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Language-dependent access to autobiographical memory in Japanese-English bilinguals and US monolinguals
Matsumoto, A., & Stanny, C. J. (2006). Language-dependent access to autobiographical memory in Japanese-English bilinguals and US monolinguals. Memory, 14(3), 378-390. doi:10.1080/09658510200365763
What do undergraduate course syllabi say about information literacy?
McGowan, B., Gonzalez, M., & Stanny, C. J. (2016). What do undergraduate course syllabi say about information literacy?. Portal: Libraries and the Academy, 16(3), 599-617. doi:10.1353/pla.2016.0040
Reevaluating Bloom’s Taxonomy
Stanny, C. J. (2016). Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6(4). doi:10.3390/educsci6040037
Assessing the culture of teaching and learning through a syllabus review
Stanny, C. J., Gonzalez, M., & McGowan, B. (2015). Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation In Higher Education, 40(7), 898-913. doi:10.1080/02602938.2014.956684
A comparison of student evaluations of teaching with online and paper-based administration
Stanny, C. J., & Arruda, J. E. (2017). A comparison of student evaluations of teaching with online and paper-based administration. Scholarship of Teaching and Learning in Psychology. doi:10.1037/stl0000087
Evidence-based discussions of learning facilitated through a peer-review of assessment
Editor's Notes
Stanny, C. J. (2018). Editor’s Notes. New Directions for Teaching and Learning, (155), 9-9. doi:10.1002/tl.20297
Assessment in Action: Evidence-Based Discussions about Teaching, Learning, and Curriculum [Special issue]
Stanny, C. J. (Ed.). (2018). Assessment in Action: Evidence-Based Discussions about Teaching, Learning, and Curriculum [Special issue]. New Directions for Teaching and Learning, 2018(155).
Effects of stress induced by a simulated shooting on recall by police and citizen witnesses
Stanny, C. J., & Johnson, T. C. (2000). Effects of stress induced by a simulated shooting on recall by police and citizen witnesses. American Journal of Psychology, 113(3), 359-386. doi:10.2307/1423364
Putting assessment into action
Teaching tips from CUTLA
Reviewing syllabi to document teaching culture and inform decisions
Stanny, C., Gonzalez, M., & McGowan, B. (2014). Reviewing syllabi to document teaching culture and inform decisions. Drexel University Assessment Conference.
The role of detail information in the recognition of complex pictorial stimuli
Weaver, G. E., & Stanny, C. J. (1984). The role of detail information in the recognition of complex pictorial stimuli. The Journal of General Psychology, 111(2), 185-199. doi:10.1080/00221309.1984.9921109
The Cognitive Failures Questionnaire revisited
Wallace, J. C., Kass, S. J., & Stanny, C. J. (2002). The Cognitive Failures Questionnaire revisited: Dimensions and correlates. The Journal of General Psychology, 129(3), 238-256. doi:10.1080/00221300209602098
Development and initial psychometric evaluation of the transgender adaptation and integration measure (TG AIM)
Sjoberg, M. D., Walch, S. E., & Stanny, C. J. (2006). Development and initial psychometric evaluation of the transgender adaptation and integration measure (TG AIM). International Journal of Transgenderism, 9(2), 35-45. doi:I0.1.100/J485v091102_05
Promoting information literacy at UWF
Gonzalez, M., McGowan, B., & Stanny, C. J. (2015). Promoting information literacy at UWF: Collaborations between librarians and faculty. Information Literacy Workshop.
Effects of hierarchical mentoring on freshman retention in a biology first-year experience course
Cavnar, P., & Stanny, C. (2018). Effects of hierarchical mentoring on freshman retention in a biology first-year experience course. The American Biology Teacher, 80(3), 184-190. doi:10.1525/abt.2018.80.3.184.
Action Verbs for Bloom's Taxonomy
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