2023
Virginia Wray Totaro, Hilary Levinson, Amber Pearson, Michael K. Dooley, Katy Hanggi, and Constance C. Relihan. "Closing Equity Gaps through a Peer Mentoring Program: The Impact of Being an Undergraduate Teaching Assistant." Academic Leader, 6 March 2023.
2021
Lee-Heart, Kiara. “Pandemic Pedagogy: A Call to Educators to Bring Their Classrooms to Reality.” Learning for Justice, 1 September 2020.
Relihan, Constance, Melissa Johnson, and Virginia Totaro. “Thriving after COVID: General Education, Cohorts, and Closing Equity Gaps at Scale.” Liberal Education Blog, AAC&U, 22 April 2021.
Tharp, Alli, Meriah Crawford, Elizabeth Fagan, and Hilary Levinson. Flexible Teaching Toolkit, 2021.
2020
Crawford, Meriah. “Nine Benefits of Student-Generated Discussion and Exam Questions.” Faculty Focus, Magna Publications, 1 April 2020.
Lee, Kiara. “Black in the Writing Center: Race, Representation and the Post-racial Lie.” Writing Centers at the Center of Change, edited by Essid, Joe and McTague, Bryan, Routledge, 2020.
Meier, Mark. “Lesson Learned.” The College Writer at-Work Book: A Know-how Guide for Success in Your Freshman Writing Courses, edited by Paige Huskey, 2nd edition, Kendall Hunt, 2020.
Onguka, Stephanie, Dana M. Basnight-Brown, Vicki A. Pallo, et al. “Calling All Authors: Writing Skills for Family Medicine Residents in Kenya.” African Journal of Health Profession Education, vol. 12, no. 1, March 2020, p. 4, doi: 10.7196/AJHPE.2020.v12i1.1258
Pallo, Vicki. “Lessons Learned.” The College Writer At-Work Book: A Know-how Guide for Success in Your Freshman Writing Courses, edited by Paige Huskey, 2nd edition, Kendall Hunt, 2020.
2019
Edwards-Ingram, Ywone D. “Scholars, Lawyers, and their Slaves: The Case of St. George and Nathaniel Beverley Tucker in the College-Town of Williamsburg." Slavery and the University: Histories and Legacies, edited by Leslie M. Harris, et al. University Press of Georgia, 2019, pp. 251-276.
Lee-Heart, Kiara. “A Crooked Seat at the Table: Black and Alone in an Honors Class.” Learning for Justice, 1 October 2019.
Padon, D. C. "Responding to Grammar: An Analysis of Writing Teacher Preparation Materials." Journal of Response to Writing, 5,2, 2019, pp. 103-138.
2018
Dickter, Cheryl, Anne Charity Hudley, Hannah Franz, & Ebony Lambert. "Faculty change from within: The creation of the WMSURE program." Scholarship and Practice of Undergraduate Research, vol. 2, no. 1, 2018, 24-32.
Lee-Heart, Kiara. “’Why Keisha Can't Write’: The Marginalization of Black Student Writing.” Learning for Justice, 26 September 2018.
Logan, Katie. “Teaching with Arabic Literature in Translation: ‘Arab Literary Travels.’” ArabLit: Arabic Literature and Translation, 26 Feb. 2018. Retrieved from: arablit.org/2018/02/26/teaching-with-arabic-literature-in-translation-arab-literary-travels/
Martin, Troy. “Professionalism, Ethics Code, and Education.” Oxford Research Encyclopedia of Education, edited by G. Noblit, Oxford UP, 2018. doi: 10.1093/acrefore/9780190264093.013.53
Marx, Andrew “Helping Students Overcome Confirmation Bias.” Noba Blog, 5 December 2018. Retrieved from: https://nobaproject.com/blog/2018-12-05-helping-students-overcome-confirmation-bias
Pallo, Vicki. “Lessons Learned.” The College Writer At-Work Book, edited by Paige Huskey, Kendall Hunt, 2018.
Pallo, Vicki. “Time Management and Online First Year Students.” OFYE Matters, Southern New Hampshire University, March 15, 2018. Retrieved from: blogging.snhu.edu/academics/2018/03/16/ofye-matters-time-management/.
2017
Charity Hudley, Anne, Cheryl Dickter, & Hannah Franz. The Indispensable Guide to Undergraduate Research: Success in and Beyond College. New York, Teachers College Press, 2017.
Crawford, Meriah. “A Simple Trick for Getting Students to Ask Questions in Class.” Faculty Focus, Magna Publications, 13 Oct. 2017. Retrieved from: https://www.facultyfocus.com/articles/effective-teaching-strategies/a-simple-trick-for-getting-students-to-ask-questions-in-class/
Gordon, Jessica. “Creating Social Cues through Self-disclosures, Stories, and Paralanguage: The Importance of Modeling High Social Presence Behaviors in Online Courses.” Social Presence in Online Learning: Multiple Perspectives on Practice and Research, edited by A.L. Whiteside, A.G. Dickers., & K. Swan, Stylus, 2017, pp. 99-112.
Guillard, Julianne. "Disability and Activism in the Engaged Classroom." Risk-taking in Higher Education: The Importance of Negotiating Intellectual Challenge in the College Classroom, edited by Ryan Kelty and Bridget Bunten, Rowman & Littlefield, 2017, pp. 85-100.
Hutchison, Micol. “Influence of First-generation Status on Students' Perceptions of Faculty.” College Quarterly, vol. 20, no. 1, 2017. Retrieved from: bit.ly/2qQxe6Y.
Johnson, Melissa and Elizabeth Kreydatus. “Case Study: Virginia Commonwealth University.” What Makes the First-Year Seminar High-Impact? An Exploration of Effective Educational Practices. National Resource Center for the First-Year Experience & Students in Transition. University of South Carolina, 2017.
Kreydatus, Beth, Hilary Cassil, Amber Hill, and Teresa Franson. "VCU Global Bridge" in Intercultural Competence in International Higher Education, edited by Deardorff & Arasaratnam-Smith, series editor Elspeth Jones, Routledge, 2017.
Murray, Jeffrey. “I Hate / Don’t Hate / Still Hate Group Projects! A Tripartite Ethical Framework for Enhancing Student Collaboration.” Cogent Education, vol. 4 no. 1, 2017, pp. 1-22. doi: 10.1080/2331186X.2017.1377507 Retrieved from: https://www.cogentoa.com/article/10.1080/2331186X.2017.1377507
Pallo, Vicki. “Technology in the Classroom, Pt. 1.” OFYE Matters, Southern New Hampshire University, Oct. 27, 2017. Retrieved from: blogging.snhu.edu/academics/2017/10/27/ofye-matters-technology-in-the-classroom-part-1/.