Editing

• Teaching & Learning Inquiry, the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Indiana University Press, 2013-15; University of Calgary open access, 2015+. Founding co-editor with Gary Poole (University of British Columbia).
• Arts and Humanities in Higher Education 16.3 (July 2017), special issue “Critique as Signature Pedagogy in the Arts and Humanities,” guest editor with Phillip Motley and Emily Hipchen. SAGE (9 articles).
• Doing SoTL: Thin Slices of the Scholarship of Teaching and Learning in Action. Stylus, 2018 (in process).
• Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Nancy Chick, Aeron Haynie, and Regan Gurung, Stylus, 2012.
  
• Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Regan Gurung, Nancy Chick, and Aeron Haynie, Stylus, 2008.
  
• The International Commons (newsletter of the International Society for the Scholarship of Teaching and Learning/ISSOTL), founder and editor, May 2006-Jan 2012.

Book Chapters

• “Diversifying Diversity, Diversifying Disability” with lead author Danielle Picard. Intersectionality in Action: A Guide for Faculty and Campus Leaders for Creating Inclusive Classrooms and Institutions, eds. Brooke Barnett and Peter Felten. Stylus, 2016. 101-111.
• “How Do You Listen to Your Students to Help Them Learn About Race?” with lead author Cyndi Kernahan. Big Picture Pedagogy: Finding Interdisciplinary Solutions to Common Learning Problems, eds. David Voelker and Regan Gurung, proofed and in press at Jossey-Bass/Wiley, 2017.
• “Difference, Power, and Privilege in the Scholarship of Teaching and Learning: The Value of Humanities SoTL” in The Scholarship of Teaching and Learning In and Across the Disciplines. Ed. Kathleen McKinney, Indiana University Press, 2013. 15-33.
• “Signature Pedagogies in the Liberal Arts and Beyond” by Aeron Haynie, Nancy Chick, and Regan Gurung. Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Chick, Haynie, and Gurung, Stylus, 2012. 1-11.
• “’It Always Ends the Same”: Paternal Failures.” With lead author Holly Hassel. Looking for Lost: Critical Essays on the Enigmatic Series.  Ed. Randy Laist. McFarland Press, 2011. 154-170.
• “Teaching Diversity through Literature: Urging Voyages toward Deeper Understanding.” Getting Culture: Incorporating Diversity Across the Curriculum, edited by Regan Gurung and Loreto Prieto, Stylus, 2009. 171-179.
• “Unpacking a Signature Pedagogy in Literary Studies.” Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Regan Gurung, Nancy Chick, and Aeron Haynie, Stylus, 2008. 36-55.
• “From Generic to Signature Pedagogies: Teaching Disciplinary Understandings by Teaching through the Disciplines” by Nancy Chick, Aeron Haynie, and Regan Gurung. In Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Gurung, Chick, and Haynie, Stylus, 2008. 1-16.
• “Judith Ortiz Cofer’s Silent Dancing: Making More Room for Puerto Rican Womanhood.” Women on the Edge: Ethnicity and Gender in Short Stories by American Women, Garland Publishing, 1998: 61-84.

Articles

• “The Scholarship of Teaching and Learning: A Scoping Review Protocol,” with Lorelli Nowell and Bartlomiej Lenart.  Teaching & Learning Inquiry, 7.2. 186-197.
• “Visions of the Possible: Engaging with Librarians in SoTL,” with Caitlin McClurg (lead author) and Margy MacMillan.  Teaching & Learning Inquiry, 7.2. 3-13.
• “Is SoTL a Signature Pedagogy of Educational Development?” with Peter Felten (lead author). To Improve the Academy, 37.1 (Jan 2018): 4-16.
• “Does Reading SoTL Matter?: Difficult Questions of Impact.” InSight: Journal of Scholarly Teaching, 12 (2017).
• “Leading Up in the Scholarship of Teaching and Learning” with Janice E. Miller-Young, Catherine Anderson, Deborah Kiceniuk, Julie Mooney, Jessica Riddell, Alice Schmidt Hanbridge, Veronica Ward, and Maureen A. Wideman. Canadian Journal for the Scholarship of Teaching and Learning 8.2 (July 2017): 1-14.
• “Beginning Where the Students Are Beginning.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 17.3 (2017): 563-569.
• “Reacting in Literary Studies: Crossing the Threshold from Quality to Meaning” with Jennifer Heinert. Arts and Humanities in Higher Education, 16.3 (July 2016). 320-330.
• “A Conversation about Critique as a Signature Pedagogy in the Arts and Humanities” with Phillip Motley and Emily Hipchen.  Arts and Humanities in Higher Education, 16.3 (July 2016): 223-228.
• “‘Clueless in Academe’: A Cross-Disciplinary Lesson Study” with Rachel Nisselson, Lily Clayborne, Jeff Edmonds, Catesby Yant, and Andrea Hearn.  Journal on Excellence in College Teaching, 27.1. (2016): 23-53.
• “Holding It Up to the Light: Looking at Learning through the Lenses of the Arts and Humanities.” The Canadian Journal for the Scholarship of Teaching and Learning, 6.2 (2015): 1-7.
• “An Investigation of the Products and Impact of Graduate Student SoTL Programs: Observations and Recommendations from a Single Institution” with Cynthia Brame. International Journal for the Scholarship of Teaching and Learning, 9.1. (January 2015): article 3.
• “‘Methodologically Sound’ Under the ‘Big Tent’: An Ongoing Conversation.” International Journal for the Scholarship of Teaching and Learning, 8.2. (July 2014): article 1.
• “Reconciling Apples & Oranges: A Constructivist SoTL Writing Program” with La Vonne Cornell-Swanson, Katina Lazarides, and Renee Meyers. International Journal for the Scholarship of Teaching and Learning, 8.2. (July 2014).
• “SoTL as Women’s Work: What Do Existing Data Tell Us?” with Kathleen McKinney. International Journal for the Scholarship of Teaching and Learning (IJ-SoTL), 4.2 (July 2010)
• “‘Pressing an Ear Against the Hive’: Reading Literature for Complexity” with Holly Hassel and Aeron Haynie. Pedagogy, 9.3 (Fall 2009): 399-422.
• “Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses” with Terri Karis and Cyndi Kernahan. The International Journal for the Scholarship of Teaching and Learning, 3.1 (Jan 2009).
• “’Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom” with Holly Hassel.  Feminist Teacher, 19.3 (2009): 195-215.
• “The Great Connector.” Wisconsin People and Ideas, magazine of Wisconsin Academy of Arts, Sciences, and Letters (Summer 2008).
• “Does Power Travel in the Bloodlines? A Genealogical Red Herring.” Approaches to Teaching the Works of Louise Erdrich, edited by Greg Sarris, Connie A. Jacobs, and James R. Giles, MLA Publications, 2004.  83-87, 211-223.
• “Teaching Conflict through Multiple Rhetorical Stances.” Academic Exchange Quarterly, 7.4 (Winter 2003): 245-49.
• “Louis Owens, The American, and Me: A Lesson in the (Uncomfortable) Art of Teaching.” Studies in American Indian Literature (SAIL), 14.2/3 (Summer/Fall 2002): 82-85.
• “Anthologizing Transformation: Breaking Down Students’ ‘Private Theories’ About Poetry.”  TETYC/Teaching English in the Two-Year College (NCTE journal), May 2002:418-23.
• “The Broken Clock:  Time, Identity, and Autobiography in Jamaica Kincaid’s Lucy.”  The CLA Journal, 40 (September 1996): 90-103.
• “Marita Bonner’s Revolutionary Purple Flowers:  Challenging the Symbol of White Womanhood.” The Langston Hughes Review, 13 (Fall 1994/Spring 1995): 21-32.

Book Reviews

• Review of How Higher Education Feels: Commentaries on Poems that Illuminate Emotions in Learning and Teaching by Kathleen M. Quinlan. International Journal for Academic Development, 22.3 (July 2017): 270-272.
• Review of Toward Creative Learning Spaces: Re-Thinking the Architecture of Post-Compulsory Education by Jos Boys. Papers on Postsecondary Learning and Teaching: Proceedings of the University of Calgary Conference on Postsecondary Learning and Teaching, 1 (2017): 47-49.

Reference Articles

• “Toni Morrison.”  Feminist Writers, Ed. Pamela Kester-Shelton.  St. Clair Shores, MI: St. James Press, October 1996.
• “The Poetry of Phillis Wheatley,” “Judith Ortiz Cofer,” and “Silent Dancing by Judith Ortiz Cofer.”  Issues and Identity in Literature, Ed. Eric Howard.  Pasadena, CA:  Salem Press, November 1997.
• “Louise Erdrich,” “Toni Morrison,” “‘Recitatif,’” “Judith Ortiz Cofer.” Reader’s Companion to the American Short Story, Ed. Abby H. P. Werlock, 1998.