Published Scholarship on Teaching and Learningby the Faculty of Lewiston-Auburn College University of Southern Maine1988 – 2009
Baskett, R., Bryant, K., Rhoads, K., & White, W. (2005). Post-Hoc analysis of half-day to full-day kindergarten: A model of educational research collaboration and interpretation of educational improvement scores. Early Child Development and Care, 175(5), 419-430.
Black, R. (2000). Approaches to multicultural education. In S.A. Wells & R.M. Black (Eds.), Cultural competency for health professionals (pp. 159-168). Bethesda, MD: American Occupational Therapy Association.
Black, R. (2000). Blending culture into educational experiences. In S.A. Wells & R.M. Black (Eds.), Cultural competency for health professionals (pp. 199-217).Bethesda, MD: American Occupational Therapy Association.
Black, R., & MacRae, N. (2001). Where passion resides: An occupational performance analysis of teaching. In E.M. Brady & D. Larson (Eds.), The spirit of teaching (pp.127-134). Portland, ME: University of Southern Maine.
Blunt-White, C., Hammer, C., & Slighter, A. (In press). Meeting PDS standards across the consortium: Exemplars and reflective questions. In W. White & C. Hammer (Eds.), Partnerships, standards, technology, and assessment in K-16 educational reform: The story of the virtual professional development school consortium. Albany, NY: SUNY Press.
Bowen, J. E., & Black, R.M. (2005). Developing cultural competency – Student voices. OT Practice, 10(13), 15-19.
Briggs, K. (in press). Review of Rachel Darabi’s “Basic Writing and Learning Communities.”
In Glau & Duttagupta (Eds.), The Bedford bibliography for teachers of basic writing, (3rd Edition). Boston, MA: Bedford/.St. Martin’s Press.
Briggs, K. & Barret, D. (2001). Teaching, learning, connection: The relational drama of education. In M. Brady (Ed.), The spirit of teaching (pp. 24 - 32). Gorham, ME:University of Southern Maine.
Caron, P.G. (2005). Preparing pre-service elementary teachers for higher competency in mathematics and science through the Lewiston-Auburn College professional development school program. Third Annual Hawaii International Conference on Education proceedings, 592-599.
Caron, P.G. (2006). Applying student assigned assessment in Physics. In R. Stebbins & A. Johnson (Eds.), Journeys:MSTEC Monograph (pp. 42-47). Augusta, ME: Maine Mathematics and Science Alliance.
Caron, P.G. (2006). Adapting a professional teacher education program for the
non-traditional pre-service student. Fourth Annual Hawaii International Conference on Education proceedings, pp. 863-875.
Caron, P.G. (In press). The CLASS PDS at Lewiston-Auburn College: The innovative teacher preparation program for the twenty-first century. In W. White & C. Hammer (Eds.), Partnerships, standards, technology, and assessment in K-16 educational reform: The story of the virtual professional development school consortium. Albany, NY: SUNY Press.
Caron, P.G. (In press). Using student designed assessments to creatively achieve state and national standards. In T. Coste, A.LeStorti, & D. Reuster (Eds.), Creating the future. Philadelphia: American Creativity Association.
Caron, P.G. (In press). Improving mathematics knowledge and skills for future teachers through creative problem solving. In T. Coste, A.LeStorti, & D. Reuster (Eds.), Exploring the universe of creativity. Philadelphia: American Creativity Association.
Caron, P., Hammer, C., & White,W. (2006). Resiliency in a professional development school. Academic Exchange Quarterly, 10(3), 80.
Caron, P.G., Hitchcock, J.L., Moisan, A., & White, W.B. (2001). Reflections on the spirit(s) of teaching past. In M. Brady (Ed.), The spirit of teaching (pp. 45-53). Gorham, ME: The University of Southern Maine.
Cleary, R., & Raimon, E.A. (2009). Whose "Greater Expectations," are they, anyway? Exposing the tensions within educational reform rhetoric. Liberal Education, 95(1), 30-35.
Coste, T. (2000). Exploring a careful and expanded use of technology across curriculums: An interdisciplinary educational technology effort. Journal for the Art of Teaching, 7(1), 35-44.
Coste, T. (2000). Infusing creativity principles throughout the leadership curriculum. In M. Stein (Ed.), Creativity’s global correspondents 2000 (pp.165-169). NY: Winslow Press.
Coste, T. (2000). Utilizing service learning to cultivate articulate and effective communicators throughout a leadership curriculum. Carolinas Communication Annual, 16, 1-6. [Article listed as a resource on the National Communication Association’s Service-learning Resources website.]
Coste, T. (2001). Hunger for learning drives passion for teaching. In M. Brady (Ed.), The spirit of teaching (pp. 114-118).Gorham, ME: The University of Southern Maine
Coste, T. (2001). Technology in society course syllabus posted on the Academy of Management’s Technology and Innovation Management website
Coste, T., & Caron, P. G. (In press). Learning to be creative in a standardized world. In M. Stein (Ed.), Creativity’s global correspondents 2004. Philadelphia: American Creativity Association
Coste, T., & Druker, M. (2001).Assessing the effects of incorporating service in learning: The search for a comprehensive process of service learning evaluation. Academic Exchange Quarterly, 5(1), 10-15.
Coste, T., & Lasagna, H. (2006). Creating a learning party. In R. Sanford (Ed.), Profiles of intentional teaching and liberal learning (pp. 21-27). Portland, ME: University of Southern Maine.
Druker, M. (1994). Studying change through active learning: The community as classroom. Proceedings of the Seventeenth Annual National Conference on Teaching Public Administration. Akron, OH: University of Akron.
Druker, M. (1995). Adding an active learning project to a research methods class. Proceedings of the Eighteenth Annual National Conference on Teaching Public Administration. Seattle,WA: University, Seattle, Washington.
Druker, M. (1996). Teaching research methods through linked classes. Proceedings of the Nineteenth Annual National Conference on Teaching Public Administration. Savannah, GA: Georgia Southern University.
Druker, M. (1999). Incrementally integrating the internet into a statistics class. Proceedings of Twenty-Second Annual National Conference on Teaching Public Administration, Portland, OR: Portland State University.
Druker, M., Cunningham B., & Stefanovic, D. (1996). Student teams studying organizations: Connecting the classroom through field experience. Journal of Public Administration Education, 2(2), 131-141.
Druker, M., Johansen, C. & Schaible, R. (1997). Integrating part-time faculty into academic programs. Proceedings of the Twentieth Annual National Conference on Teaching Public Administration (pp. 96-102). Richmond, VA: Virginia Commonwealth University.
Druker, M., & Robinson, B. (1993). Active and applied learning in a public policy classroom: Explorations in a policy environment. Proceedings of the Sixteenth Annual National Conference on Teaching Public Administration. St. Louis, MO: University of Southern Illinois, Edwardsville.
Druker, M., & Robinson, B. (1994). Active learning in a public policy classroom.” SPAE Forum(Section on Public Administration Education of the American Society for Public Administration)4(4), 11-13.
Druker, M, & Schaible, R. (1997). Integrating part-time faculty into academic programs. Proceedings of the Twentieth Annual National Conference on Teaching Public Administration (pp. 96-102). Richmond, VA: Virginia Commonwealth University.
Dungan, A., & Mundhenk, L. G. (2006). Student self-assessment: A tool for engaging students in their learning. Organization Management Journal, 3(1), 54-73.
Gately, S., & Hammer, C. (2005). An exploratory case study of the preparation of secondary teachers to meet special education needs in the general classroom, Teacher Educator, 41(4), 238-256.
Gately, S., & Hammer, C. (2008). A textual deconstruction of Rudolph the Red-Nosed Reindeer: Utilitarian, mechanistic, and static constructions of disability in society and in schools. Essays in Philosophy: A Biannual Journal, 9(1): http://www.humboldt.edu/~essays/gately.html
Gupta, S., Harris, D.E., Carrier, N., & Caron, P. (2006). Predictors of student success in entry-level undergraduate mathematics courses. College Student Journal,40(1), 97-108.
Hammer, C., Ballard, S., & LaSalle, C. (In press). A case study of building PDS-ness: The Londonderry school district and Rivier College partnership. In W. White & C. Hammer (Eds.), Partnerships, standards, technology, and assessment in K-16 educational reform: The story of the virtual professional development school consortium. Albany, NY: SUNY Press.
Hammer, C., & Dusek, V. (2005). Science studies across general education: a broader view of scientific literacy. Peer Review, 7(2), 21-22.
Hammer, C., & Dusek, V. (2006). The rationale and challenge for the integration of science studies in the revision of general education curricula. Journal of General Education, 55(1), 1-16.
Hammer, C., & Gately, S. (2006). Taking education reform seriously in the U.S.: How secondary principals can work smarter not harder. International Journal of Learning, 13, 81-88.
Hannum, L.G., & Harris, D.E. (2003). Age is no barrier to success in a computer-intensive human biology course. Journal of College Science Teaching, 33(2), 14-17.
Harris, D.E. (1997). Use of customized digital images for teaching human anatomy. Journal of College Science Teaching, 27(2), 127-131.
Harris, D.E., Hannum, L.G., & Gupta, S. (2004). Contributing factors to student success in Anatomy and Physiology: Lower outside workload and better preparation. American Biology Teacher, 66(3), 168-175.
Harris, D.E., &. Raimon. E.A. (1998) What is “race?”: A transdisciplinary course; a pedagogical challenge. College Teaching, 46(2), 68-71.
Harris, D.E., & Schaible, R (1997). Writing across the curriculum can work. Thought and Action: The NEA Higher Education Journal, 13, 31-40.
Hitchcock, J.L. (2005). Transforming words: Poetry and psychologies of change. Course syllabus, assignments, and supporting material included in “Selected Interdisciplinary Syllabi” of the Association for Integrative Studies: http://www.units.muohio.edu/aisorg/syllabi/collection.shtml
Hitchcock, J.L. (2005). Reflections on “Dusting”: Poetry’s educational and therapeutic capacity to convey and evoke multiple meanings. Journal of Poetry Therapy, 18(4), 195-205.
Johansen, C.K., & Harris, D.E. (2000). Teaching the ethics of biology. American Biology Teacher, 62(5), 352-358.
Johnson, J., & Romanoff, S. (1999). Higher education learning residential communities: What are the implications for success? College Student Journal, 3 (3), 385‑400.
MacRae, N., & Black, R.M. (2001). Sustaining the spirit of teaching. In K. Sladyk. (Ed.), Clinician to educator: What experts know in occupational therapy (pp. 3-6). Thorofare, NJ: SLACK, Inc.
Mundhenk, L.G. (2004). Developing community minded professionals through a comprehensive career development and internship program. Journal of Cooperative Education and Internships, 37(2), 7-11.
Mundhenk, L.G. (2004).Toward an understanding of what it means to be student centered: A new teacher’s journey. Journal of Management Education, 28(4), 447-462.
Mundhenk, L.G. (2005). Enhancing the value of the internship through the career development seminar: A comprehensive model. Journal of Student Employment. 10(1), 37-43
Mundhenk, L.G. (2006). How to approach learners developmentally? In M. Silberman (Ed.), The 2006 ASTD training & performance sourcebook (pp.193-199). Alexandria, VA: ASTD Press.
Mundhenk, L.G., & Van Zandt, C.E. (2005). Using cognitive development theory in a higher education career development program. Career Planning and Adult Development Journal, 21(1) 81-89.
Phillips, J.(2006).Syllabus for “This Consuming Life.” In D.T. Cook, J.M. Ryan , & M.A.Rich (Eds), Syllabi and instructional resources for teaching the sociology of consumers and consumption (2nd ed.).&nbs
Raimon, E.A., & Cleary, R. (2001). Teacher as trickster, teacher as mirror: Student centered classroom dynamics and the spirit of teaching. In M. Brady (Ed.), The spirit of teaching (pp. 119-126). Gorham, ME:University of Southern Maine.
Raimon, E.A., & Hitchcock, J.L. (2000). “Civic character” engaged: Adult students and service learning. In B. Balliet & K. Hefferman (Eds.), The practice of change: Concepts and models for service-learning in Women’s Studies (pp. 177-190). Washington, DC: American Association for Higher Education.
Rhodes, G., & Schaible, R.. (1992). Talking students/listening teachers: The student-led discussion. Issues and Inquiry in College Teaching and Learning, 15, 44-61.
Robinson, B. (1996). Service learning from the classroom. Issues and Inquiry in College Learning and Teaching,17/18(3), 64-72.
Robinson, B. (2005). Bringing “worldmindedness’ to leaders. International Journal of Leadership Education, 4(1), 78-88.
Robinson, B., & Schaible, R. (1993). Women and men teaching “Men, Women and Work.” Teaching Sociology, 21(4), 363-370.
Robinson, B., & Schaible, R. (1995). Collaborative teaching: Reaping the benefits. College Teaching, 43, 57-59.
Romanoff, S. (2000). The learning community laboratory: A context for discovery. Journal of College Student Development, 41(2), 245‑247.
Romanoff, S. J. (2003). A case study: Linking students across geographical and cultural distances. New Directions for Teaching and Learning, 94, 51-59.
Schaible,R., & Burlin, P. (1996). Euro-American males teaching for diversity: Why and how. Journal on Excellence in College Teaching, 7(3), 155-170.
Schaible, R., & Rhodes, G. (1992). Metaphor in science and literature: Creating an environment for active interdisciplinary learning. Journal of College Science Teaching, 22(2), 100-105.
Schaible, R., & Robinson, B. (1995). Collaborating teachers as models for students. Journal on Excellence in College Teaching, 6(1), 9-16
Turesky, L.F. (2005). David Kolb's experiential learning model and career development. Career Planning and Adult Development Journal, 21(1) 58-65.
Vazquez Jacobus, M. and Harris D. (2007). Mapping Hunger in Lewiston Maine: A Complex Collaboration. Academic Exchange Quarterly, 11(4) 202.
Whitaker, B., & Coste, T. (2002). Developing an effective IT integration and support system. Journal of Information Technology Education, 1(1), 53-63.
White, W., & Hammer, C. (Eds.). (In press). Partnerships, standards, technology, and assessment in K-16 educational reform: The story of the virtual professional development school consortium. Albany, NY: SUNY Press.
White, W., & Schaible, R. (Fall 2003). A professional development school teacher-preparation program for the non-traditional student: Achieving access and quality. The Professional Educator:http://www.theprofessionaleducator.org
Wood, D.R. & Whitford, B.L. (In press). Teachers learning in community: Realities and possibilities. Albany, NY: SUNY Press.
Wood, D.R. & Lieberman, A. (2002). Inside the National Writing Project: Connecting network learning and classroom teaching. New York: Teachers College Press.
Wood, D.R., Hicks, M. & Smith, D. (2008). SEEDs of promise: Transformative learning communities for diverse schools. Multicultural Perspectives. 10 (1), 30-34.
Wood, D.R. (2007). Professional learning communities: Teachers, knowledge, and knowing. Special Issue of Theory into Practice:Research in the Service of Practice. Theory into Practice. 46(4), 281-290.
Wood, D.R. (2007). Teachers’ learning communities: Catalyst for change or infrastructure for the status quo? Teachers College Record.109(3), 699-739.
Wood, D.R., Bernacchio, C., Ross, F., Washburn, K.R. & Whitney, J. (2007). Faculty collaboration to improve equity, access, and inclusion in higher education. Equity and Excellence in Education. 40 (1), 56-66.
Wood, D.R. & Hicks, M.(2002). Loosening the bonds of conventionalism: Problems and possibilities of a transformative pedagogy. Special Issue of Teacher Development: Teacher Activism in Education Reform. 6(1), 89-104.
Wood, D.R. & Lieberman, A. (2002). Teacher development in a network context. Educational Leadership. Redesigning Professional Development. 59(6), 40-43.
Wood, D.R. & Lieberman, A.(2002). Untangling the threads: Networks, community and teacher learning in the National Writing Project. Teachers and teaching: Theory and Practice. 8 (3/4), 295-302.
Wood, D.R. & Lieberman, A.(2002) From network learning to classroom teaching.The Journal of Educational Change. 3 (3/4), 315-337.
Wood, D.R. (2000). Narrating professional development: Teaching stories as texts for improving practice. Anthropology and Education Quarterly. 31(4), 426-448.
Wood, D.R. & Lieberman, A. (2000). Teachers as authors: The National Writing Project’s approach to professional development. In C. A. Mullen & J. S. Kaminsky. (Guest Editors). Escapes from high theory: Theory-assisted practice, Special edition of International Journal of Leadership in Education: Theory and Practice. (3), 255-273.
