At UDC’s Center for the Advancement of Learning (C.A.L.), we use the Scholarship of Teaching and Learning (SoTL) research and practice to inform faculty/staff consultations, course design activities, campus-wide professional development workshops on quality instructional practices, and campus-wide engagement in digital learning practices. SoTL researchers identify a line of inquiry, gather/analyze relevant data, and share findings/conclusions with peers—to encourage peer evaluation, revisions of their research, and refined practices for student learning (Hutchings and Shulman, 1999; Francis, 2007). Our team’s research is centered on topics including instructional design and teaching strategies that involve SoTL.
Available below are selected references for research. In addition to conducting SoTL intersecting research, we provide access to SPSS (Statistical Packages for Social Sciences) software. To have SPSS software installed, faculty members need to submit a request to the OITS Helphub via Track-It!
Track-It! tickets may be submitted online at https://www.udc.edu/it/ or by calling the Helphub at 202.274.5941.
Morris Thomas, Ph.D.
Alston, S., Moore, C., & Thomas, M. (2017) (In Press). Strategies for enhancing online teaching in social work education. Journal of Human Behavior in the Social Environment.
Moore, C., Thomas, M., & Hilton, A.A. (2016, April). Universal design instruction: how faculty employ inclusive teaching strategies. Paper presented at the American Educational Research Association Annual Meeting.
Thomas, M. & Harrison, E. (2018, March) Utilizing the e.n.h.a.n.c.e. learning model to improve course design & delivery. Paper submitted for the 11th International Conference on e-Learning & Innovative Pedagogies.
Thomas, M., Harris, R., Covington, M. (2017, March). Considering learning styles and personality type to better serve Hispanic students in instructional design. Paper Presented at the American Association of Hispanics in Higher Education National Conference.
Thomas, M., Harris, R., Covington, M. & Hilton, A. (2017, March) Creating inclusive learning environments: a focus on Latin students. Paper presented at the American College Personnel Association Convention.
Thomas, M. (2017, February). The e.n.h.a.n.c.e. learning model: an innovative approach to increasing learning outcomes. Paper presented at the National Association of Student Affairs Professional 63rd National Conference.
Thomas, M., Tyagi, P., Hampton-Garland, P., Moore, C., Haghani, S., Xu, J., & Thompson, L. (2017, February). Student presentation-based effective teaching (spet) strategy: a new & innovative approach to student engagement. Paper presented at the National Association of Student Affairs Professional 63rd National Conference.
Thomas, M., & Hilton, A.A. (2016). (In Press). Inclusive learning environments: a focus on gender and personality type. The Journal of the State Comprehensive University.
Thomas, M., Hilton, A.A. & Gasaway, M. (2016) (In Press). Campus climate for LGBT students. National Association of Student Affairs Professionals Journal.
Thomas, M., Tyagi, P., Moore, C., & Hampton-Garland, P. (2017). “Student Presentation Based Effective Teaching (SPET) Approach: A Multiple Instructors Perspective.” American Research Journal of Humanities and Social Sciences, 3(1), 1-10.
Thomas, M. (2016). Enhancing Learning in Online Environments. RAIL Review
Thomas, M., Harris, R. & King-Berry, A. (2016). Creating inclusive online learning environments that build community and enhance learning. In P. Vu, S. Fredrickson & C. Moore (Eds.), Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education. (pp. 304-330). Hershey, PA: IGI Global.
Thomas, M. & Mizelle-Johnson, N. (2016, November). Creating online opportunities for developing global partnerships with urban education. Paper presented at the International Conference on Urban Education.
Thomas, M. (2016, October). The focus factor: a key to maintaining productivity. Paper presented at the Maryland College Personnel Association Annual Conference.
Thomas, M. (2015). The Power of Student-Self-Assessment. RAIL Review
Thomas, M. (2015). Tips on Conducting and Completing Research. RAIL Review
Thomas, M., Hilton, A.A., & Ingram, T. (2015, November). Campus environments: their importance and impact. Paper presented at the Association for the Study of Higher Education (ASHE) 40th Annual Conference.
Thomas, M., & Hilton, A.A. (2011) (In Press). The relevance of historically Black colleges and universities. National Association of Student Affairs Professionals Journal.
Thomas, M. (2009). Focus; the missing factor: A practical guide to accomplishing your goals. Georgia: Excellence Enterprise Publishing
Editorial Board Member & Reviewer for American Research Journal of Humanities and Social Sciences, September 2016-Present
Ad-hoc reviewer for the International Journal of Virtual and Personal Learning Environments (IJVPLE), February 2017-Present
Daphna Atias, ABD
Atias, D., Lennard, K., & Zukerman, C. (2016). Beyond plagiarism: Best practices for the responsible use of sources. Retrieved from http://www.beyondplagiarism.sweetland.lsa.umich.edu
Atias, D. (2014, January). Alphabet cards and the construction of the self in Samson Occom’s Atlantic-world pedagogy. Modern Language Association, Chicago, IL.
Atias, D. Scholarly annotations for: Beverley, R. (2013 ). The history and present state of Virginia. S. S. Parrish (Ed.). Chapel Hill: University of North Carolina Press for the Omohundro Institute of Early American History and Culture.
Atias, D. (2011, March). A dash of this, a dash of that: Intersections of recipe and poem form in Emily Dickinson’s manuscripts. Presented at Food: The Conference, CUNY, NY.
Atias, D. (2011, March). Digesting imperialism. Presented at Intersections: 2010: Encounters, Ryerson University, Toronto, Canada.
Atias, D. (2011, March). Editorial selection: Towards an evolutionary editorial theory. Presented at Society for Textual Scholarship Conference, State College, PA.
Atias, D. (2008, August). My life had stood – a loaded gun –’ and the relationship between poet, poem and reader. Presented at Emily Dickinson International Society Conference on Narrative in Dickinson’s Poetry, Amherst, MA.
Tinkle, T., Atias, D., McAdams, R. M., & Zukerman, C. (2013). Teaching close reading skills in a large lecture course. Pedagogy, 13(3), 505-535.
Rebecca D. Graham, Ph.D.
Formerly published/presented as Rebecca Dolinsky
Ferren, A., Graham, R. D., & McCambly, H. (2015). Collaborative, faculty-led efforts for sustainable change. Peer Review, 16(4)/17(1), 30-32.
Graham, R. D. (2017, May). Connecting identity, well-being, and student success to campus sexual assault prevention efforts. Presented at Bringing Theory to Practice—The Whole Student: Intersectionality and Well-Being National Conference, Chicago, IL.
Graham, R. D., Rhodes, T. L., & McCambly, H. (2016). Action steps for advancing transfer student success: Lessons learned from cross-institutional collaborations. Washington, DC: Association of American Colleges and Universities.
Graham, R. D. (2016, June). A critical moment for LGBTQ student success. Diverse: Issues in Higher Education.
Graham, R. D. & McCambly, H. (2016, March). Strengthening LGBTQ students’ integration on campus through intersectional practice. Presented at NASPA—Student Affairs Administrators in Higher Education Annual Conference, Indianapolis, IN.
Graham, R. D. & McCambly, H. (2015, June). Bridging perspectives on inclusiveness: Foregrounding LGBTQ student success in campus-wide initiatives. Presented at Expanding the Circle Summer Institute, San Francisco, CA.
Graham, R. D. & McCambly, H. (2015, May). “And” (Not “Or”): Strengthening LGBTQ students’ integration on campus through intersectional practice. Presented at the National Conference on Race & Ethnicity in American Higher Education, Washington, DC.
Graham, R. D. (2014). Student-driven technological change in a contingent faculty classroom. Diversity and Democracy, 17(1), 28-29.
Graham, R. D. and McCambly, H. (2014). Civic-minded practices for LGBTQ student success. Diversity and Democracy, 17(4), 25-26.
Graham, R. D. & McCambly, H. (2014, March). LGBTQ student success in higher education. Presented at AAC&U’s Diversity, Learning, and Student Success conference, Chicago, IL.
Graham, R. D. (2013). Emotional memories stemming from a crisis: A snapshot of AIDS activism in Washington, DC (1981-1986). Journal of Homosexuality, 60(12), 1666-1694.
Graham, R. D. (2013). The effects of contingency on student success and the professoriate. Peer Review, 15(3), 13-16.
Maxey, D., Kezar, A., Albertine, S., & Graham, R. D. (2015, January). Promoting high-impact practices and assessment efforts in an era of part-time faculty growth: Practical solutions to challenges. Presented at AAC&U’s Annual Meeting, Washington, DC.
McCambly, H., Graham, R. D., & Anderson, C. (2014, May). Fostering cross-campus collaboration for diversity learning and underserved student success: Uniting academic affairs, student affairs, and contingent faculty. Presented at the National Conference on Race & Ethnicity in American Higher Education, Indianapolis, IN.
Rhodes, T. L., Albertine, S., Brown, G., Ramaley, J., Graham, R. D., & McCambly, H. (2016). Collaboration for student transfer: A nationwide degree qualifications profile experiment. Washington, DC: Association of American Colleges and Universities.
Rhodes, T. L., Graham, R. D., Vande Zande, C., Rudd, M., Muir, H., Jones, N., McInerney, D., & Safman, P. (2013, January). The quest for quality—the future is now! Presented at AAC&U’s Annual Meeting, Atlanta, GA.
Treviño, J., Graham, R. D., & Murray, J. (2015, March). Social identity and success: Exploring the collegiate experiences of LGBTQIA and students of color. Presented at AAC&U’s Diversity, Learning, and Student Success Conference, San Diego, CA.