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.

Multiple Center Staff

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

By Kerrie Kephart

  • Non-evaluative Peer Observations of Teaching: Reflections toward Change. Kephart, K. (2022, November). Poster presentation at the Professional and Organizational Development (POD) Network annual meeting. Seattle, WA.
  • Responsible Computing: A Longitudinal Study of A Peer-led Ethics Learning Framework. McDonald, N., Akinsiku, A., Hunter-Cevera, J., Sanchez, M., Kephart, K., Berczynski, M., & Mentis, H. M. (2022). ACM Transactions on Computing Education (TOCE).
  • Communicating quantitative information: The quantitative comparison statement. Kephart, K. (2021, May). 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.
  • A methodology to analyze self-reflection in e-portfolios. Sanchez, M., Kephart, K., Jones, K., & desJardins, M. A. (2020, October).  IEEE’s Frontiers in Education conference proceedings.
  • Factors influencing quality of team discussion: Discourse analysis in an undergraduate team-based learning biology course.  Leupen, S., Kephart, K., & Hodges, L.C. (2020). CBE-Life Sciences Education, 19(1), ar7.
  • Toward a taxonomy of reflective moves in learning journals. Kephart, K., Kaufman, B., Castellanos, M., & Trueba, L. (2018, June). Paper presented at the International Writing Across the Curriculum conference, Auburn, AL.
  • Students’ understanding and perceptions of assigned team roles in a classroom laboratory environment. Ott, L., Kephart, K., Stolle-McAllister, K., & LaCourse, W. (2018).  Journal of College Science Teaching, 47(4), 83-91.
  • Fostering effective pedagogical change: Findings from a certificate program for STEM faculty. Kephart, K. & Hodges, L. (2017, November).  Poster presented at Transforming STEM Higher Education: Discovery, Innovation, and the Value of Evidence conference, San Francisco, CA.
  • Kick-starting faculty learning communities: Guided collaborative brainstorming to generate topics. Kephart, K. (2017, October). Poster presented at the Professional and Organizational Development (POD) Conference, Montreal, CA.
  • Scaffolding reflection: Analyzing learning journals in materials engineering. Kephart, K. (2017, May). Poster presented at the Literacies in Engineering for Access and Participation (LEAP) Conference, San Antonio, TX.
  • Development and assessment of modules to integrate quantitative skills in introductory biology courses. Hoffman, K., Leupen, S., Dowell, K., Kephart, K., & Leips, J. (2016).  CBE—Life Sciences Education, 15, 1–12. DOI:10.1187/cbe.15-09-0186.
  • Perceptions of assigned roles in a team laboratory learning environment. Ott, L., & Kephart, K. (2016, October).  Presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning, San Francisco, CA.

By Sarah Swatski

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

By Linda Hodges

  • Disciplinary differences in STEM faculty and student use of learning objectives: Implications for teaching and learning. 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). Journal of College Science Teaching, 1–10.
  • Student responses to spaced practice in two large gateway chemistry courses. Carpenter, T.S., & Hodges, L.C. (2024). Journal of Chemical Education, 101(2), 429–437.
  • Issues with question equivalence in online exam pools. Goolsby-Cole, C., Bass, S.M., Stanwyck, L., Leupen, S., Carpenter, T.S., & Hodges, L.C. (2023). Journal of College Science Teaching, 52(4), 24–30.
  • Building community from faculty development to pedagogical innovation and beyond. Hodges, L.C., & McDermott, P. (2022). In O.J. Neisler (Ed.), Palgrave handbook of academic development centers (pp. 393–403). Palgrave MacMillan UK.
  • Community building as pedagogical imperative in STEM: The role of faculty development post COVID-19. Hodges, L.C. (2022). In M. Strawser (Ed.), The COVID-19 impact on higher education stakeholders and institutional services (pp. 53–68). Lexington Books.
  • The effects of ALEKS on mathematics learning in K–12 and higher education: A meta-analysis. Sun, S., Else-Quest, N.M., Hodges, L.C., French, A.M., & Dowling, R. (2021). Investigations in Mathematics Learning.
  • Using the LMS for exam wrapper feedback to prompt metacognitive awareness in large courses. Carpenter, T.S., Beall, L.C., & Hodges, L.C. (2020). Journal of Teaching and Learning with Technology, 9, 79–91.
  • Effect of exam wrappers on student achievement in multiple large STEM courses. 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). Journal of College Science Teaching, 49(6), 76–86.
  • Factors influencing quality of team discussion: Discourse analysis in an undergraduate team-based learning biology course. Leupen, S., Kephart, K., & Hodges, L.C. (2020). CBE—Life Sciences Education, 19(1), ar7.
  • Supporting deaf students in undergraduate research experiences: Perspectives of American Sign Language interpreters. Ott, L.E., Hodges, L.C., & Lacourse, W.R. (2020). Journal of Microbiology and Biology Education, 21(1), 1–5.
  • The challenge of choices when teaching during COVID-19. Hodges, L.C. (2020, July 23). The Scholarly Teacher.
  • Student engagement in active learning classes. Hodges, L.C. (2020). In J.J. Mintzes & E.M. Walter (Eds.), Active learning in college science: The case for evidence-based practice (pp. 27–41). Springer Nature.
  • A personalized automated email tool to connect faculty with students in large STEM courses. Carpenter, T.S., Bass, S., & Hodges, L.C. (2019). The Chemical Educator, 24, 183–188.
  • Becoming the distraction in the classroom. Hodges, L.C. (2019). National Teaching and Learning Forum, 28(5), 1–4.
  • Sit a spell: Embracing the liminality of pedagogical change through the scholarship of teaching and learning. Hodges, L.C. (2019). In S. Mader & C. Gibson (Eds.), Building teaching and learning communities: Creating shared meaning and purpose. Association of College and Research Libraries.
  • Effects of a Certificate Program on Teaching Perspectives of University STEM Faculty. Hodges, L.C., Kephart, K., & Swatski, S. (2019, October). Poster presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Meeting, Atlanta, GA.
  • Active learning for inclusive teaching: The what, why, and how. Hodges, L.C. (2019). Syracuse University.
  • Transforming students into learners: Helping students learn on their own. Hodges, L.C. (2019). Emory Oxford College, Oxford, Georgia.
  • The effects of ALEKS on mathematics learning from K–12 to higher education: A meta-analysis. Sun, S., Dowling, R., French, A., Else-Quest, N., & Hodges, L. (2019, April). Presentation at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • Designing the denouement in active and flipped classes. Hodges, L.C. (2018). National Teaching and Learning Forum, 28(1), 1–4.
  • Contemporary issues in group learning in undergraduate science classrooms: A perspective from student engagement. Hodges, L.C. (2018). CBE—Life Sciences Education, 17(2), es3.
  • A mantra for teaching: Three M’s of learning. Hodges, L.C. (2017). National Teaching and Learning Forum, 27(1), 6–8.
  • Using clickers for deliberate practice in five large science courses. Hodges, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Feeser, E.A., & Gierasch, T.M. (2017). Journal of College Science Teaching, 47(2), 22–28.
  • Ten Research-Based Steps to Effective Group Work (IDEA Paper #65). Hodges, L.C. (2017).
  • Transforming students into learners: Helping students learn on their own. Hodges, L.C. (2017, November). Presented at the University of Texas Dallas and the Dallas County Community College District.
  • From Millennials to Generation Z: How to get your students to do what you want. Hodges, L.C. (2017, June). Presented at the University of Maryland Baltimore School of Social Work, Baltimore, MD.
  • Three common demands from students in large courses and what to do about them. Hodges, L.C. (2016). National Teaching and Learning Forum, 25(5), 1–4.
  • Overcoming obstacles to student learning in STEM education. Hodges, L.C. (2016, February). Presented at Trinity Washington University, Washington, DC.
  • Active learning: What’s the big deal? Hodges, L.C. (2016, February). Presented at Georgetown University, Washington, DC.
  • Using reading quizzes in STEM classes—the what, why, and how. Hodges, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Gierasch, T.M., Leupen, S., Nanes, K.M., & Wagner, C.R. (2015). Journal of College Science Teaching, 45(1), 49–55.
  • Making our teaching efficient: Flipping the classroom. Hodges, L.C. (2015). National Teaching and Learning Forum, 24(5), 1–4.
  • Teaching undergraduate science: A guide to overcoming obstacles to student learning. Hodges, L.C. (2015). Sterling, VA: Stylus Publishing.

By Jennifer Harrison

  • Curriculum Mapping with Jennifer M. Harrison and Vickie Rey Williams. Bruff, D. (2024, May 21). Intentional Teaching Podcast, Episode 39.
  • A Guide to Curriculum Mapping: Creating a Collaborative, Transformative, and Learner-Centered Curriculum. Harrison, J.M., & Williams, V. (2024). Routledge.
  • Virtual Curriculum Mapping: Collaborating to Scaffold & Integrate Student Learning Outcomes. Harrison, J.M., & Williams, V. (2020, October). Online pre-conference workshop presented at the Assessment Institute, Indianapolis, IN.
  • Synthesizing Outcomes at Scale: Connecting the Dots to Inform Institution-Wide Decision Making. Harrison, J.M., & Braxton, S.N. (2020, April). Association for the Assessment of Learning in Higher Education webinar series.
  • Embodied Curriculum Mapping: Activating Faculty Collaboration for Student Success. Harrison, J.M., & Williams, V. (2019, October). Pre-conference workshop presented at the Assessment Institute, Indianapolis, IN.
  • Making Your Data Count: A Taxonomy, Process, and Rubric to Achieve Broader Institutional Impact. Harrison, J.M., & Braxton, S.N. (2019, September). Presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA.
  • Making Your Data Count: A Taxonomy, Process, and Rubric to Achieve Broader Institutional Impact. Harrison, J.M., & Braxton, S.N. (2019, September). Presented at the Maryland Association for Institutional Research, Largo, MD.
  • Embodied Curriculum Mapping: Overcoming Curricular Fragmentation. Harrison, J.M., & Williams, V. (2019, June). Pre-conference workshop presented at the Association for the Assessment of Learning in Higher Education Conference, St. Paul, MN.
  • Got Data—Now What?: Synthesizing Outcomes, Measures, and Success to Inform Institution-Wide Decision Making. Braxton, S.N., & Harrison, J.M. (2018, November). Presented at the OLC Accelerate Conference, Orlando, FL.
  • Defining and Dashboarding Student Success: Jumpstarting Data-Driven Decision Making. Harrison, J.M., & Braxton, S.N. (2018, November). Presented at the EDUCAUSE Annual Conference, Denver, CO. \
  • Connecting the Dots: Synthesizing Outcomes, Measures, and Success to Inform Institution-Wide Decision Making. Harrison, J.M., Braxton, S.N., & Williams, V. (2018, October). Presented at the Assessment Institute, Indianapolis, IN.
  • Mapping Student Success: Activating Faculty Imagination in Collaborative Curriculum Mapping. Harrison, J.M., & Williams, V. (2018, October). Presented at the Assessment Institute, Indianapolis, IN.
  • Selecting Effective Assessment Technologies Webinar Series. Webinar Series Part 2. Harrison, J.M., & Braxton, S.N. (2018, September). University System of Maryland.
  • Making Your Data Count: A Taxonomy, Process, and Rubric to Achieve Broader Institutional Impact. Harrison, J.M., & Braxton, S.N. (2018, September). Presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA.
  • Overcoming Curricular Fragmentation: An Experiential Learning Approach to Curriculum Mapping. Harrison, J.M., & Williams, V. (2018, September). Pre-conference workshop presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA.
  • Technology Solutions to Support Assessment. Harrison, J.M., & Braxton, S.N. (2018, September). Occasional Paper No. 35. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
  • Taking Outcomes to Scale: Tools to Align, Systematize, and Use Assessment Data. Harrison, J.M., & Braxton, S.N. (2018, June). Presented at the Association for the Assessment of Learning in Higher Education Conference, Salt Lake City, UT.
  • Integrating Student Learning Results: EAC Visual Data & Blackboard. Harrison, J.M. (2018, March). Presented at TechFest, UMBC Instructional Technology.
  • Identifying Effective Assessment Technologies. Harrison, J.M., & Braxton-Lieber, S. (2018, January). Poster presentation accepted for the EDUCAUSE Learning Initiative (ELI) Annual Meeting, Achieving Student Success Through New Models of Learning.
  • Crafting Authentic Measures to Promote Double Loop Improvements in Graduate Programs. Harrison, J.M., & Williams, V. (2017, October). Presented at the Assessment Institute, Indianapolis, IN.
  • Mapping the Curriculum: A Low-Tech Model for Synthesizing Assessments and Improving Learning at Multiple Levels. Harrison, J.M., & Williams, V. (2017, Summer). AAHLE Intersection, 40–46.
  • Exploring Assessment Technologies. Bishop, M.J., Braxton-Lieber, S., & Harrison, J.M. (2017, April). Presented at Taking Student Learning Outcomes to the Next Level, University System of Maryland Symposium, Bowie, MD.
  • Embedding Assessment in Everyday Practices. Harrison, J.M., & Williams, V. (2016, December). Presented at the Middle States Commission on Higher Education Annual Conference, Philadelphia, PA.
  • Mapping Common Ground: Connecting Curricular and Co-Curricular Learning. Harrison, J.M., & Williams, V. (2016, October). Presented at the Assessment Institute, Indianapolis, IN.
  • Creating Direct Measures for a Diverse Division. Harrison, J.M., & Williams, V. (2016, June). Presented at Lilly International 2016, Bethesda, MD. (Features UAA assessment work.)
  • Mapping Direct Measures Across a Diverse Division: An Interactive Session. Harrison, J.M., & Williams, V. (2016, June). Presented at the Association for the Assessment of Learning in Higher Education Conference, Milwaukee, WI. (Features UAA assessment work.)
  • Engaging Faculty in Assessing General Education Courses and Programs. Harrison, J.M., & Glade, F. (2016, February). Presented at the University System of Maryland General Education Symposium, Towson, MD.
  • Using Rubrics to Measure Learning at Multiple Levels: Social Media Reading Reflections—Utilizing Facebook in the Classroom. Snyder, D., & Harrison, J.M. (2016, February). Presented at the Conference on Higher Education Pedagogy, Center for Instructional Development and Educational Research, Blacksburg, VA. (Features MCS assessment work.)

By Tory Williams

  • Intentional Instruction of Metacognition and Its Impact on First-Year Student Success. 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. Manuscript submitted to Journal of College Science Teaching.
  • Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning. 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). Journal of College Science Teaching, 1–10.
  • Learning Cellular Respiration, pH, and Quantitative Skills Together: Curriculum from a Two-Year / Four-Year Faculty Collaboration. Kastanos, E., Takacs, J., Williams, T.H., & Thomas, R. (2023, November). Presented at the National Association of Biology Teachers Professional Development Conference.
  • Integrating Quantitative Skills into Biology Courses. Hoffman, K., & Williams, T.H. (2023, July). Presented at the Society for Mathematical Biology.
  • Effects of a Certificate Program on Teaching Perspectives of STEM Faculty. Williams, T.H. (2023, May). Presented at the Annual Meeting of the American Educational Research Association, Virtual/Remote.
  • Metacognition Modules: Teaching Self-Regulation in MCS 101. Snyder, D., Loviglio, J., Anchor, K., & Williams, T. (2023, April). Presented at the Seventh Annual Provost’s Teaching & Learning Symposium, UMBC.
  • Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning. Leupen, S., Williams, T., Hodges, L., Ott, L., Anderson, E., Cui, L., Nanes, K., Perks, M., & Wagner, C. (2023, April). Presented at the Seventh Annual Provost’s Teaching & Learning Symposium, UMBC.
  • Development, Implementation, and Analysis of a Module on Osmosis Which Incorporates Math Core Competencies in Introductory, College-Level Biology Courses, Across Multiple Institutions. Kastanos, E., Takacs, J., & Williams, T. (2022, November). Presented at the National Association of Biology Teachers Conference.
  • The IUSE Project: Implementing Quantitative Biology Modules Across Institutions. Leupen, S., Hoffman, K., Williams, T., Pie, H., Turner, P., & Starz-Gaiano, M. (2022, July). Presented at the Society for Industrial and Applied Mathematics, Pittsburgh, PA.
  • Designing Assessments of Quantitative Reasoning in Biology: An Inter-Institutional Collaboration. Lauman, B., Williams, T.H., & Chase Martin, A. (2022, March). Presented at the Innovations Virtual Conference.
  • Designing Assessments of Quantitative Competencies in Biology Curriculum. Lauman, B., Chase Martin, A., Wesley, G., & Williams, T.H. (2022, January). Presented at AAC&U’s Annual Meeting, Educating for Democracy.
  • Baltimore SCIART: A Fully Virtual Undergraduate Research Experience at the Interface of Computational Chemistry and Art. Heimann, J.E., Williams, T.H., Bennett, J.W., & Rosenzweig, Z. (2021). Journal of Chemical Education, 98(10), 3172–3179.
  • Effects of a Certificate Program on Teaching Perspectives of STEM Faculty. Williams, T.H., & Hodges, L. (2020, November). Poster presented at the AAC&U PKAL Virtual Conference on Transforming STEM Higher Education.
  • Synaptic Silencing of Fast Muscle Is Compensated by Rewired Innervation of Slow Muscle. Zempo, B., Yamamoto, Y., Williams, T., & Ono, F. (2020). Science Advances, 6(15), eaax8382.
  • A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth. Williams, T., Krikorian, J., Singer, J., Rakes, C., & Ross, J. (2019). International Journal of Research in Education and Science, 5(2), 657–680.
  • Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms. Williams, T., Singer, J., Krikorian, J., Rakes, C., & Ross, J. (2019). Journal of Science Education and Technology, 1–16.

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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