Research Papers and Projects
Our Scholarship of Teaching and Learning efforts are ongoing. Here you’ll find research projects we’re leading or supporting with funding or personnel. They’re in various stages of completion, so check back often to review and discuss.
2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012
2023
2022
Levesque-Bristol, C. (2021). Student-centered pedagogy and course transformation at scale : Facilitating faculty agency to IMPACT institutional change. Stylus Publishing, LLC.
Mentzer, N., Krishna, B., Kotangale, A., & Mohandas, L. (2022). HyFlex environment: addressing students’ basic psychological needs. Learning Environments Research, 1-19. https://link.springer.com/article/10.1007/s10984-022-09431-z
Mohandas, L., Sorgenfrei, N., Drankoff, L., Sanchez, I., Furterer, S., Cudney, E., … & Antony, J. (2022). Identifying factors that impact online teaching effectiveness during COVID-19. Quality Assurance in Education, (ahead-of-print). https://doi.org/10.1108/QAE-02-2022-0031
Mentzer, N., & Mohandas, L. (2022). Student experiences in an interactive synchronous HyFlex design thinking course during COVID-19. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2022.2124423
Mentzer, N., Mohandas, L., Farrington, S., & Laux, D. (2022). Course Quality Improvement in Design Education. Journal of Technology Education, 33(1). https://jte-journal.org/articles/abstract/10.21061/jte.v33i1.a.2/
Mohandas, L., Lee, W., & Mentzer, N. (2022, August). Changes in Achievement Goal Profiles of students in a Highly Active Design Thinking Classroom. In 2022 ASEE Annual Conference & Exposition. https://peer.asee.org/41379
Mohandas, L., & Mentzer, N. (2021, July). The Effectiveness of Synchronous vs. Asynchronous Modes of Instruction in an Online Flipped Design Thinking Course. In 2021 ASEE Virtual Annual Conference Content Access. https://peer.asee.org/37855
Mohandas, L., Mentzer, N., Jaiswal, A., & Farrington, S. (2020, June). Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course. In 2020 ASEE Virtual Annual Conference Content Access. https://peer.asee.org/34503
Wang, C.*, Cho, H. J.*, Wiles, B., Moss, J. D., Bonem, E. M., Li, C., Lu, Y., & Levesque-Bristol, C. (2022). Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: from the perspective of self-determination theory. International Journal of STEM Education, 9, 41. https://doi.org/10.1186/s40594-022-00359-7 *Equally contributed to manuscript
Kahn, T. M., Cho, H. J., & Bonem. E. (2022). Undergraduate Students’ Motivation to Learn, Attitudes, and Perceptions of Assessments in the STEM Course. Proceedings of the Annual American Society for Engineering Education (ASEE), Minneapolis, USA.
Cho, H. J., Melloch, M., & Levesque-Bristol, C. (2021). Enhanced student perceptions of learning and performance using Concept-Point-Recovery teaching sessions: a mixed-method approach. International Journal of STEM Education, 8(1), 1-17.
Cho, H. J., Wang, C., Bonem, E. M., & Levesque-Bristol, C. (2021). How can we support students’ learning in higher education?: Campus wide course transformation program systematic review and meta-analysis. Innovative Higher Education, 1-30.
Cho, H. J., Zhao, K., Lee, C. R., Runshe, D., Krousgrill, C. (2021). Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance. International Journal of STEM Education, 8(1), 1-13.
Cho, H. J., Yough, M, & Levesque-Bristol, C. (2020). Relationships between beliefs about assessment and self-regulated learning in second language learning. International Journal of Educational Research, 99, 101505.
Cho, H. J., Levesque-Bristol, C., & Yough, M. (2020). International students’ self-determined motivation, beliefs about classroom assessment, learning strategies and academic adjustment in higher education. Higher Education, 81(6), 1215-1235.
Cho, H. J., Levesque-Bristol, C., & Yough, M. (2022). How autonomy-supportive learning environments promote Asian international students’ academic adjustment: A self-determination theory perspective. Learning Environments Research, 0123456789.
2021
Tan, D., Diatta-Holgate, H. & Levesque-Bristol, C. Perceived autonomy supportive and culturally responsive environments contribute to international students’ participation and willingness to communicate. Current Psychology (2021). https://doi-org.ezproxy.lib.purdue.edu/10.1007/s12144-021-02063-1
Flierl, M., Maybee, C., & Bonem, E. (2021). Developing the Informed Learning Scale: Measuring Information Literacy in Higher Education. College & Research Libraries, 82(7), 1004. doi:https://doi.org/10.5860/crl.82.7.1004
Henares, Ivan Anthony S. and Kartick, Rahul (2021) “One World, One Purdue: Implementing Successful Intercultural Collaboration at Purdue University,” Purdue Journal of Service-Learning and International Engagement: Vol. 8 : Iss. 1, Article 3. https://docs.lib.purdue.edu/pjsl/vol8/iss1/3
Krishnan, L.A., Holgate, H., & Calahan, C.A. (2021). Intercultural competence gains from study Abroad in India, Teaching and Learning in Communication Sciences & Disorders, 5(3)
Krishnan, L.A., Lan, J., & Calahan, C.A. (2021). Enhancing Intercultural Competence: Can it be done without Studying Abroad?, Teaching and Learning in Communication Sciences & Disorders, 5(3)
Guberman D. (2021). Teaching intercultural competence through heavy metal music. Arts and Humanities in Higher Education 20(2):115-132. doi:10.1177/1474022220903403
Alexander, K. C., Alexander, S. C., Ingersoll, L. T., Miller, M. L., Shields, C. G., Gipson, J. A., & Calahan, C. A. (2021). Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1), 106–128. doi: 10.36366/frontiers.v33i1.497
Guberman, Daniel. 2021. “Student Perceptions of an Online Ungraded Course”. Teaching & Learning Inquiry 9 (1), 86-98. https://doi.org/10.20343/teachlearninqu.9.1.8
2020
Guberman, D. (2020). Patriarchy, cross-dressing, agency, and violence: Women and the pedagogical opportunities in heavy metal. In D. Whitt (Ed.), Popular music in the classroom: Essays for instructors (pp. 178-193). McFarland
Wisner, R. & Guberman, D. (June 2020). UnAssessment in the music history classroom [conference presentation]. Teaching Music History Conference. Virtual.
Guberman, Dan “Grading Together: Toward a Partnership Approach,” Teaching and Learning Together in Higher Education: Iss. 29 (2020).
Holgate, H., Parker, H. E., & Calahan, C.A. (2020). Assessing global competency development in diverse learning environments. In N. Namaste, & A. Sturgill (Eds.), Mind the gap: Framing global learning in the university experience. Sterling, VA: Stylus.
2019
Guberman, D. (2021). Carter. By David Schiff. New York: Oxford University Press, 2018. Journal of the Society for American Music, 15(2), 246-248. doi:10.1017/S1752196321000055
Bonem, E.M., Fedesco, H.N., & Zissimopoulos, A.N. (2019). What you do is less important than how you do it: The effects of learning environment on student outcomes. Learning Environments Research
Calahan, C.A. (2019, March). Merging Social Learning and Experiential Learning Theories to Foster Reflection and Storytelling, FutureLearn Academic Meetup, London, UK.
Calahan, C.A. (2019, February). Using Massive Open Online Courses (MOOCs) to Enhance Intercultural Skills, Workshop on Intercultural Skills Enhancement and Conference, Winston-Salem, NC.
Calahan, C.A. (2019, October). Using MOOCs (Massive Open Online Course) to Enhance Global Diversity Dexterity, Assessment Institute, Indianapolis, IN.
Erickson, M.G., Guberman, D., Zhu, H., Karcher, E. (2019). Creating Interest through Active Learning in an Introductory Animal Science Course. NACTA Journal 63.
FitzSimmons, J. (2019, June), Technology Transformed: Helping Realize the Unique Polytech Learning Environment Through a Faculty Development Course Redesign Program, Polytechnic Summit, Menominee, Wisconsin.
FitzSimmons, J., & Levesque-Bristol, C., & Bonem, E. M., & Lott, E. A., & Parker, L. C. (2019, June), Education Redesigned: Impacting Teaching and Learning Through a Faculty Development Course Redesign Program, Paper presented at 2019 Annual Conference, Tampa, Florida.
Flierl, M., Guberman, D. (2019, October). Grading With Students: Measuring Learning in Partnership with Students. Library Research Seminar VII, Columbia, SC
Guberman, D. “Why Do We Assess?” American Dairy Science Annual Conference, Cincinnati, OH; June 2019.
Guberman, D (2019). Genius, greatness, and learning in music [Forum]. College Music Symposium, 59, 1.
Guberman, D. (2019). [Review of the book Small Teaching: Everyday Lessons from the Science of Learning, by J. M. Lang]. Currents in Teaching and Learning, 11(1), 135-137.
Hsu. H. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcome in online learning environments. Education and Information Technologies.
Josephson, A., DeBoer, L., Nelson, D., & Zissimopoulos, A. (2019). Learning to do: Facilitating practice in a large introductory macroeconomics class. The Journal of Economic Education, 1-15.
Kirby, K., Earle, M., Calahan, C.A., & Karagory, P. (2019, March). Preparing Senior Nursing Students for Diverse Populations, Poster at 2019 National Nurse Educator Summit, Savannah, GA.
Linnes, J., Holgate, H., Guberman, D., & Calahan, C.A. (2019, October). Small Changes Increase Intercultural Development During Short-Term Service-Learning Study Abroad, Biomedical Engineering Annual Meeting, Philadelphia, PA.
Levesque-Bristol, C., Maybee, C., Parker, L. C., Zywicki, C., Connor, C., & Flierl, M. (2019). Shifting Culture: Professional Development through Academic Course Transformation. Change: The Magazine of Higher Learning, 51(1), 35-41.
Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).
Lott, E.A. & Guberman, D. Using SDT to Support Instructional Development. Self-Determination Theory Conference, Egmond aan Zee, The Netherlands; May, 2019.
Lott, E.A. & Guberman, D. (2019, October). Creating an inquiry-based and needs-supportive teaching certificate program. ISSoTL Conference “SoTL Without Borders: Engaged Practice for Social Change”, Atlanta, GA.
Nelson, D., FitzSimmons, J., & Bonem, E. (2019, August), Development Matters: How Participating in a Faculty Learning Community Can Foster Faculty Efficacy of Teaching in Active Learning Spaces, International Forum of Active Learning Classroom Conference, Minneapolis, Minnesota.
Wang, C., Hsu, H. K., Bonem, E. M., Moss, J. D., Yu, S., Nelson, D. B., & Levesque-Bristol, C. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior.
2018
Calahan, C.A. (2018, July). How Can You Make a FREE Massive Open Online Course (MOOC) Work for You?, Summer Institute for Intercultural Communication, Portland, OR.
Calahan, C.A. (2018, Winter). A six year journey of global learning faculty and student development. Peer Review, 20(1)
Guberman, D (2018). Book Review: Stephen Brookfield, Becoming a Critically Reflective Teacher. The Jigsaw. http://www.teachingmusichistory.com/2018/07/01/book-review-stephen-brookfie…
Holgate, H., Parker, H. E., & Calahan, C.A. (In Press). Assessing global competency development in diverse learning environments. In N. Namaste, & A. Sturgill (Eds.), Mind the gap: Framing global learning in the university experience. Sterling, VA: Stylus
Abstract: The mission statements and strategic plans of most colleges and universities claim to prepare graduates for a global society and global citizenship. Yet the assessment of such competencies is elusive. Even less is known about the pathways by which these skills can be fostered and developed in diverse learning environments. This chapter discusses a model that expands the current view of Global Learning to include Civic Engagement and Intercultural Knowledge & Competence. In addition, the chapter introduces a series of formative assessment short scales using Bloom’s Affective Domain, based on the AAC&U’s VALUE Rubrics. These short scales assess students’ perceptions in each of these three spheres and provide educators and trainers with information to evaluate their students’ development and program outcomes for developing these skills. We discuss the application of these scales in various learning experiences: face-to-face, hybrid, high-enrollment online courses, and short-term experiences geared towards developing global competency.
Neubauer, K., Huang, W., Fundator, R., Cai, H., Hands, N., & Zimpfer, M. (2018, May). Teamwork makes the dream work: Purdue’s IMPACT course transformation faculty learning community. Presented at the Purdue Global General Education (virtual) Conference.
Render, D.N., Holgate, H., & Calahan, C.A. (2018, October). Facilitating Intercultural Development: Preparing Future Engineers for Multidisciplinary Teams and Multicultural Environments, Frontiers in Education Conference, San Jose, CA
Tan, D. Y., Yough, M., & Wang, C. (2018). International Students in Higher Education: Promoting Their Willingness to Communicate in Classrooms. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-01-2018-0008 [online first]
Wang, C., Zhang, X., Yao, M.L. (In Press). Enhancing Chinese College Students’ Transfer of Learning Through Service-learning. Studies in Higher Education. DOI: 10.1080/03075079.2018.1435635
Wiles, B. and Levesque-Bristol, C. (2018). College Algebra and the Confluence of Transformations in Curricula, Pedagogy, Placement, and Culture. Gateway Course Experience Conference, Gardner Institute for Excellence in Undergraduate Education, Houston, TX
Wiles, B., & Levesque-Bristol, C. (2018). The Relationship Between Basic Psychological Needs, Learning Environments, and Academic Performance in Undergraduate Calculus. Presentation at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Clemson, NC.
Yu, S., Traynor, A., & Levesque-Bristol, C. (2018). Psychometric examination of the short version of Learning Climate Questionnaire using item response theory. Advance online publication. Motivation and Emotion.
2017
Ayers, D.P., Calahan, C.A., & Yngve, K., (2017, February). Intercultural Competence and learning Outcomes: Transcending the Numbers Game, Association of International Educators Annual Conference, Boston, MA.
Bonem, E. M., Fedesco, H. N., & Zissimopoulos, A. N. (2017, October). ‘What’ vs. ‘How’: Examining course features that promote student learning. POD Conference, Montreal, BC.
Calahan, C.A., (2017, October). Developing Intercultural Competency Using formative assessment: A.S.K.S2 & A.S.K.S2+, Assessment Institute, Indianapolis, IN
Calahan, C.A., (2017, June). A.S.K.S2+: An Open Source, Reliable Intercultural Learning Resource for Faculty, Teaching Professor Conference, St. Louis, MO
Calahan, C.A., Fischer, K., & Liu, J. (2017, February). Internationalizing the Faculty: How to Better Prepare Professors for Today’s International Classroom, Association of International Educators Annual Conference, Boston, MA.
Calahan, C.A. & Holgate, H. (2017, February). Developing Intercultural Competency Using A.S.K.S2+as Formative Assessment. Workshop on Intercultural Skills Enhancement and Conference, Winston-Salem, NC.
Fedesco, H. N., Kentner, A., & Natt, J. (2017). The effect of relevance strategies on student perceptions of introductory courses. Communication Education, 66, 196-209.
FitzSimmons, J. & Neubauer, K. (2017, October). Space matters, but it’s no guarantee: Reconceptualizing active learning classrooms. Presented at POD Conference, Montreal, BC.
Guberman, D., Layow, E., and Bonem, E. (October, 2017). Course Transformation: Measuring Improvements in Student Learning. ISSoTL Conference “Reaching New Heights”, Calgary, Alberta.
Guberman, D. and Layow, E. (2017, June). Understanding and Motivating Generation Z Students. Lilly Conference “Designing Effective Teaching”, Bethesda, MD.
Hoilett, O. S., Aboelzahab, A. F., Layow, E. A., Linnes, J. C., & Lee, C. H. (2017, June). Board# 8:# FunTimesWithTheTA—A Series of Fun Supplementary Lessons for Introductory Level Biomedical Instrumentation Students (Work in Progress). In 2017 ASEE Annual Conference & Exposition.
Jimenez-Useche, I.C., Render, D.N., & Calahan, C.A. (2017, October). Cultivating Global Mindsets without Leaving Campus: Building Culturally Competent Engineers, Frontiers in Education Conference, Indianapolis, IN
Krishnan, L.A., Masters, C., Holgate, H., Wang, C., & Calahan, C.A. (2017). Structured study abroad enhances intercultural competence, Teaching and Learning in Communication Sciences & Disorders, 1(1)
Lucietto, A. M., Moss, J. D., Efendy, E., & French, R. M. (2017). Engineering technology vs. engineering students: Differences in perception and understanding. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1-7). IEEE.
Lucietto, A. M., Moss, J. D, & French, R.M. (June, 2017). Examining engineering technology students: How they perceive and order their thoughts. Paper presented at the ASEE Conference and Exposition, Columbus, Ohio.
Laux, C., & Nunes, L. D. (2017, May). Elaboration of a consistency map of strategic processing in Six Sigma students’ projects. Paper presented at the Fourth International Conference on Lean Six Sigma for Higher Education, West Lafayette, IN, USA.
Moss, J., Guberman, D. & Neubauer, K. (2017, October). TAs in active learning spaces: The other students in the class. Presented at POD Conference, Montreal, BC.
Neubauer, K., Huang, W., & Hands, N. (2017, November). Teamwork makes the dream work: IMPACT (Instruction Matters: Purdue Academic Course Transformation) at Purdue. Presented at the Original Lilly Conference on College Teaching, Oxford, OH.
Nigoghosian, G., Weidner,L. M., Nunes, L. D., & Stamper, T. I. (2017, February). Teaching Morphological Species Identification to Forensic Science Students: Advantages, Problems and Results. Poster presented at the 69th American Academy of Forensic Science Annual Meeting, New Orleans, LA, USA.
Nunes, L. D., (2017, May). From the Lab to the Classroom: Research at the Interface Between Cognitive Science and Education. Presentation presented at the 29th APS Annual Convention, Boston, MA, USA.
Ravai, G., Erdei, R., Nunes, L. D., & Kodam, S. (2017, April).The Introduction of Informal Cooperative Learning into our Programming Laboratories. Presentation presented at the 18th Annual Midwest SoTL Conference, South Bend, IN, USA.
Ravai, G., Nunes, L. D., Erdei, R., & Kodam, S. (2017, June). The impact of course redesign in students’ performance and perceptions – Considerations about Institutional Course Redesign. Presentation in a panel accepted for presentation at the WEPAN Change Leader Forum: Creating a Mindset for Action, Westminster, CO, USA.
Sligar, S., Pelletier, C., Bonner, H. S., Coghill, E., Guberman, D., Zeng, X., Newman, J., Muller, D., and Dennis, A. (2017). Student Perceptions of Online Tutoring Videos. New Horizons in Adult Education and Human Resource Development 29 (4), 4-19.
Stamper, T. I., Weidner, L., Nigoghosian, G., M., & Nunes, L. D. (2017, June). Exposing problems teaching students morphological species identication. Poster presented at the 2017 meeting of the Society for Wildlife Forensic Science, Edinburgh, Scotland.
Walters, B., Potetz, J., & Fedesco, H. (2017). Simulations in the classroom: An innovative active learning experience. Clinical Simulation in Nursing, 13(12), 609-615.
Wang, C., Zhang, X., & Yao, M. L. (Apr, 2017). Service-learning and Transfer of Learning: Roles of Cognitive Conflict and Behavioral Engagement. Paper presentation at the American Educational Research Association Annual Meeting, San Antonio, TX.
Wen-wen, T., Parker, H.E., Calahan, C.A., Holgate, H., & Harbor, J.M. (2017, June). Poster Session: Assessing Global Learning in an Online, Off-Campus Learning Environment, Elon University Symposium, Elon, NC
Yough, M., Merzdorf, H., Fedesco, H. N., & Cho, H. J. (in press). Flipping the classroom in teacher education: Implications for motivation and learning. Journal of Teacher Education.
2016
Bonem, E.M., & Fedesco, H.N. (2016, November). Increasing consistency across large multi-section courses: A case study. Presentation at the POD Conference, Louisville, KY.
Bonem, E.M, Levesque-Bristol, C., Zissimopoulos, K., Nelson, D. & Fedesco, H. (2016, June). Modeling the effects of student-centeredness on student outcomes.Presentation at the Self-Determination Theory Conference, Victoria, BC.
DeBoer, J., Gerschutz, M., Evenhouse, D., Patel, N., Berger, E., Stites, N., Zywicki, C., Nelson, D., Krousgrill, C., Rhoads, J. (2016). Transforming a dynamics course to an active, blended and collaborative format: Focus on the faculty. ASEE Annual Conference Proceedings.
Fedesco, H. N., & Troy, C. (2016). Why this flip wasn’t a flop: What the numbers don’t tell you about flipped classes. Proceedings from ASEE Annual Conference, New Orleans, Louisiana.
Hsu, H. K., Wang, C. & Levesque-Bristol, C. (2016, August). Testing self-determination theory in online learning environment. Poster presentation at the American Psychological Association Annual Convention, Denver, CO.
Abstract: While various researches from different domains have confirmed the validity of self-determination theory (SDT) in the conventional learning setting, only a few attempts have been made to explore its application in the online learning context. Chen and Jang (2010) concluded that the SDT-based model was unable to predict learning outcomes. Using a similar approach of structural equation modeling, the current study was aimed at examining whether satisfying the three universal SDT needs enhances learning outcomes in the online learning environment. More than 300 undergraduate students from seven online courses took part in the study and completed the surveys. The results indicated that a student-centered learning climate would foster the satisfaction of students’ basic psychological needs. The satisfaction of the basic psychological needs would in turn enhance self-regulated motivation, which would then lead to higher perceived knowledge transfer and more gains on course objectives.
Patent, J.D. & Calahan, C.A., (2016, November). Developing Global Citizens: Increasing Faculty Engagement in Intercultural Learning, CIEE Conference, Hollywood, CA
Richards, K. A. R. & Levesque-Bristol, C. (2016). The Influence of Self-Efficacy and Self-Regulated Motivation on Civic Learning in Service Learning Courses. Journal of College Student Development, 57(7), 827-843.
Richards, R., Andrew, K., & Levesque-Bristol, C. (2016). Assisting in the Management of Faculty Role Stress: Recommendations for Faculty Developers. The Journal of Faculty Development, 30(1), 7-14.
Sass, M. & Calahan, C.A., “Intercultural Attitudes, Skills, and Knowledge Q2 Reflection Handbook” (2016). Faculty Authored Books. Book 453. http://scholarworks.boisestate.edu/fac_books/453
Stites, N., Evanhouse, D., Tafur, M., Krougrill, C., Zywicki, C., Zissimopoulos, A., Nelson, D., DeBoer, J., Rhoads, J., Berger, E. (2016). Analyzing an abbreviated dynamics concept inventory and its role as an instrument for assessing emergent learning pedagogies. ASEE Annual Conference Proceedings.
Tan, D., Yough, M., Wang, C. (2016, August). Chinese International Students’ Willingness to Communicate in the ESL Classrooms. Poster presentation at the American Psychological Association Annual Convention, Denver, CO.
Abstract: The current study examined Chinese international students’ willingness to communicate (WTC) in English as a second language (ESL) classrooms and regular classrooms in the U.S. Survey data from undergraduate students (N=50) at a large Midwestern university shows that their WTC was predicted directly and indirectly by motivation, confidence, and classroom environment. Interview data from 4 participants supported the survey results, and suggested among classroom environment factors teacher played a most significant role in students’ WTC in ESL classrooms. Moreover, in regular classrooms, teacher, confidence, task and class size were the most salient factors that influenced participants’ WTC.
Wang, C. & Levesque-Bristol, C. (2016, August). Promoting knowledge transfer through autonomy-supportive environment: Both degree and tendency matter. Poster presentation at the American Psychological Association Annual Convention, Denver, CO.
Abstract: The goal in the present study was to use self-determination theory to explore the motivational factors that promote college students’ transfer ability, and also enrich the empirical studies on self-determination theory in the field of education area. Although the positive effects of autonomy-supportive environments were repeatedly demonstrated, few studies paid attention to the changes of autonomy-support. However, during a natural 3-month college course, it is possible that students’ perception of autonomy-support would change. In study 1, we explored the dynamic changes of students’ motivation and transfer in different groups of perceived autonomy support. The results showed that students who perceived high autonomy-supportive learning climate demonstrated more motivation and better perceived knowledge transfer ability. In study 2, we examined the effects of students’ perception of autonomy-support changes on students’ motivation and transfer. Results showed that students who perceived increases in autonomy-supportive learning climate demonstrated more motivation and better perceived knowledge transfer ability at the end of the semester.
Wang, C., Hsu, H., Moss, J., Yu, S., Nelson, D., & Levesque-Bristol, C. (2016, November). Comparative study of need satisfactions in online and face-to-face environments. Presentation at the POD Conference, Louisville, KY.
Yu, S., Levesque-Bristol, C., Zhang, F. (2016, June). A Life History Perspective on Self-Determination: Subjective Life Expectancy as a Predictor of Self-Determined Career Decision and Academic Motivation. Poster presentation at the 6th International Conference on Self-Determination Theory, Victoria, BC, Canada.
Zhang, J., Fengjian, P., Jha, M., Marla, P., Lee, K., Nelson, D., & Lu, Y. (2016). A system for analysis of code on cloud as an educational service to students. ASEE Annual Conference Proceedings.
2015
Baker, R., Calahan, C.A., Kahn, K., & McCrory, M. (2015, May). Panel: Innovative Practices in Internationalization, Institute for Curriculum and Campus Internationalization, Bloomington, IN.
Calahan, C.A. (2015). Appendix F in Deardorff, D.K., Demystifying Outcomes Assessment for International Educators: A Practical Approach (pp. 186-200). Sterling, VA: Stylus Publishing.
Calahan, C.A. & Cartwright, C. (2015, July). Development of Intercultural Knowledge and Competency, Summer Institute for Intercultural Communication, Portland, OR.
Calahan, C.A. & Sass, M. (2015, May). Digital Badges to Assess Intercultural Learning in Bloom’s Affective Domain, Association of International Educators Annual Conference, Boston, MA.
Abstract: The assessment of changing values is elusive in intercultural learning. This interactive session presented a tool kit for faculty and an innovative assessment tool that organizes a system of digital badges, challenges, and active learning tasks to document evidence of global learning in the Affective Domain of Bloom’s Taxonomy.
Calahan, C.A., Duke, S.T., & Sass, M. (2015, March). Designing Intercultural Learning Assignments Can be Easy: An Experiential Session using an AAC&U VALUE Rubric. Forum on Education Abroad Conference, New Orleans, LA.
Abstract: Most colleges and universities claim to prepare graduates for a global society, yet the assessment of intercultural competency is elusive, especially in assessing attitudes, skills, and knowledge which fall under Bloom’s Cognitive and Affective Domains. This round table introduced instructional design to create valid assignments for study abroad.
Calahan, C.A. & Sass, M. (2015, February). Artifacts of the Intercultural Learning Process for Assessment, Accountability, and Accreditation, Presentation at the annual conference of the Association of International Education Administrators, Washington, DC.
Abstract: The mission statements and strategic plans of most colleges and universities claim to prepare graduates for a global society and global citizenship. Yet the assessment of intercultural competency is elusive especially in assessing attitudes, skills, and knowledge which fall under Bloom’s Affective Domain. This round table facilitated exploration and discussion to map the process of student learning relating to intercultural attitudes, skills, and knowledge using Bloom’s Affective Domain of learning.
Calahan, C.A. & Sass, M. (2015, February). The AAC&U VALUE Rubric and Concept Mapping of Intercultural Learning Assignments That Use Technology, Digital Devices, and Social Media. Workshop on Intercultural Skills Enhancement and Conference, Winston-Salem, NC.
Abstract: “For this generation digital devices are now part of the interpretive experience” – Jacquie Whitt. This session collected the best practices of the participants, uses A.S.K.S2 and the AAC&U VALUE Rubric, to construct a concept map of successful pedagogies using technology, digital devices, and social media to document intercultural learning.
Holgate, H.A. & Calahan, C.A. (2015, May). Troika Venn Model: Global Learning, Civic Engagement, and Intercultural Knowledge and Competence, Association of International Educators Annual Conference, Boston, MA.
Krishnan, L. A., Richards, K. A. R., & Bajek, M. (2015 December). Service Learning in Undergraduate Audiology Education. American Journal of Audiology.
Abstract: The purpose of this study was to incorporate a service learning project in an undergraduate audiology course and evaluate how it affected student learning in the class.
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education. Vol. 23, Iss. 1.
Wang, C., Yao, M. L., & Guo, F. F. (2015, May). Can cognitive conflict induce more learning? The type matters. Poster Presentation at 27th Association for Psychological Science Convention, New York, N.Y., USA.
Abstract: Cognitive conflict can be identified as an important process, which can lead to students’ curiosity and deeper thinking. However, there are controversial results regarding its effectiveness. Three problems exist in previous cognitive conflicts research. First, most studies didn’t directly explore the relationship between cognitive conflict and student engagement. Second, cognitive conflicts are often controlled by researchers rather than perceived by students. Third, many studies are laboratory experiments, which lacked ecological validity. To overcome these shortcomings, the current study examined the effects of students’ perceived cognitive conflict on engagement and transfer in a real problem-solving context. Ninety-six college students were selected to participate in the study and complete the cognitive conflict scale (Lee & Kwon, 2003) and behavior engagement scale (Skinner, Kindermann, & Furrer, 2009). Transfer was examined with open-ended questions. Results showed that students who perceived constructive conflicts performed better in engagement and transfer than students who perceived destructive conflicts. Behavior engagements mediated the relationship between cognitive conflicts and transfer.
Yu, S., Levesque-Bristol, C. (2015, August). Are Students in Some College Majors More Self-Determined in Their Studies than Others? Poster presentation at American Psychological Association Annual Convention 2015, Toronto, ON, Canada.
Yu, S., Chen, B., & Assor, A. (2015, July). Maternal Validation of Chinese College Student’s Inner Compass as a Predictor of Children’s Vitality: The Mediating Role of Autonomy to Spend Time with Mom. Symposium presentation at the 14th European Congress of Psychology, Milan, Italy.
2014
Calahan, C.A. & Parker, H.E. (2014, November). Digital Badges to assess Global Learning using Bloom’s Affective Domain. Professional and Organizational Development Conference, Dallas, TX.
Abstract: The mission statements and strategic plans of most colleges and universities claim to prepare graduates for a global society and global citizenship, yet the assessment of intercultural competency is elusive especially in assessing values, attitudes, and beliefs which fall under Bloom’s Affective Domain. This interactive session presented a tool kit for faculty and an innovative assessment tool, provided by the University’s Center for Instructional Excellence to faculty, staff, and students, that organizes a system of digital badges, challenges, and active learning tasks to capture and document evidence of global or intercultural learning in the Affective Domain of Bloom’s Taxonomy.
Calahan, C.A., Cartwright, C. & Sass, M. (2014, October). Development of Intercultural Knowledge and Competency: Online Application of the AAC&U Rubric in Undergraduate Education, Society for Intercultural Education, Training and Research Conference, Portland, OR.
Abstract: The mission statements and strategic plans of most colleges and universities claim to prepare graduates for a global society and global citizenship, yet the process assessment of intercultural competency is elusive especially in documenting the values, attitudes, and beliefs which fall under Bloom’s Affective Domain. The categories in Bloom’s Affective Domain include receiving and responding to phenomena, estimating the worth of values, organizing values, and internalizing values. Using the AAC&U Intercultural Knowledge and Competence VALUE Rubric relating to intercultural openness and curiosity, cultural self-awareness and worldview frameworks, and intercultural empathy and verbal and nonverbal communication as the basis for assessment, this highly interactive session presented engaging assignments for students that faculty and others can utilize as an innovative open source e-portfolio assessment tool. Passport: PUPIL and the Intercultural Learning 101 “tool kit” are provided by the Purdue University’s Center for Instructional Excellence to faculty, staff, and students to organize fun student learning assignments, a system of digital badges, challenges, and active learning tasks, and reflections to capture the process and document evidence-based global or intercultural learning in the Affective Domain of Bloom’s Taxonomy.
Calahan, C.A. & Sass, M. (2014, October). Digital Badges to assess Intercultural Learning and Global Civic Engagement, AAC&U Global Learning in College Conference, Minneapolis, MN.
Abstract: The mission statements and strategic plans of most colleges and universities claim to prepare graduates for a global society and global citizenship. Yet the assessment of intercultural competency is elusive especially in assessing values, attitudes, and beliefs which fall under Bloom’s Affective Domain. The categories in Bloom’s Affective Domain include receiving and responding to phenomena, estimating the worth of values, organizing values, and internalizing values. Using the AAC&U VALUE Rubrics as the basis for assessment, this interactive session presented a tool kit for faculty and an innovative open source e-portfolio assessment tool, provided by the Purdue University’s Center for Instructional Excellence to faculty, staff, and students, that organizes a system of digital badges, challenges, and active learning tasks to capture and document evidence of global or intercultural learning and global civic engagement in the Affective Domain of Bloom’s Taxonomy.
Calahan, C.A. & Parker, H.E. (2014, October). Assessing Affective Constructs in Intercultural Learning Using Digital Badges, Assessment Institute, Indianapolis, IN.
Abstract: The mission statements and strategic plans of most colleges and universities claim to prepare graduates for a global society and global citizenship, yet the assessment of intercultural competency is elusive especially in assessing values, attitudes, and beliefs which fall under Bloom’s Affective Domain. This interactive session presented a tool kit for faculty and an innovative assessment tool, provided by the University’s Center for Instructional Excellence to faculty, staff, and students, that organizes a system of digital badges, challenges, and active learning tasks to capture and document evidence of global or intercultural learning in the Affective Domain of Bloom’s Taxonomy.
Calahan, C.A. & Cartwright, C. (2014, July). Development of Intercultural Knowledge and Competency: Online Application of the AAC&U Rubric in Undergraduate Education, Summer Institute for Intercultural Communication, Portland, OR.
Abstract: This evening session examined the background and the research methods used to develop the AAC&U VALUE Intercultural Knowledge and Competency Rubric and the application of this rubric to the instructional design and development of the Purdue University “Tool Kit” for intercultural learning.
Calahan, C.A., Ebner, P., Nennich, T., & Russell, M. (2014, June). A Faculty Tool Kit for Teaching and Assessing Intercultural Knowledge & Global Competence Embedded Learning Outcomes, North American Colleges and Teachers of Agriculture Journal, 58, 36.
Abstract: If faculty are to be competent and confident in leading and assessing embedded learning activities, the administration must provide them with the tools and training/education to develop the needed competencies to provide a deeper level of knowledge and experiences within our disciplines and departments.
Calahan, C.A., Jackson, R., & Pinder, A. (2014, February). Three Strategies for Faculty Engagement in Internationalizing the Curriculum. Invited presentation at the annual international conference of the Association of International Education Administrators, Washington, DC.
Abstract: When a university has 127 Chinese students in 2007 then increase to 2250 students in 2012, what does it mean to be a Research One University in a globalized world? How are the University of Illinois and Purdue University changing to meet the demands of the 21st Century? In what ways have the missions of higher education changed? How will faculty best educate and engage students with the multiple perspectives on global concerns? What will a global society require of the graduates we train and prepare?
Krishnan, L., Masters, C., Calahan, C.A., & Richards, K.A.R. (2014, November). Developing Intercultural Competence: A Service-Learning Experience in Zambia. American Speech-Language Association Conference, Orlando, FL.
Abstract: SLHS in Zambia is a study abroad program that uses a service-learning model. Cultural competence measured via the Public Affairs Scale (PAS) increased after completion of this program. The Intercultural Development Inventory (IDI®) and the PAS were administered pre- and post- to compare outcomes from the two measures.
Levesque-Bristol, C., & Richards, K. A. R. (2014). Evaluating Civic Learning in Service-Learning Programs: Creation and Validation of the Public Affairs Scale—Short Survey (PAS-SS). Journal of Public Affairs Education, 413-428.
Morris, R., Parker, L., Nelson, D., Pistilli, M., et al. (2014). Development of a student self-reported instrument to assess course reform. Journal of Educational Assessment. Vol. 19, Iss. 4.
Parker, H.E. & Calahan, C.A. (2014, October). Using Digital Badges to Assess Civic Engagement: Global Citizenship/Social Responsibility. Poster session at the Assessment Institute, Indianapolis, IN.
Abstract: This poster session will introduce participants to an innovative way for students to assess and document their development of civic engagement. The online program is called Civic Engagement: Global Citizenship/Social Responsibility and it is housed at the Purdue digital badge tool system called Passport. This interactive program presents the students with seven civic engagement challenges and the students earn a badge after completing each challenge. In the current Digital Age, this program can be used by students as a compliment to their online portfolios to share their accomplishments with colleagues and potential employers on any electronic device such an iPad.
Richards, K. A. R., Templin, T. J., Levesque-Bristol, C., & Blankenship, B. T. (2014). Understanding differences in role stressors, resilience, and burnout in teacher/coaches and non-coaching teachers. Journal of Teaching in Physical Education, 33(3), 383-402.
Richards, K. A. R., Levesque-Bristol, C., & Templin, T. J. (2014). Initial validation of the teacher/coach role conflict scale. Measurement in Physical Education and Exercise Science, 18(4), 259-272.
Richards, K. A. R., Templin, T. J., Levesque-Bristol, C., & Blankenship, B. T. (2014). Understanding differences in role stressors, resilience, and burnout in teacher/coaches and non-coaching teachers. Journal of Teaching in Physical Education.
Richards, K. A. R. & Levesque-Bristol, C. (2014). Advocacy in Action: Student Learning and Motivation in Physical Education. Strategies: A Journal for Physical and Sports Educators, Vol. 27, 43-46.
Stout, M., Fisher, B., & Levesque-Bristol, C. (2014). Social media, social capital, and the civic participation of college students. eJournal of Public Affairs.
Whittinghill, D. & Nelson, D. (2014). Encouraging generalization of programming concepts outside a student’s home programming language. ASEE Illinois-Indiana Section Conference Proceedings, Terre Haute, IN.
Whittinghill, D., Nelson, D., Richards, K. & Calahan, C. (2014). Improving the affective element in introductory programming coursework for the “non programmer” student. ASEE 121st Annual Conference & Exposition, Indianapolis, IN.
Young-Jones, A., Copeland Cara, K., & Levesque-Bristol, C. (2014). Verbal and Behavioral Cues: Creating an Autonomy-Supportive Classroom. Teaching in Higher Education, 10, 1-13.
2013
Parker H., Carrillo-Munoz A., & Calahan C. (2013, October). Purdue University’s Passport to Intercultural Learning (PUPIL) as an Intercultural Skills Assessment Tool. Poster session at the Assessment Institute, Indianapolis, IN.
Abstract: This poster session will introduce participants to an innovative way for students to assess and document their development of intercultural skills. The online program is called Purdue University’s Passport to Intercultural Learning (PUPIL) and it is housed at the Purdue digital badge tool system called Passport. PUPIL presents the students with seven intercultural learning challenges and the students earn a badge after completing each challenge. In the current Digital Age, PUPIL can be used by students as a compliment to their online portfolios to share their accomplishments with colleagues and potential employers on any electronic device such an iPad.
Calahan, C.A., (2013, May). Purdue University Passport to Intercultural Learning:PUPIL. Poster session at the Institute for Curriculum and Campus Internationalization, Indiana University, Bloomington, IN.
Abstract: The Purdue digital badge tool is called Passport and can be used by students to share their accomplishments with others, such as a potential employer in an interview or a cover letter. PUPIL is a specific application of Passport designed for you to document your Intercultural Learning.
Ayers, D.P., Calahan, C.A., Potts, J.D., & Sohn, A., (2013, February). Higher Education’s Adaptation to a Global Setting and Future. Presentation at the annual conference of the Association of International Education Administrators, New Orleans, LA.
Abstract: What does it mean to be a national research university in a globalized world? How are the University of Illinois and Purdue University changing to meet the demands of the 21st Century? In what ways have the missions of higher education changed? How will faculty best educate and engage students with the multiple perspectives on global concerns? What will a global society require of the graduates we train and prepare?
Calahan, C.A., Levesque-Bristol, C., Nelson, D.B., & McCann, J.A., (2013, January). A Perfect Storm: Campus Wide Course Redesign at an American R1 University Meets the Pacific Rim. Presentation at the annual International Higher Education Teaching and Learning Conference, Orlando, FL
Abstract: Purdue is embarking on a campus-wide course redesign effort; Instruction Matters: Purdue Academic Course Transformation (IMPACT). The overarching goal of IMPACT is to partner with and develop a network of faculty committed to the transformation of foundational courses, employing innovative and experiential pedagogies, often supported by technologies, to create an enhanced student-centered teaching and learning environment. IMPACT is informed by research and aimed at enhancing student learning, competence, confidence, and success. At the same time, International students at Purdue comprise 20% of the total student enrollment. More specifically, from 2007 to 2012, Purdue University Chinese undergraduate student enrollment grew from 127 to 2,706. When the 1,300 international freshmen arrived on campus in 2011, 900 were from China. The College of Management had 43% international student enrollment in its freshman class. Seventy-five percent of the international undergraduates are English Second Language (ESL) students. What are potential opportunities and challenges to engage and integrate students from diverse cultural and linguistic backgrounds within the learning context, especially re-designed courses? To what extent can course re-design, focusing on transformative learning, benefit a diverse group of learners? Results of a pilot study conducted in reading centered courses, suggest that international students perform significantly better than national students on quizzes, exams, class activities, and discussions when technology-enhanced and ESL-friendly pedagogies were provided. Implications from the IMPACT pedagogical approach will also be discussed.
2012
Ayers, D.P., Bryant, G., Calahan, C.A., & Potts, J.D., (2012, November). Innovations: Purdue University Supports the International Education Mission. Presentation at the regional conference of NAFSA: Association of International Educators, Columbus, OH.
Abstract: The IP Campus Partners Programs was developed in the fall of 2012 for the purpose of coordinating the wide spread efforts of individual units focused on meeting the needs of an ever growing international undergraduate student population, on the Purdue West Lafayette campus. Many new services, positions and programs were initiated in the previous 18 months, primarily designed to address the large influx of students from China. In a 5 year span, Chinese undergraduate student enrollment moved from 127 to 2,706 presently. Faculty and administrators alike were generally pleased with this new enrollment reality, but understandably, needed assistance adjusting to this new campus environment. The IP Campus Partners Program in an effort to coordinate efforts, increase communication, stimulate discussions, assess programs and create an environment of cooperation focused on the common goal of undergraduate student success, both domestic and international students. Beginning with focus groups and survey information, efforts were made to better understand our constituents to more effectively meet the campus needs.
Ayers, D.P., Bryant, G., Calahan, C.A., & Potts, J.D., (2012, November). Rallying Resources to Support the New Chinese Students. Presentation at the regional conference of NAFSA: Association of International Educators, Columbus, OH.
Abstract: During the spring semester of 2012, approximately 11,000 domestic and 4000 international Purdue University undergraduate students in 4 colleges received invitations to complete an on-line survey, replicating a University of Illinois study conducted the fall semester of 2011. Undergraduate students from the four colleges with the highest percentages of enrolled international students were selected as the population from the College of Science, College of Liberal Arts, Krannert School of Management and the College of Engineering. Students received the survey invitation via e-mail in early May of 2011. Two follow up e-mails, sent approximately one week apart, were sent to encourage a higher response rate.Seventeen hundred and thirty (15%) domestic students accepted the invitation of which 1346 (78%) domestic students completed the survey. Eighteen hundred and three Chinese students, 338 Korean students, 75 Indian students, 40 Malaysian students, and 1309 remaining other international students from 119 countries accepted the survey invitation.Student survey starting rates were 36% for Chinese, 14% for Korean, and 21% for all other internationals. Survey completion rates were 18% for Chinese, 9% for Korean, and 12% for all other internationals. The survey completion to acceptance rates for Indian and Malaysian students are not known.Following are some of the demographic results which may be of special interest with an emphasis on the Chinese cohort due to their significant numbers at Purdue. The Chinese student sample included 56% male and 44% female undergraduates with 42% being 18-19 years of age, 44% were 20-21 years old, and 14% were 22 years and older. Eighty-eight percent of Chinese students at age 16 years resided in an urban area, 7% lived in suburban homes, and 5% lived in rural areas. Nine percent of domestic students lived in urban areas. Sixty-eight percent were from the suburbs and 23% were from rural areas.
Narayan, A., Weber, N., Richtsmeier, P. T., Trinetta, V., and Nelson, D. (2012). Postdoctoral Needs and Concerns: Purdue University and Beyond. The POSTDOCket, Vol. 10, Iss. 4.