Sample SoTL Publications by CATL Program Participants

CATL Scholars

Gordon, Barbara L., Alpert, Sarah O., & Leupold, Christopher R. (2019). Students’ perception of difference in traditional vs. multimodal assignments: A call for closer consideration. Journal of Teaching Writing, 34(1), 43-79.

Aumiller, Renay L. (2021). Decentering Power: Students as Partners in Dance Education. Teaching Artist Journal, 19:1-2, 49-66, DOI: 10.1080/15411796.2021.1972765

Diversity & Inclusion Grants

Winter, Marna, & Hone, Erin. Diversity Infusion in the Elementary Education Methods Courses. Poster presentation, January 2020, Hawaii International Conference on Education, Honolulu, HI.

Teaching & Learning Grants

Essary, Brandon. (2019). Dante’s Inferno, Video Games, and Pop Pedagogy. Parole rubate, 20, 59-82.

Ramey, L., Ramey, L., Neville, D., Amer, S., deHaan, J., Durand, M., Essary, B., Howland, R., Kapadia, M., Kronenberg, F., Shelton, B., and Vance, B. (2019). Revisioning the Global Middle Ages: Immersive Environments for Teaching Medieval Languages and Culture. Digital Philology: A Journal of Medieval Cultures 8(1), 86-104. doi:10.1353/dph.2019.0016.

Writing Residency

To view SoTL publications from the Writing Residency Program, visit our Writing Residency page.