Cornell University

CIRTL at Cornell

Peer-reviewed Articles

The graduate student and postdoctoral participants listed below (in bold) have published their scholarship in the following peer-reviewed journals external to Cornell University. These Teaching as Research projects were conducted while participating in programming of CIRTL at Cornell and the Center for Teaching Innovation. Some coauthors are faculty and staff from Cornell University and other institutions.


Thorsteinson, K. (2018). Anarchy in the classroom: the efficacy of self-directed learning for critical whiteness pedagogy. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 28(1), 38-60.

Truhlar, A. M., Williams, K. M., & Walter, M. T. (2018). Case study: Student engagement with course content and peers in synchronous online discussions. Online Learning, 22(4), 289-312. DOI: 10.24059/olj.v22i4.1389


Blings, S., & Maxey, S. (2017). Teaching students to engage with evidence: An evaluation of structured writing and classroom discussion strategies. Journal of Political Science Education, 13(1), 15-32Published online:19 April 2016. DOI: 10.1080/15512169.2016.1168303

DelNero, P., & McGregor, A. From patients to partners. Science, 358(6361), 414. DOI: 10.1126/science.358.6361.414

Cheng, S. (2017). How I’m standing up for science. Science, 355(6327), 878. DOI: 10.1126/science.355.6327.878


Foo, J.De Vlaminck, I., & Williams, K. (2016). Student adaptation to the modular use of the flipped classroom in an introductory biomedical engineering course. Transactions on Techniques in STEM Education, 1(4), 59-68.

McDermott, M. L. (2016). Lowering barriers to undergraduate research through collaboration with local craft breweries. Journal of Chemical Education, 93(9), 1543–1548.
DOI: 10.1021/acs.jchemed.5b00875

Park, J., & Williams, K. (2016). The effects of peer- and self-assessment on the assessorsSpecial Interest Group on Computer Science Education 2016, 47th ACM Technical Symposium on Computing Science Education, pp. 249-254. DOI: 10.1145/2839509.2844602

Rinaldi, V. D., Lorr, N. A., & Williams, K. (2017). Evaluating a technology supported interactive response system during the laboratory section of a histology course. American Association of Anatomists, 10, 328-338. DOI: 10.1002/ase.1667


Adebayo, O. O., Farrar, E. J., Evans, R., McCray, T. L., & Nathans-Kelly, T. (2014). Empowering early mastery of spatial visualization skills in under represented minority engineering students2014 IEEE Frontiers in Education Conference (FIE) Proceedings, Madrid, Spain, pp. 1-8. EISBN 1479939226DOI: 10.1109/FIE.2014.7044161

Farrar, E. J., Adebayo, O. O., McCray, T. L., Nathans-Kelly, T., & Evans, R. (2014). Learning spatial visualization: Beyond drills and into early mastery. SEFI 2014, 42nd Annual Conference of the European Society for Engineering Education. Birmingham, UK.

Carrico, K. (2014). The pedagogy of controversy in the field of china studies: Teaching the cultural revolution. Teaching and Learning, 7(2), 28-57.
DOI: 10.3167/latiss.2014.070203


Ray, B., & Bhaskaran, R. (2013). Integrating simulation into the engineering curriculum: A case study. International Journal of Mechanical Engineering Education, 41(3), 269-280.
DOI: 10.7227/IJMEE.41.3.8

Schnabel, L. V., Maza, P. S., Williams, K. M., Irby, N. L., McDaniel, C. M., & Collins, B. G. (2013). Use of a formal assessment instrument for evaluation of veterinary student surgical skills. Veterinary Surgery, 42(4), 488-496. DOI: 10.1111/j.1532-950X.2013.12006.x