Faculty publication roundup, October 2022

Dina Brulles, academic associate 

• Chapter (co-author): Serving the Highly and Profoundly Gifted Learner: A Practitioner’s Perspective, in J. Castellano and K. Chandler (Eds.) Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education, 2022
• Article (co-author): Ability Tests: Verbal, Quantitative & Nonverbal, Multi Health Systems, 2022
• Chapter (lead author): A Social Justice Approach to Developing Equity and Diversity in Gifted Programs, in J.L. Nyberg and J.A. Manzone (Eds.) Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation, 2022

Amber Benedict, assistant professor

• Article (lead author): Deans as agents of change for inclusive teacher education, The Teacher Educator, September 2022

Marina Basu, doctoral student, Karen Koellner, associate professor

• Article: [Understanding similarity through dilations of non-standard shapes], Mathematics Teacher: Learning and Teaching Pre-K-12, 2022

Scotty Craig, associate professor 

• Article (co-author): A heuristic assessment framework for the design of self-regulated learning technologies, Journal of Formative Design in Learning, September 2022
• Article (co-author): Lessons Learned from Online Learning at Scale: A Study of Exemplar Learning Organizations, TechTrends., July 2022

Matt Romkey, EdD Candidate

• Article (author): The State of Post-Secondary Attainment in Iowa, Higher Education Politics and Economics, August 2022 

Danah Henriksen, associate professor

• Article (lead author): Looking to the Future from the Present: A Call for Well-being and Mindfulness in Education, Journal of Technology and Teacher Education, August 2022
• Chapter (co-author): Redesigning for student agency in university learning. A flipped approach for teaching successfully online. In S. McKenzie, L. Arulkadacham, J. Chung, & Z. Aziz (Edits.), The future of online education, September 2022
• Article (contributor): In E. Baumgartner, R. Kaplan-Rakowski, R.E. Ferdig, R. Hartshorne, & C. Mouza (Edits.), A Retrospective of teaching, technology, and teacher education during the COVID-19 pandemic, September 2022 

Rod D. Roscoe, associate professor 

• Article (lead author): A heuristic assessment framework for the design of self-regulated learning technologies, Journal of Formative Design in Learning, September 2022

Meseret F. Hailu, assistant professor 

• Article (author): “I Don’t Think It Makes the Difference”: An Intersectional Analysis of How Women Negotiate Gender While Navigating Stem Higher Education in Ethiopia, Comparative Education Review, April 2022

Maria Hesse, professor of practice 

• Article (lead author): Red herrings, tortoises and other accreditation Fables: The power of accreditation as a lever for improved credit mobility and transfer, Inside Higher Education, July 2022