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.

Linda Hodges | Kerrie Kephart | Jennifer Harrison | Tory Williams | Sarah Swatski | Grant Participation

Multiple Center Staff

  • Hoffman, K., Williams, T., Webster, J., Harrison, J. M., & Nanes, K. Assessing the impacts of an interventional proof-writing course. In revisions (2024) for the International Journal of Mathematical Education in Science and Technology.
  • Hoffman, K., Williams, T. H., & Kephart, K. The use of guided reflections in learning proof writing. Resubmitted after revisions (2024) to a special issue of Innovations in Mathematics Education: Evaluation, Research and Practice.
  • Hodges, L.C., Swatski, S., & Kephart, K.L. (2024). Collegiality and community in FLCs as catalysts for pedagogical change. In K. Rainville, D. Title, & C.G. Desrochers (Eds.), Expanding the Vision of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching and Support (pp. 139-162). Information Age Publisher.
  • Hoffman, K., Williams, T., Webster, J., Harrison, J. M., Kephart, K., & Nanes, K. (2023). Impact of an interventional proof-writing course [Poster Presentation 2023 UMBC Provost’s Teaching & Learning Symposium].
  • Hodges, L. C., Harrison, J. M., Kephart, K., Swatski, S. & Williams, T. H. (2020). Supporting academic continuity by building community: The work of a faculty development center during COVID-19. Journal on Centers for Teaching and Learning, 12, 26-45.

By Linda Hodges

  • Leupen, S., Williams, T.H., Hodges, L.C., Ott, L.E., Anderson, E.C., Cui, L., Nanes, K.M., Perks, H.M., & Wagner, C. (2024). Disciplinary differences in STEM faculty and student use of learning objectives: Implications for teaching and learning. Journal of College Science Teaching, 1-10.
  • Carpenter, T.S., & Hodges, L.C. (2024). Student responses to spaced practice in two large gateway chemistry courses. Journal of Chemical Education, 101(2), 429-437.
  • Goolsby-Cole, C., Bass, S.M., Stanwyck, L., Leupen, S., Carpenter, T.S., & Hodges, L.C. (2023). Issues with question equivalence in online exam pools. Journal of College Science Teaching, 52(4), 24-30.
  • Hodges, L.C., & McDermott, P. (2022). Building community from faculty development to pedagogical innovation and beyond. In O.J. Neisler (Ed.), Palgrave handbook of academic development centers (pp. 393-403). Palgrave MacMillan UK.
  • Hodges, L.C. (2022). Community building as pedagogical imperative in STEM: The role of faculty development post COVID-19. In M. Strawser (Ed.), The COVID-19 impact on higher education stakeholders and institutional services (pp. 53-68). Lexington Books.
  • Sun, S., Else-Quest, N.M., Hodges, L.C., French, A.M., & Dowling, R. (2021). The effects of ALEKS on mathematics learning in K-12 and higher education: A meta-analysis. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2021.1926194
  • Carpenter, T.S., Beall, L.C., & Hodges, L.C. (2020). Using the LMS for exam wrapper feedback to prompt metacognitive awareness in large courses. Journal of Teaching and Learning with Technology 9, 79-91.
  • 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. (2020). Effect of exam wrappers on student achievement in multiple large STEM courses. Journal of College Science Teaching, 49(6), 76-86.
  • 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.E., Hodges, L.C., & Lacourse, W.R. (2020). Supporting deaf students in undergraduate research experiences: Perspectives of American Sign Language interpreters. Journal of Microbiology and Biology Education, 21(1), 1-5.
  • Hodges, L.C. (2020, July 23). The challenge of choices when teaching during COVID-19. The Scholarly Teacher. https://www.scholarlyteacher.com
  • Hodges, L.C. (2020). 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 (pp. 27-41). New York, NY: Springer Nature.
  • 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., 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.
  • 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.
  • Sun, S., Dowling, R., French, A., Else-Quest, N. & Hodges, L. (2019, April). The effects of ALEKS on mathematics learning from K-12 to higher education: A meta-analysis. Presentation at the 2019 annual meeting of the American Educational Research Association, Toronto, Canada.
  • 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: https://ideacontent.blob.core.windows.net/content/sites/2/2020/01/PaperIDEA_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

  • Kephart, K. (2022, November). Non-evaluative Peer Observations of Teaching: Reflections toward Change. Poster presentation at the Professional and Organizational Development (POD) Network annual meeting. Seattle, WA.
  • McDonald, N., Akinsiku, A., Hunter-Cevera, J., Sanchez, M., Kephart, K., Berczynski, M., & Mentis, H. M. (2022). Responsible Computing: A Longitudinal Study of A Peer-led Ethics Learning Framework. ACM Transactions on Computing Education (TOCE).
  • Kephart, K. (2021, May). Communicating quantitative information: The quantitative comparison statement. An asynchronous presentation by video for faculty at Kazakhstan State University under the auspices of the University of Nebraska-Omaha Office of International Programs through a contract with the Central Asia University Partnerships Program (UniCEN) and American Councils for International Education.
  • Sanchez, M., Kephart, K., Jones, K., & desJardins, M. A. (2020, October). A methodology to analyze self-reflection in e-portfolios. IEEE’s Frontiers in Education conference proceedings.
  • 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.
  • 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

  • Bruff, D. (2024, May 21). Curriculum Mapping with Jennifer M. Harrison and Vickie Rey Williams. Intentional Teaching Podcast Episode 39. https://intentionalteaching.buzzsprout.com/2069949/15102893-curriculum-mapping-with-jennifer-m-harrison-and-vickie-rey-williams
  • Harrison, J. M., & Williams, V. (2024). A guide to curriculum mapping: Creating a collaborative, transformative, and learner-centered curriculum. Routledge.
  • Harrison, J.M., & Williams, V. (2020, October). Virtual Curriculum Mapping: Collaborating to scaffold & integrate student learning outcomes. An Online Pre-Conference workshop presented at the Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Braxton, S.N. (2020, April). Synthesizing outcomes at scale: Connecting the dots to inform institution-wide decision making. Association for the Assessment of Learning in Higher Education webinar series. https://www.youtube.com/watch?v=9-_yMf0-fyI&feature=youtu.be
  • Harrison, J.M., & Williams, V. (2019, October). Embodied curriculum mapping: Activating faculty collaboration for student success. A Pre-Conference workshop presented at the Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Braxton, S.N. (2019, 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., & Braxton, S.N. (2019, September). Making your data count: A taxonomy, process, and rubric to achieve broader institutional impact. Presented at the Maryland Association for Institutional Research, Largo, Maryland.
  • Harrison, J.M., & Williams, V. (2019, 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). https://www.learningoutcomesassessment.org/wp-content/uploads/2019/02/OccasionalPaper35.pdf
  • 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., & 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.)

By Tory Williams

  • Beall, L.C., Hodges, L.C., Randles, C.J., Williams, T.H., Anderson, E.C., Bass, S.M., Johnson, B., Miller, S.M., & Wagner, C.R. Intentional instruction of metacognition and its impact on first-year student success. Manuscript submitted to Journal of College Science Teaching.
  • Leupen, S., Williams, T.H., Hodges, L.C., Ott, L.E., Anderson, E.C., Cui, L., Nanes, K.M., Perks, H.M., & Wagner, C. (2024). Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning. Journal of College Science Teaching, 1-10.
  • Kastanos, E., Takacs, J., Williams, T. H., Thomas, R. “Learning Cellular Respiration, pH, and Quantitative Skills Together: Curriculum from a Two-Year / Four-Year Faculty Collaboration,” 2023 National Association of Biology Teachers Professional Development Conference, November 2023.
  • Hoffman, K., Williams, T. H., “Integrating Quantitative Skills into Biology Courses,” Society for Mathematical Biology, July 2023.
  • Williams, T. H., “Effects of a Certificate Program on Teaching Perspectives of STEM Faculty,” 2023 Annual Meeting of the American Educational Research Association, Virtual/Remote, May 2023.
  • Donald Snyder, Jason Loviglio, and Kristin Anchor, and Tory Williams, “Metacognition Modules: Teaching Self-Regulation in MCS 101,” Seventh Annual Provost’s Teaching & Learning Symposium Program, UMBC, April 2023.
  • Sarah Leupen, Tory Williams , Linda Hodges, Laura Ott, Eric Anderson and Lili Cui, Kalman Nanes, Mark Perks, and Cynthia Wagner, “Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning,” Seventh Annual Provost’s Teaching & Learning Symposium Program, UMBC, April 2023.
  • Evdokia Kastanos, Julie Takacs, Tory Williams. “Development, Implementation, and Analysis of a Module on Osmosis which Incorporates Math Core Competencies in Introductory, College-level Biology Courses, Across Multiple Institutions”. National Association of Biology Teachers. November 2022.
  • Leupen, S., Hoffman, K., Williams, T., Pie, H., Turner, P., Starz-Gaiano, M. “The IUSE Project: Implementing Quantitative Biology Modules Across Institutions,” Society for Industrial and Applied Mathematics, Pittsburgh, PA, July 2022.
  • Lauman, B., Williams, T. H., & Chase Martin, A. “Designing Assessments of Quantitative Reasoning in Biology: An Inter-Institutional Collaboration,” Innovations Virtual Conference, March 2022.
  • Lauman, B., Chase Martin, A., Wesley, G., & Williams, T. H. “Designing Assessments of Quantitative Competencies in Biology Curriculum,” AAC&U’s Annual Meeting – “Educating for Democracy,” January 2022.
  • Heimann, J. E., Williams, T. H., Bennett, J. W., & Rosenzweig, Z. (2021). Baltimore SCIART: A Fully Virtual Undergraduate Research Experience at the Interface of Computational Chemistry and Art. Journal of Chemical Education, 98(10), 3172-3179.
  • Williams, T. H., & Hodges, L., (2020, November). Effects of a certificate program on teaching perspectives of STEM faculty. Poster presented at the AAC&U PKAL Virtual Conference on Transforming STEM Higher Education.
  • Zempo, B., Yamamoto, Y., Williams, T., & Ono, F. (2020). Synaptic silencing of fast muscle is compensated by rewired innervation of slow muscle. Science Advances, 6(15), eaax8382.
  • Williams, T., Krikorian, J., Singer, J., Rakes, C., & Ross, J. (2019). A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth. International Journal of Research in Education and Science, 5(2), 657-680.
  • Williams, T., Singer, J., Krikorian, J., Rakes, C., & Ross, J. (2019). Measuring pedagogy and the integration of engineering design in STEM classrooms. Journal of Science Education and Technology, 1-16.

By Sarah Swatski

  • Swatski, S. (2022, April 28). Imparting Your Value through Sharing Your Story [Conference Presentation]. University System of Maryland (USM) Administrative Professionals Conference (APC) – Reclaim – Rediscover – Renew in ’22, Virtual.

Grant Participation

  • Advisory Board Member—Kerrie Kephart. Project title: IGE: Track 1: Caselet: Deliberate Practice with Scalable Case-based Learning to Enhance Data Science Problem Solving Competency. Source of Support: NSF. Total award amount: $365,905. Award period: 10/2024-9/2027.
  • Paid Support Personnel—Kerrie Kephart. Project title: Collaborative Research: RETTL: Story Studio: Coaching Data Storytelling at Scale. Source of Support: NSF. Total award amount: $369,610. Award period: 8/2023-7/2026 (estimated).
  • Paid Support Personnel—Kerrie Kephart. Project title: CAREER: TEaching to EMpower (TEEM): Towards Learning Analytics for Students by Students. Source of Support: NSF. Total award amount: $667,611. Award period: 1/2023-12/2027.
  • Paid Support Personnel—Kerrie Kephart. Project title: BPC-DP: PeerSIST – Peer Support for IS Transfers. Source of Support: NSF. Total award amount: $294,726. Award period: 10/2022-10/2024.
  • Paid Support Personnel—Linda Hodges. Project title: REU Site: Biochemical, Environmental, and MOlecular Research in Engineering (BEMORE). Source of Support: NSF. Total award amount: $389,827. Award period: 09/2021-08/2024.
  • Paid Support Personnel—Linda Hodges. Project title: REU Site: Research Experiences for Undergraduates in Smart Computing and Communications. Source of Support: NSF. Total award amount: $404,932. Award period: 02/2021-01/2024.
  • Paid Support Personnel—Linda Hodges. Project title: REU Site: Online Interdisciplinary Big Data Analytics in Science and Engineering. Source of Support: NSF. Total award amount: $290,530. Award period: 02/2021-01/2024.
  • Paid Support Personnel—Kerrie Kephart and Linda Hodges. Project title: BCSER Building Capacity for a Longitudinal Mixed-Methods Explanation of Women’s Achievement and Attrition in Undergraduate Engineering Education. Source of Support: NSF. Total award amount: $232,867. Award period: 08/2020-07/2023.
  • Paid Support Personnel—Jennifer Harrison and Linda Hodges. Project title: HDR:DSC Collaborative Research: Creating and Integrating Data Science Corps to Improve the Quality of Life in Urban Areas. Source of Support: NSF. Total award amount: $615,955 (for UMBC). Award period: 09/2019-01/2024 (no-cost extension).
  • Paid Support Personnel—Tory Williams and Linda Hodges. 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. Award period: 09/2018-08/2023.
  • 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: 8/2017-7/2019.
  • 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. 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: 10/2015 – 9/2019.
  • 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: 9/2014 – 6/2019.

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