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STEM Equity videos

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Developing your research

  • Center for Engaged Learning at Elon University
    • Covers the four types of questions in Pat Hutchins taxonomy: what works, what is, visions of the possible, and formulating new conceptual frameworks
  • Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles: Sage.
  • Blogpost on SoTL Questions by Kathleen McKinney of Illinois State University
    • “…some gaps are lack of SoTL on graduate student learning, lack of longitudinal studies, lack of projects at levels beyond or outside the classroom, lack of studies that directly measure intervening variables and processes (the why and how), and a lack of projects that build praxis—SoTL study followed by application of those results in context then a follow-up study, more application, more follow-up research…” 
  • A worksheet for generating research questions
  • Covarrubias, A., Nava, P. E., Lara, A., Burciaga, R., Vélez, V. N., & Solorzano, D. G. (2018). Critical race quantitative intersections: A testimonio analysis. Race Ethnicity and Education, 21(2), 253-273.
  • Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241.
  • Gillborn, D., Warmington, P., & Demack, S. (2018). QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race Ethnicity and Education, 21(2), 158-179.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education?. International journal of qualitative studies in education, 11(1), 7-24.
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational researcher, 35(7), 3-12.
  • Ladson-Billings, G. (2009). Critical race theory in education. The Routledge international handbook of critical education, 110-122.
  • Ladson-Billings, G. (2013). Critical race theory—What it is not!. In Handbook of critical race theory in education (pp. 54-67). Routledge.
  • López, N., Erwin, C., Binder, M., & Chavez, M. J. (2018). Making the invisible visible: advancing quantitative methods in higher education using critical race theory and intersectionality. Race Ethnicity and Education, 21(2), 180-207.
  • Nissen, J., Her Many Horses, I., & Van Dusen, B. (2021). Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory. Physical Review Physics Education Research.
  • Stage, F. K. (2007). Answering critical questions using quantitative data. New directions for institutional research, 2007(133), 5-16.
  • Van Dusen, B. & Nissen, J. (2020). Equity in College Physics Student Learning: a Critical Quantitative Intersectionality Investigation. Journal of Research in Science Teaching. doi:10.1002/tea.21584
  • Zuberi, T., & Bonilla-Silva, E. (Eds.). (2008). White logic, white methods: Racism and methodology. Rowman & Littlefield Publishers.
  • Zuberi, T. (2001). Thicker than blood: How racial statistics lie. University of Minnesota Press.
  • American Statistical Association. (2016). American Statistical Association releases statement on statistical significance and p-values. Alexandria, VA: American Statistical Association.
  • Nissen, J., Donatello, R., & Van Dusen, B. (2019). Missing data and bias in physics education research: A case for using multiple imputation. Physical Review Physics Education Research, 15(2), 020106.
  • Wang, B., Zhou, Z., Wang, H., Tu, X. M., & Feng, C. (2019). The p-value and model specification in statistics. General psychiatry, 32(3).
  • Wasserstein, R. L., & Lazar, N. A. (2016). The ASA statement on p-values: context, process, and purpose.
  • Wasserstein, R. L., Schirm, A. L., & Lazar, N. A. (2019). Moving to a world beyond “p< 0.05”.
  • Abell, S. K. (2000). From professor to colleague: Creating a professional identity as collaborator in elementary science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 548-562.
  • Allen, D. D., & Toth-Cohen, S. (2019). Use of case studies to promote critical thinking in occupational therapy students. Journal of Occupational Therapy Education, 3(3), 9.
  • Ball, D.L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93(4), 373-397.
  • Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of teacher education, 51(3), 241-247.
  • Drinkwater, M. J., Gannaway, D., Sheppard, K., Davis, M. J., Wegener, M. J., Bowen, W. P., & Corney, J. F. (2014). Managing active learning processes in large first year physics classes: The advantages of an integrated approach. Teaching and Learning Inquiry, 2(2), 75-90.
  • Espinosa, A. A., Datukan, J. T., Butron, B. R., & Tameta, A. D. C. (2018). Perceptions of Pre-Service Chemistry Teachers on the Utilization of Productive Lesson Study as a Framework for Teaching and Learning. International Journal for the Scholarship of Teaching and Learning, 12(1), 9.
  • Heaton, R. (1994). Creating and studying a practice of teaching elementary mathematics for understanding. Doctoral dissertation, Michigan State University, East Lansing. 
  • Guberman, D. (2021). Student Perceptions of an Online Ungraded Course. Teaching & Learning Inquiry, 9(1), 86-98.
    Heaton, R. (2000). Teaching mathematics to the new standards: Relearning the dance. New York: Teachers College Press
  • Hill, J., Berlin, K., Choate, J., Cravens-Brown, L., McKendrick-Calder, L., & Smith, S. (2021). Exploring the emotional responses of undergraduate students to assessment feedback: implications for instructors. Teaching and Learning Inquiry: The ISSOTL Journal, 9(1), 294-316.
  • Hovland, I. (2021). The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL. Teaching & Learning Inquiry, 9(1), 27-44.
  • Lampert, M. (1986). Knowing, doing and teaching multiplication. Cognition and Instruction, 3(4), 305-342.
    Lampert, M. (1988). Connecting mathematical teaching and learning. In E. Fennema, T. P. Carpenter & S. J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 132-167). Madison: University of Wisconsin, Wisconsin Center for Educational Research.  
  • Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press.
    Scholz, K. W., Komornicka, J. N., & Moore, A. (2021). Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework. Teaching & Learning

Presenting and Publishing

  • General Journals
    • Journal on Excellence in College Teaching
    • College Teaching
    • Journal of College Science Teaching
    • Journal of Scholarship of Teaching and Learning
      • The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. ISSN 1527-9316.
    • International Journal Scholarship of Teaching and Learning
      • An open, double-blind peer reviewed electronic journal published in May and November each year. The journal is an international forum for research and information about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education.
    • Teaching and Learning Inquiry
      • The journal of the International Society of SoTL. TLI features insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. 
  • Physics Journals
    • The American Journal of Physics
      • The American Journal of Physics publishes papers that meet the needs and intellectual interests of college and university physics teachers. 
    • The Physics Teacher
      • The focus of The Physics Teacher is on the introductory-level physics course. The papers we publish are aimed at teachers of that course in high schools, two- and four-year colleges, and universities. Papers reporting the results of research projects or announcing new physics theories are not suitable for The Physics Teacher.
  • Biology Journals
    • Journal of Microbiology and Biology Education
  • Chemistry Journals
    • Journal Chemical Education

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