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.
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
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.
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.
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).
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.
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.
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
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
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).
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
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
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.
Glazier, R., Hamann, K., Pollock, P., & Wilson, B. (2019). Age, gender, and student success: Mixing face-to-face and online courses in political science. Journal of Political Science Education. DOI: 10.1080/15512169.2018.1515636.
Glazier, R., Hamann, K., Pollock, P., & Wilson, B. (2019). What drives student success? Assessing the combined effect of transfer students and online courses.” Teaching in Higher Education. DOI: 10.1080/13562517.2019.1686701.
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.
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
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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, September) Project-Based Learning Presented at the Florida Active Learning Expo, Hutchinson Beach Resort, Jensen Beach, FL.
Knox, C.C., & Haupt, B. (Eds.). (2020). Cultural competency for emergency and crisis management: Concepts, theories and case studies. Abingdon, England: Routledge.