and Learning Focus Group Update. Paper presented at the American Society for Public Administration Conference, Denver, CO.
Ortiz, E. (2018, May). Use of Mixed Reality Simulation to Assess Diagnostic Competence Self-efficacy. Presented at the 6th Annual TeachLive Conference. Orlando, FL.
Zaurin, R. (2018, January) Active Learning: Preparing the Engineering Student for Success. Presented at the Sunshine State Teaching and Learning Conference, St. Pete Beach, FL.
Zaurin, R. (2018, February) Sharing my IDEAS Project for Large Size Classes: Preparing Engineering Students For Success! Presented at the National Students Success Conference. Tampa Bay, FL.
Zaurin, R. (2018, March). Leaders Up Close. Invited Speaker to the Spring 2018 Seminar Series at The Engineering Leadership & Innovation Institute, University of Central Florida.
Zaurin, R. (2018, April) Project-Based Active Learning Homework (PBH)” Improving Student Success. Presented at the Colloquium on Teaching & Learning Innovation. DeLand, FL.
Zaurin, R. (2018, June). Preparing the engineering student for success with IDEAS: A second year experiential learning activity for large-size classes. Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. 10.18260/1-2—30886
Zaurin, R. (2018, September) Project-Based Learning Presented at the Florida Active Learning Expo, Hutchinson Beach Resort, Jensen Beach, FL.
(* indicates student co-author)
*Edelen, D. & Skukauskaitė, A. (2022). Untangling constructionisms: Social constructions of qualitative research pedagogies. In Richards, J.C., Skukauskaitė, A., & Chenail, R. (Eds.) Engaging students in socially constructed qualitative research pedagogies (pp. 21-41). Brill.
Kelley, M. J., Wenzel, T., Williams, K., & Kay, M. (2022). Using Action Research to Transform a Traditional Reading Practicum: Developing Preservice Teachers as Researchers. In J. Araujo, & D. Araujo (Ed.), Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education (pp. 47- 78). IGI Global. https://doi.org/10.4018/978-1-7998-8725-6.ch003
*Narkiewicz, N. & Skukauskaitė, A (2022). Using sequential art of a comic strip to explore the teaching and learning of qualitative research. In Richards, J.C., Skukauskaitė, A., & Chenail, R. (Eds.) Engaging students in socially constructed qualitative research pedagogies (pp. 143-162). Brill.
Richards, J.C., Skukauskaitė, A, & Chenail, R. (Eds.) (2022). Engaging students in socially constructed qualitative research pedagogies. Brill. https://brill.com/view/title/62932
Richards, J.C. & Skukauskaitė. (2022). Preface. In Richards, J.C., Skukauskaitė, A., & Chenail, R. (Eds.) Engaging students in socially constructed qualitative research pedagogies (pp. xi-xvii). Brill.
Skukauskaitė, A., *Lopas, C., *Edelen, D., *Kebreab, L., & *Taylor, L. (2022). “What I’ve learned in this class, I’ve learned from all of you:” Supporting students’ becoming qualitative researchers through social constructionist pedagogy. In Richards, J.C., Skukauskaitė, A., & Chenail, R. (Eds.) Engaging students in socially constructed qualitative research pedagogies (pp. 253-275). Brill.
Chiu, B., & Lapeyrouse, N. (2021). Student Experiences and Perceptions of Emergency Remote Teaching. In Advances in Online Chemistry Education (pp. 123-134). American Chemical Society.
Hamann, K. (2021). The vital role of assessment in active teaching and learning. In Scott, J. M., Carter, R. G., Jolliff Scott, B., & Lantis, J. S. (Eds.), Teaching International Relations (pp. 214-223). Edward Elgar Publishing.
Hou, S. (2020). Mixed-methods evaluation: A Chinese women cancer screening program. Hosted at UCF Pressbooks https://pressbooks.online.ucf.edu/mmrccsp/ under a CC BY-NC-ND 4.0 license.
Roozen, K. (2021). Relocating literate development across lifespans and throughout lifeworlds: Mapping the sociohistoric pathways of an engineer-in-the-making. In C. Donahue, K. Blewett, & C Monroe (Eds.), The Expanding Universe of Writing Studies: Higher Education Writing Research (pp. 367-382). Peter Lang.
Skukauskaitė, A. (2021). Becoming an ethnographer: Living, teaching, and learning ethnographically. In J. M. Sancho-Gil & F. Hernández- Hernández (Eds.). Becoming an educational ethnographer: The challenges and opportunities of undertaking research (pp.52-63). Routledge.
Knox, C.C., & Haupt, B. (Eds.). (2020). Cultural competency for emergency and crisis management: Concepts, theories and case studies. Abingdon, England: Routledge.