These publications illustrate the research of CTRL staff on a specific topics in teaching and pedagogy, with an occasional inclusion of articles in other topical areas. Our team utilizes this space to not only highlight their intellectual output, but to share valuable learning insights and best practices.
Furthermore, the publications page is an archive of CTRL related content that serves as a searchable database for our community and external partners.
We Have a Rubric for That: The VALUE Approach to Assessment
McConnell, K., Horan, E. M., Zimmerman, B., & Rhodes, T. (2019). We have a rubric for that: The VALUE approach to assessment. Washington, DC: Association of American Colleges and Universities.
We Have a Rubric for That: The VALUE Approach to Assessment—compiles ten years of evidence to provide an argument-based framework for the assessment of student learning in higher education using the VALUE rubrics. This publication presents a wide range of sources to provide timely evidence of the power of the VALUE approach to assessment.
Harder, W. L. (2019, September 4). Pa. politicians shine on Twitter. Look to hot dog maps, wedding plans, and @PaTreasury for proof. The Philadelphia Enquirer. Retrieved from https://www.inquirer.com/opinion/commentary/pennsylvania-politicians-twitter-accounts-patreasury-john-fetterman-20190904.html.
In the last month on Twitter Lt. Gov. John Fetterman agreed to officiate a wedding and has been publicly planning it with the couple, Gov. Tom Wolf’s crowd-sourced map of the best hotdog shops in the state is up to 147 locations, and the Pennsylvania Treasury let its feelings be known on Jeff Bezos’ “blasting his dumb rockets into the sun, so he can feel like a god.”
In addition to these buzz-generating tweets there is another — less visible — conversation happening between Pennsylvania elected officials and their constituents that largely is not happening elsewhere in the country.
A longitudinal study of spatial skills and number sense development in elementary school children
Carr, M., Horan, E., Alexeev, N., Barned, N., Wang, L., & Otumfuor, B. (2019, May 16). A longitudinal study of spatial skills and number sense development in elementary school children. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000363
Spatial skills have been consistently linked to mathematics achievement in older students and adults, but we know little about their relationship to mathematics achievement in elementary school. This study examined how spatial skills influenced the development of number sense, and subsequent mathematics competency, as students progressed from the 2nd to the 4th grade. Gender, verbal working memory (VWM), and socioeconomic status (SES) have also been found to predict number sense development and to be linked to spatial skills; as such, they were included as covariates in this study.
This research used counter-storytelling, a critical race theory methodology, to chronicle the lived experiences of one African American female PhD engineer as she recounted her undergraduate, master’s, and doctoral STEM experiences at three postsecondary institutions. Using interviews and narrative to capture her first-hand perspective as a woman engineer of color, peer support was revealed as a dominant factor in her attainment of a PhD in engineering.