Faculty & Staff: Publications: Scholarly Publications

Appleby, D. C. (2005). A developmental strategy to write effective letters of recommendation. American Psychological Society Observer, 18(5), 35–36, 45, 47.

Appleby, D. C. (2005). I always wanted to be a college professor. In T. A. Benson, C. Burke, A. Amstadter, R. Siney, V. Hevern, B. Beins, et al. (Eds.), The teaching of psychology: Perspectives from exemplary psychology teachers (pp. 15–21). Auburn, AL: Society for the Teaching of Psychology.

Appleby, D. C. (2006). Defining, teaching, and assessing critical thinking. In D. Dunn & S. L. Chew (Eds.), Best practices for teaching introduction to psychology (pp. 57–69). Mahwah, NJ: Erlbaum.

Appleby, D. C. (2006). Occupations of interest to psychology majors available in the Dictionary of Occupational Titles. Eye on Psi Chi10(4), 28–29.

Appleby, D. C. (2006). Occupations of interest to psychology majors available in the Dictionary of occupational titles. Auburn, AL: Society for the Teaching of Psychology’sOffice of Teaching Resources.

Appleby, D. C., & Appleby, K. M. (2006). Kisses of death in the graduate school application process. Teaching of Psychology,33(1), 19–24.

Boland, D. (2005). Developing curriculum: Frameworks, outcomes and competencies. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (pp. 167–186). St. Louis, MO: Saunders.

Boland, D., & Finke, L. (2005). Curriculum designs. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (pp. 145–166). St. Louis, MO: Saunders.

Borden, V. M. H., Burton, K. L., Evenbeck, S. E., & Williams, G. A. (1997). The impact of academic support programs on student performance and persistence. ERIC Research Brief, 4(4), 1–14. (ERIC Document Reproduction Service No. ED418609)

Borden, V. M. H., Hansen, M., Williams, G. A., & Evenbeck, S. (2004). Re-visioning success for first-year students at an urban university. Metropolitan Universities, 15(2), 110–124.

Boruff-Jones, P. D. (2006). Civic engagement: Internet resources. College and Research Libraries News,67, 23–26.

Bringle, R. G. (2005). Designing interventions to promote civic engagement. In A. M. Omoto (Ed.), Processes of community change and social action (pp. 167–187). Mahwah, NJ: Erlbaum.

Bringle, R. G., & Erasmus, M. (2005). Research and (community) service learning in South African higher education institutions. Acta Academica Supplementum, 3.

Bringle, R. G., & Hatcher, J. A. (2005). Service learning as scholarship: Why theory-based research is critical to service learning. Acta Academica Supplementum, 3, 24–44.

Bringle, R. G., Hatcher, J. A., & Clayton, P. H. (2006). The scholarship of civic engagement: Defining, documenting, and evaluating faculty work. To Improve the Academy, 25, 257–279.

Bringle, R. G., Hatcher, J. A., Jones, S. G., & Plater, W. M. (2006). Sustaining civic engagement: Faculty development, roles, and rewards. Metropolitan Universities,17(1), 62–74.

Bringle, R. G., Hatcher, J. A., & MacIntosh, R. (2006). Analyzing Morton’s typology of service paradigms and integrity. Michigan Journal of Community Service Learning, 13(1), 5–15.

Buyarski, C. (2007). Advising portfolios. In P. Folsom & B. Chamberlain (Eds.), New advisor guidebook: Mastering the art of academic advising through the first year and beyond (Monograph No. 16, pp. 217–221). Manhattan, KS: National Academic Advising Association.

Chism, N., Hamilton, S. J., Evenbeck, S., & Sutton, S. (Eds.). (2007, September). Visions for the future of urban universities. Metropolitan Universities, 18(3).

Chism, N., Lees, N. D., & Evenbeck, S. E. (2002). Faculty development for teaching innovation. Liberal Education, 88(3), 34–41.

Evenbeck, S. E., & Borden, V. M. H. (2001). Assessing the impact of learning communities: Research in progress. Assessment Update, 13(4), 4–5, 9.

Evenbeck, S. E., & Hamilton, S. (2006, Summer). From “my course” to “our program”: Collective responsibility for first-year student success. Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 8(3), 17–19.

Evenbeck, S. E., & Jackson, B. (2005). Faculty development and the first year. In M. L. Upcraft, J. N. Gardner, & B. O. Barefoot (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 257–275). San Francisco: Jossey-Bass.

Evenbeck, S. E., Jackson, B., & McGrew, J. (1999). Faculty development in learning communities: The role of reflection and reframing. In J. H. Levine (Ed.), Learning communities: New structures, new partnerships for learning (Monograph No. 26, pp. 51–58). Columbia: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

Evenbeck, S. E., & Kahn, S. (2001, May/June). Enhancing learning assessment and accountability through communities of practice. Change, 33(3), 24–33.

Evenbeck, S. E., Ross, F., & Orme, W. (2006, February). Innovations for civic engagement in the first year. Abstract for Twenty-Fifth Annual Conference on the First-Year Experience, Atlanta, GA.

Evenbeck, S. E., Seabrook, P. A., St. John, E., & Murphy, S. (2004). Twenty-first century scholars: Indiana’s program of incentives for college-going. In R. Kazis, J. Vargas, & N. Hoffman (Eds.), Double the numbers: Increasing postsecondary credentials for underrepresented youth (pp. 169–175). Cambridge, MA: Harvard Education Press.

Evenbeck, S. E., & Williams, G. A. (1998). Learning communities: An instructional team approach. Metropolitan Universities, 9(1), 35–46.

Feldhaus, C. R., Wolter, R. M., Hundley, S. P., & Diemer, T. (2006). A single instrument: Engineering and engineering technology students demonstrating competence in ethics and professional standards. Journal of Science and Engineering Ethics, 12(2).

Ferrari, J. R., & Appleby, D. C. (2005). Alumni of Psi Chi: Does membership have its advantage on future education/employment? Eye on Psi Chi, 8(2), 34–37.

Ferrari, J. R., & Appleby, D. C. (2006). Psi Chi alumni: A national survey of psychology honor society graduates. College Student Journal,40(2), 457–466.

Gavrin, A. (2006). Just-in-time teaching. Metropolitan Universities, 17(4), 9.

Gibau, G. S. (2005). Contested identities: Narratives of race and ethnicity in the Cape Verdean diaspora. Identities: Global Studies in Culture and Power, 12(3), 405–438.

Greenfield, G., Curtis-Tweed, P., Dolinsky, B., Evenbeck, S. E., & Matthews, R. (2006, February). Strategies for implementing a first-year experience improvement plan. Abstract for Twenty-Fifth Annual Conference on the First-Year Experience, Atlanta, GA.

Hansen, M. J., & Borden, V. M. H. (2006, Summer). Using action research to support academic program improvement. New Directions for Institutional Research, 130, 47–62.

Hansen, M. J., Jackson, B., & Williams, G. (2005). Indiana University–Purdue University Indianapolis. In B. Tobolowsky, B. E. Cox, & M. T. Wagner (Eds.), Exploring the evidence: Reporting research on first-year seminars (The First Year Experience Monograph Series, No. 42). Columbia: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

Hansen, M. J., & Williams, G. A. (2005). Assessing learning communities at Indiana University–Purdue University Indianapolis: Comprehensive approaches, leveraging results, lessons learned, and remaining challenges. Metropolitan Universities 16(3).

Harrington, S. (2005). Learning to ride the waves: Making decisions about placement testing. WPA: Writing Program Administration, 28(3), 9–29.

Harrington, S. (2005). The place of assessment and reflection in writing program administration. In C. Handa & S. J. McGee (Eds.), Discord and direction: The postmodern WPA (pp. 140–157). Logan: Utah State University Press.

Hatcher, J. A., & Bringle, R. G. (2005). Service learning tip sheets: A faculty resource guide (2^nd ed.). Indianapolis: Indiana Campus Compact.

Hatcher, J. A., Bringle, R. G., Brown, L. A., & Fleischhacker, D. A. (2006). Indiana University–Purdue University Indianapolis: Supporting student involvement through service-based scholarships. In E. Zlotkowski, N. Longo, & J. Williams (Eds.), Students as colleagues: Expanding the circle of service-learning leadership (pp. 35–48). Providence, RI: Campus Compact.

Jackson, B. (2000). Faculty development and learning communities. In B. Jackson, J. Levine, & J. Patton (Eds.), Restructuring for urban student success: Essay collection. Indianapolis, IN: IUPUI. (ERIC Document Reproduction Service No. ED442922)

Jackson, B. (2001). Faculty development and learning communities. In B. Jackson (Ed.), Creating community, supporting learning: Essays on the development and assessment of first-year learning communities at IUPUI. Indianapolis, IN: IUPUI, University College.

Jackson, B. (Ed.). (2005). The learning communities and collaboration conference. Metropolitan Universities, 16(3).

Jackson, B., & Chism, L. (2005, April). Supporting freshman transitions online. Proceedings of THE Forum. Baton Rouge: Louisiana State University.

Jackson, B., Evenbeck, S. E., Smith, M., & Ward, D. (2006, February). Collaboration across campuses. Abstract for Twenty-Fifth Annual Conference on the First-Year Experience, Atlanta, GA.

Jackson, B., & Orme, W. (2007). Transformations: Librarian/faculty collaboration in first-year programs at IUPUI. In L. Hardesty (Ed.), The role of the library in the first college year (Monograph No. 45, pp. 191–196). Columbia: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

Keller, D. (2006). Hidden curriculum in school signage: A semiotic analysis. International Journal of Applied Semiotics, 5(1–2), 185–198.

Kuh, G. D., Boruff-Jones, P. D., & Mark, A. E. (2007). Engaging students in the first college year: Why academic librarians matter. In L. Hardesty (Ed.), The role of the library in the first college year (Monograph No. 45, pp. 17–27). Columbia: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

Laufgraben, J. L. (with Woodcock-Ayres, H., Evenbeck, S. E., Hoffman, N., Jackson, B. D., & Patton, J.). (2004). Learning and changing through programmatic self-study and peer review. Washington, D.C.: American Association for Higher Education.

Levine, J., Patton, J., & Williams, G. (2000). Creating community at urban universities: Learning communities and other curricular innovations. In B. Jackson, J. Levine, & J. Patton (Eds.), Restructuring for urban student success: Essay collection. Indianapolis, IN: IUPUI. (ERIC Document Reproduction Service No. ED442922)

Nnaemeka, O. (2006). Exile(s), choice, and the burden of memory in Cheikh Hamidou Kane's Ambiguous Adventure. In S. Arndt & M. Spitczok von Brisinski (Eds.), Africa, Europe and (post)colonialism: Racism, migration and diaspora in African literatures (pp. 229–241). Bayreuth: Breitinger.

Nnaemeka, O. (2006). Nigerian families: A study in contrast, convergence, continuity, and discontinuity. In Y. Oheneba-Sakyi & B. K. Takyi (Eds.), African families at the turn of the 21st century (pp. 153–168). Westport, CT: Praeger.

Nnaemeka, O. (2006, Spring). Sideline insurgencies and gendered art. Meridians: Feminism, Race, Transnationalism, 6(2), 1–21.

Nnaemeka, O. (2007). On race, class, and hurricanes: Black bodies, imperial hubris. In E. Breitinger, S. Arndt, & K. Berndt (Eds.), Words and worlds: African writing, theater, and society (pp. 331–356). Trenton, NJ: Africa World Press.

Nnaemeka, O., & el Sadawi, N. (Eds.). (2006, Spring). Women, creativity, and dissidence (Special Issue). Meridians: Feminism, Race, Transnationalism, 6(2).

Payne, K. (2007, January 31). First-generation college students: Their challenges and the advising strategies that can help. [Electronic version]. Mentor: An Academic Advising Journal, 9(1).

Porter, R., & Sullivan, L. (2006). Implementing student information systems. In D. Hossler (Ed.), Building a student information system: Strategies for success and implications for campus policy makers (New Directions for Higher Education Monograph No. 136). San Francisco: Jossey-Bass.

Rajecki, D. W., Appleby, D. C., Clark-Williams, C., Johnson, K. E., & Poynter-Jeschke, M. (2005). Statistics can wait: Career plans activity and course preferences of American psychology undergraduates. Psychology Learning and Teaching, 4(2), 83–89.

Rajecki, D. W., Johnson, K. E., Poynter-Jeschke, M., Appleby, D. C., Williams, C. C., Daniels, K. E., et al. (2005). A brief career intervention: Psychology students’ changed views of life beyond a baccalaureate. Journal of the Scholarship of Teaching and Learning, 5(1), 19–34.

Rajecki, D. W., Williams, C. C., Appleby, D. C., Jeschke, M. P., & Johnson, K. E. (2005). Sources of students’ interest in the psychology major: Refining the Rajecki-Metzner model. Individual Differences Research, 3(2), 128–35.

Ross, F. (2006). Faculty promotion. In M. Simmons & P. Hudak (Eds.), Best practices for student affairs: Effective promotional strategies. New York: Extreme Entrepreneurship Education.

Ross, F. (2006). Interdepartmental/student and academic affairs. In M. Simmons & A. Easley (Eds.), Best practices for student affairs: Effective freshman seminar strategies. New York: Extreme Entrepreneurship Education.

Ross, F., & Lash, J. (2007). Identity development and transition issues in the first-year experience. In O. G. Brown, K. G. Hinton, & M. F. Howard-Hamilton (Eds.), Unleashing suppressed voices on college campuses: Diversity issues in higher education (pp. 481–497). New York: Peter Lang.

Ruch, L. K., & Render, Y. (2007). Exemplary practice. In P. Folsom & B. Chamberlain (Eds.), New advisor guidebook: Mastering the art of academic advising through the first year and beyond (Monograph No. 16, pp. 227–229). Manhattan, KS: National Academic Advising Association.

Shah, P., & Gavrin, A. (2006, April 15). Effect of varying sputtering parameters on the observation of magnetic domains using high-resolution Bitter microscopy technique. Journal of Applied Physics,99(8H305).

Shah, P., & Gavrin, A. (2006, June). Synthesis of nanoparticles using high-pressure sputtering for magnetic domain imaging. Journal of Magnetism and Magnetic Materials,301(1), 118–123.

Smith, L. (2007, August 15). ACT scores edge up in 2007 but suggest that many students are unprepared for college-level work. Chronicle of Higher Education.

Turner, R. C., Gibau, G. S., Medina, M., & Wilson, S. A. (2005). Enhancing the climate for diversity in the classroom: An experiment in campus transformation. In M. Ouellett (Ed.), Teaching inclusively: Diversity and faculty development. Stillwater, OK: New Forums.

Ward, R. E., & Starbuck, J. M. (2007, October 25). The affect of tissue depth variation on craniofacial reconstructions. Forensic Science International, 172(2–3), 130–136. [Starbuck was an anthropology student and McNair Scholar.]

Williams, G. (2000). Learning communities at IUPUI. In B. Jackson, J. Levine, & J. Patton (Eds.), Restructuring for urban student success: Essay collection. Indianapolis, IN: IUPUI. (ERIC Document Reproduction Service No. ED442922)

Wolin, J., & Slemmons, R. (2006). Inconvenient stories: Vietnam war veterans. New York: Umbrage. [Book includes Richard Emery Nickolson as one of the subjects.]