Contributors
Rent from DeepDyve- Contributors
Gina B. Anderson, Ed.D., is an associate professor of teacher education and the program coordinator of the Curriculum and Instruction Program at Texas Woman’s University, Denton. Culturally responsive teaching strategies and the Scholarship of Teaching and Learning guide her research and scholarly pursuits in curriculum, pedagogy, educational foundations, and diversity.
Kathleen B. Aspiranti is scheduled to obtain her Ph.D. in school psychology at the University of Tennessee in fall 2011. She has taught multiple sections of large undergraduate courses and published a number of studies related to critical thinking and student participation in such courses.
Barbara M. Bekken is an assistant professor of geosciences at Virginia Tech and directed the Earth Sustainability liberal education program between 2004 and 2010. Her current research focuses on evaluating the effectiveness of course design and faculty development on both student learning and cognitive and social development.
Carolyn A. Blondin is a third-year student in the Ph.D. Program in School Psychology at the University of Tennessee. She has taught multiple sections of large undergraduate courses and co-authored a number of studies related to student values and performance in such courses.
Karen Dunlap, Ed.D., is an assistant professor of teacher education at Texas Woman’s University in Denton. Her research and writing are focused on the development of twenty-first-century teacher leaders, integration of instructional practice and appropriate pedagogically sound Web-based tools, and preservice to experienced teacher identity development.
Bethany N. Forbes is a second-year student in the School Psychology Ph.D. Program at the University of Tennessee. She has both taught large undergraduate courses and assisted in research on performance measures in such courses. [End Page v]
Lisa N. Foster is scheduled to obtain her Ph.D. in school psychology at the University of Tennessee in fall 2011. She has taught multiple sections of large undergraduate courses and published a variety of studies related to student values, critical thinking, and class participation in such courses.
Charles E. Galyon is a third-year student in the School Psychology Ph.D. Program at the University of Tennessee. He has both taught large undergraduate courses and conducted research regarding the assessment and promotion of performance measures in such courses.
Daniel F. McCleary is scheduled to obtain his Ph.D. in school psychology at the University of Tennessee in fall 2011. He has taught multiple sections of large undergraduate courses and published a number of studies related to the assessment and promotion of student participation in class discussion in such courses.
Kathryne Drezek McConnell, Ph.D., earned her doctorate in educational psychology and focuses her research on the intellectual outcomes of interdisciplinary educational programs and students’ epistemological development. Currently, she is the university academic assessment coordinator with the Office of Academic Assessment at Virginia Tech.
Nancy McMenamy, M.S., R.N., CNE, is an associate clinical professor at the Houston J. and Florence A. Doswell College of Nursing, Texas Woman’s University, Dallas. Her scholarship focus is on clinical simulations for nursing students and nursing student success.
Deborah Olsen is a cognitive developmental psychologist with an interest in epistemological development in later adolescence and early adulthood. Her research focuses on the effects of interdisciplinary learning on epistemology. Having served as a university administrator and faculty member for over twenty years, she now works as a private consultant.
Joyce Rademacher, Ph.D., is a retired professor of teacher education at Texas Woman’s University. Her research interests include the development of instructional strategies for diverse learners, issues in teacher preparation, and the infusion of technology into teaching and learning for special populations and at-risk students.
Charles T. Walter is a doctoral candidate in sociology at Virginia Tech. His research interests center on policy and program evaluation in health care and education. He is a research assistant with the Department of Geosciences and [End Page vi] is involved in gathering and analyzing data on student learning and intellectual development.
Robert L. Williams is a professor in educational psychology and counseling at the University of Tennessee. He is mainly affiliated with the School Psychology Program. His current research primarily focuses on the promotion of participation in class discussion in relatively...
