CTE faculty are actively engaged in the scholarship of educational development (SoED) and teaching & learning (SoTL). Our work has received multiple national awards and is published in a range of peer-reviewed journals. Many of the resources we’ve developed through our scholarship are freely available on this site.
- 2016 POD Network Innovation Award: c3Design: A Highly Interactive, Online Course Design Learning Environment
- 2015 Robert J. Menges Award for Outstanding Research in Educational Development: Not Your Granddaddy’s Syllabus: Investigating Student Perceptions of Course Syllabi
- 2014 POD Network Innovation Award: Measuring the Promising: A Valid and Reliable Syllabus Rubric.
- c3Design: This highly interactive online learning environment guides instructors through the iterative, dynamic, and scholarly process of learning-focused course design.
- Syllabus Rubric: This valid and reliable rubric allows educational development researchers and instructors to assess the degree to which a syllabus achieves a learning orientation.
- Transparency Rubric (coming soon!): This valid and reliable rubric allows educational development researchers and instructors to assess the degree of transparency in summative assignment descriptions.
- Bach, D. & Cook-Sather, A. (2016) Open Space: Nurturing Reflection, Dialogue, and Radical Listening in Higher Education. Journal on Excellence in College Teaching, 27(2), 97-116.
- Palmer, M.S., Wheeler, L. B., & Aneece, I. (2016). Does the document matter? The evolving role of syllabi in higher education. Change: The Magazine of Higher Learning, 48:4, 36-47.
- Palmer, M.S., Streifer, A.C., & Williams-Duncan, S. (2016). Systematic assessment of a high impact course design institute. To improve the academy: A journal of educational development, 35(2), 339-361.
- Wheeler, L.B., Maeng, J.L., & Whitworth, B.A. (2017). Teaching assistant (TA) professional development within an inquiry-based general chemistry context: Characterization of TA knowledge and beliefs. Journal of Chemical Education, 94, 19-28. DOI: 10.1021/acs.jchemed.6b00373
- Wheeler, L.B., Maeng, J.L., Chiu, J.L., & Bell, R.L. (2017). Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. Journal of Research in Science Teaching, 54, 463-492. DOI: 10.1002/tea.21373
- Wheeler, L.B., Chiu, J.L., & Grisham, C.M. (2016). Computational methods in general chemistry: Perceptions of programming, prior experience, and student outcomes. Journal of College Science Teaching, 45, 3, 83-91.
- Bach, D. & Alexander, J. (2015). Contemplative Approaches to Reading and Writing: Cultivating Choice, Connectedness, and Wholeheartedness in the Critical Humanities. Journal for Contemplative Inquiry (pp. 17-36).
- Palmer, M.S. & Matthews, T. (2015). Learning to see the infinite: Measuring visual literacy skills in a 1st-year seminar course. Journal of the Scholarship of Teaching and Learning, 15(1), 1-9.
- Palmer, M.S. (2015). Learning to see the infinite: Teaching visual literacy in a 1st-year seminar course. In D. Little, P. Felten & C. Berry (Eds.), New Directions for Teaching and Learning. No. 141 (pp. 19-29). San Francisco, CA: Jossey-Bass.
- Wheeler, L.B., Maeng, J.L., & Whitworth, B.A. (2015). Teaching assistants perceptions of a training to support an inquiry-based general chemistry laboratory course. Chemical Education Research and Practice, 16, 824-842. DOI: 10.1039/c5rp00104h
- Wheeler, L.B., Bell, R.L., Whitworth, B.A., & Maeng, J.L. (2015). The science ELF: Assessing the Enquiry Levels Framework as a heuristic for professional development. International Journal of Science Education, 1, 55-81. DOI:10.1080/09500693.2014.961182
- Palmer, M.S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To improve the academy: A journal of educational development, 33 (1), 14-36.