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FDC Publications and Presentations

Below you will find a list of publications and presentations by the Faculty Development Center’s staff as well as grants that the FDC staff have been involved in.

By Linda Hodges

  • Ott, L.E., Hodges, L.C., & Lacourse, W.R. (in press). Supporting deaf students in undergraduate research experiences: Perspectives of American Sign Language interpreters. Journal of Microbiology and Biology Education.
  • Hodges, L.C., Beall, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Feeser, E.A., Gierasch, T.M., Nanes, K.M., Perks, H. M., & Wagner, C.R. (in press). Effect of exam wrappers on student achievement in multiple large STEM courses. Journal of College Science Teaching.
  • Hodges, L.C., & McDermott, P. (in press). Building community from faculty development to pedagogical innovation and beyond. In O. Neisler, P. Looker, & M. Newman (Eds.), Re-imagining teaching to maximize student learning: Case studies of faculty development centers. New York, NY: Palgrave.
  • Hodges, L.C. (in press). Student engagement in active learning classes. In J. J. Mintzes & E. M. Walter (Eds.), Active learning in college science: The case for evidence-based practice. New York, NY: Springer Nature.
  • Leupen, S., Kephart, K., & Hodges, L.C. (2020). Factors influencing quality of team discussion: Discourse analysis in an undergraduate team-based learning biology course. CBE-Life Sciences Education, 19(1), ar7.
  • Hodges, L.C., Kephart, K., & Swatski, S. (2019, October). Effects of a Certificate Program on Teaching Perspectives of University STEM Faculty. Poster presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Meeting, Atlanta, GA.
  • Carpenter, T.S., Bass, S., & Hodges, L.C. (2019). A personalized automated email tool to connect faculty with students in large STEM courses. The Chemical Educator, 24, 183-188.
  • Hodges, L.C. (2019). Becoming the distraction in the classroom. National Teaching and Learning Forum, 28(5), 1-4.
  • Hodges, L.C. (2019). Sit a spell: Embracing the liminality of pedagogical change through the scholarship of teaching and learning. In S. Mader & C. Gibson (Eds.), Building teaching and learning communities: Creating shared meaning and purpose. Chicago: Association of College and Research Libraries.
  • Hodges, L.C. (2019). Active learning for inclusive teaching: The what, why, and how. Syracuse University.
  • Hodges, L.C. (2019). Transforming students into learners: Helping students learn on their own. Emory Oxford College, Oxford, Georgia.
  • Hodges, L.C. (2018). Designing the denouement in active and flipped classes. National Teaching and Learning Forum, 28(1), 1-4.
  • Hodges, L.C. (2018). Contemporary issues in group learning in undergraduate science classrooms: A perspective from student engagement. CBE-Life Sciences Education, 17(2), es3.
  • Hodges, L.C. (2017). A mantra for teaching: Three M’s of learning. National Teaching and Learning Forum, 27(1), 6-8.
  • Hodges, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Feeser, E.A., & Gierasch, T.M. (2017). Using clickers for deliberate practice in five large science courses. Journal of College Science Teaching, 47(2), 22-28.
  • Hodges, L.C. (2017). Ten Research-Based Steps to Effective Group Work (IDEA Paper #65). Retrieved from The IDEA Center website: http://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDE_65.pdf
  • Hodges, L.C. (2017, November). Transforming students into learners: Helping students learn on their own. Presented at University of Texas Dallas and at the Dallas County Community College District.
  • Hodges, L.C. (2017, June). From Millennials to Generation Z: How to get your students to do what you want. Presented at University of Maryland Baltimore, School of Social Work, Baltimore, MD.
  • Hodges, L.C. (2016). Three common demands from students in large courses and what to do about them. National Teaching and Learning Forum, 25(5), 1-4.
  • Hodges, L.C. (2016, February). Overcoming obstacles to student learning in STEM education. Presented at Trinity Washington University, Washington, DC.
  • Hodges, L.C. (2016, February). Active learning: What’s the big deal? Presented at Georgetown University, Washington, DC.
  • Hodges, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Gierasch, T.M., Leupen, S., Nanes, K.M., & Wagner, C.R. (2015). Using reading quizzes in STEM classes—the what, why, and how. Journal of College Science Teaching, 45(1), 49-55.
  • Hodges, L.C. (2015). Making our teaching efficient: Flipping the classroom. National Teaching and Learning Forum, 24(5), 1-4.
  • Hodges, L.C. (2015) Teaching undergraduate science: A guide to overcoming obstacles to student learning. Sterling, VA: Stylus Publishing.

By Kerrie Kephart

  • Leupen, S., Kephart, K., & Hodges, L.C. (2020). Factors influencing quality of team discussion: Discourse analysis in an undergraduate team-based learning biology course. CBE-Life Sciences Education, 19(1), ar7.
  • Ott, L., Kephart, K., Stolle-McAllister, K., & LaCourse, W. (2018). Students’ understanding and perceptions of assigned team roles in a classroom laboratory environment. Journal of College Science Teaching.
  • Kephart, K., Kaufman, B., Castellanos, M., & Trueba, L. (2018, June). Toward a taxonomy of reflective moves in learning journals. Paper presented at the International Writing Across the Curriculum conference, Auburn, AL.
  • Ott, L., Kephart, K., Stolle-McAllister, K., & LaCourse, W. (2018). Students’ understanding and perceptions of assigned team roles in a classroom laboratory environment. Journal of College Science Teaching, 47(4), 83-91.
  • Kephart, K. & Hodges, L. (2017, November). Fostering effective pedagogical change: Findings from a certificate program for STEM faculty. Poster presented at Transforming STEM Higher Education: Discovery, Innovation, and the Value of Evidence conference, San Francisco, CA.
  • Kephart, K. (2017, October). Kick-starting faculty learning communities: Guided collaborative brainstorming to generate topics. Poster presented at the Professional and Organizational Development (POD) Conference, Montreal, CA.
  • Kephart, K. (2017, May). Scaffolding reflection: Analyzing learning journals in materials engineering. Poster presented at the Literacies in Engineering for Access and Participation (LEAP) Conference, San Antonio, TX.
  • Hoffman, K., Leupen, S., Dowell, K., Kephart, K., & Leips, J. (2016). Development and assessment of modules to integrate quantitative skills in introductory biology courses. CBE—Life Sciences Education, 15, 1–12. DOI:10.1187/cbe.15-09-0186.
  • Ott, L., & Kephart, K. (2016, October). Perceptions of assigned roles in a team laboratory learning environment. Presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning, San Francisco, CA.

By Jennifer Harrison

  • Harrison, J.M., & Williams, V. (2018, June). Embodied curriculum mapping: Overcoming curricular fragmentation. A Pre-Conference workshop presented at the Association for the Assessment of Learning in Higher Education 2019 Conference, St. Paul, MN.
  • Braxton, S.N., & Harrison, J.M. Got data—now what?: Synthesizing outcomes, measures, and success to inform institution-wide decision making. (2018, November). Presented at the 2018 OLC Accelerate Conference, Orlando, Fl. https://onlinelearning consortium.org/attend-2018/olc-accelerate-2018-session-page/?session=5397&kwds=braxton
  • Harrison, J.M., & Braxton, S.N. (2018, November). Defining and dashboarding student success: Jumpstarting data-driven decision making. Presented at the 2018 EDUCAUSE Annual Conference, Denver, CO. https://events.educause.edu/annual-conference/2018/agenda/defining-and-dashboarding-student-success-jumpstarting-datadriven-decision-making
  • Harrison, J.M., Braxton, S.N., & Williams, V. (2018, October). Connecting the dots: Synthesizing outcomes, measures, and success to inform institution-wide decision making. Presented at The 2018 Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Williams, V. (2018, October). Mapping student success: Activating faculty imagination in collaborative curriculum mapping. Presented at The Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Braxton, S.N. (2018, September). Selecting effective assessment technologies webinar series. University System of Maryland. https://www.usmd.edu/cai/selecting-effective-assessment-technologies-webinar-series-part-i and https://www.usmd.edu/cai/selecting-effective-assessment-technologies-webinar-series-part-ii
  • Harrison, J.M., & Braxton, S.N. (2018, September). Making your data count: A taxonomy, process, and rubric to achieve broader institutional impact. Presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA.
  • Harrison, J.M., & Williams, V. (2018, September). Overcoming Curricular Fragmentation: An Experiential Learning Approach to Curriculum Mapping. A Pre-conference Workshop presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA. https://drexel.edu/aconf/about/past-conferences/2018-leading-a-collaborative-revolution-for-change/pre-conference-workshops/pre-conference_harrison/
  • Harrison, J.M., & Braxton, S.N. (2018, September). Technology solutions to support assessment. (Occasional Paper No. 35). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). http://learningoutcomesassessment.org/occasional paperthirtyfive.html
  • Harrison, J.M., & Braxton, S.N. (2018, June). Taking outcomes to scale: Tools to align, systematize, and use assessment data. Presented at the Association for the Assessment of Learning in Higher Education 2018 Conference, Salt Lake City, UT.
  • Harrison, J.M. (2018, March). Integrating student learning results: EAC visual data & blackboard. Presented at TechFest, UMBC Instructional Technology.
  • Harrison, J.M., & Braxton-Lieber, S. (2018, January). Identifying effective assessment technologies. Poster presentation accepted for EDUCAUSE Learning Initiative (ELI) Annual Meeting, Achieving Student Success through New Models of Learning https://events.educause.edu/eli/annual-meeting/2018/agenda/identifying-effective-assessment-technologies.
  • Harrison, J.M., & Williams, V. (2017, October). Crafting authentic measures to promote double loop improvements in graduate programs. Presented at The 2017 Assessment Institute in Indianapolis, IN.
  • Harrison, J.M., & Braxton-Lieber, S. (2017). Technology solutions to support assessment. (Occasional Paper). Urbana, IL: University of Illinois Urbana Champaign and Indiana University, National Institute for Learning Outcomes Assessment.
  • Harrison, J.M., & Williams, V. (2017, Summer). Mapping the curriculum: A low-tech model for synthesizing assessments and improving learning at multiple levels. AAHLE Intersection. 40-46.
  • Bishop, M.J., Braxton-Lieber, S., & Harrison, J.M. (2017, April). Exploring assessment technologies. Presented at Taking Student Learning Outcomes to the Next Level. University System of Maryland Symposium. Bowie, MD.
  • Harrison, J.M., & Williams, V. (2016, December). Embedding assessment in everyday practices. Presented at Middle States Commission on Higher Education Annual Conference 2016, Philadelphia, PA.
  • Harrison, J.M., & Williams, V. (2016, October). Mapping common ground: Connecting curricular and co-curricular learning. Presented at The 2016 Assessment Institute in Indianapolis, IN.
  • Harrison, J.M., & Williams, V. (2016, June). Creating direct measures for a diverse division. Presented at Lilly International 2016, Bethesda, MD. (Features UAA assessment work.)
  • Harrison, J.M., & Williams, V. (2016, June). Mapping direct measures across a diverse division: An interactive session. Presented at the Association for the Assessment of Learning in Higher Education 2016 Conference, Milwaukee, WI. (Features UAA assessment work.)
  • Harrison, J.M., & Glade, F. (2016, February). Engaging faculty in assessing general education courses and programs. Presented at the University System of Maryland (USM) General Education Symposium, Towson, MD.
  • Snyder, D., & Harrison, J.M. (2016, February). Using rubrics to measure learning at multiple levels: Social media reading reflections: Utilizing Facebook in the classroom. Presented at the Conference on Higher Education Pedagogy, Center for Instructional Development and Education Research, Blacksburg, VA. (Features MCS assessment work.)

Grant Participation

  • Paid Support Personnel—Linda Hodges and Jennifer Harrison. Project title: Collaborative Research: Creating and Integrating Data Science Corps to Improve the Quality of Life in Urban Areas. Source of Support: NSF HDR:DSC. Total award amount: $1,198,769. Total award period: 09/01/2019-08/31/2022.
  • Paid Support Personnel—Linda Hodges and Tory Williams. Project title: Collaborative Research: A Model of Institutional and Community Transformation for Teaching and Learning Quantitative Reasoning in the Biological Sciences (The IUSE Initiative). Source of support: NSF IUSE. Total award amount: about $1,500,000. Total award period: 09/1/2018-08/31/2023.
  • PI: Shuyan Sun; Co-PI Nicole Else-Quest and Linda Hodges. Project title: Meta-analysis of Effectiveness of Simulation and Adaptive Learning Systems in STEM Education. Source of support: NSF. Total award amount: $299,773. Award period: 8/01/17-7/31/19.
  • Paid Support Personnel—Kerrie Kephart. Project title: The Inclusion Imperative: Programs Expanding Diversity in the Humanities. Source of Support: Mellon Foundation. Total award amount: about $750,000. Total award period: 2017-2023.
  • Paid Support Personnel—Linda Hodges. Project title: First in the World. Source of support: Department of Education, USM sub-award. Total award amount: $129,600. Award period: 10/1/2015 – 9/30/2019
  • Paid Support Personnel—Kerrie Kephart and Linda Hodges. Project title: STEM BUILD at UMBC. Source of support: National Institutes of Health/National Institute of General Medical Sciences. Total award amount: $18,900,453. Award period: 9/26/2014 – 6/30/2019

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