Selected Journal Publications

  • Finelli, C. J., & Borrego, M. J. (in press). Evidence-based strategies to reduce student resistance to active learning. In J. J. Mintzes & E. M. Walter (Eds.). Active learning in college science: The case for evidence-based practice. Berlin: Springer Publishing.
  • Shekhar, P., Borrego, M., DeMonbrun, M., Finelli, C. J., Crockett, C., & Nguyen, K. (in press). Negative student responses to active learning in STEM classrooms: A systematic review of underlying reasons. Journal of College Science Teaching.
  • Finelli, C. J., & Borrego, M. (2019). Adoption of research-based instructional strategies in engineering and computer science. In S. Laursen (Ed.), Levers for change: An assessment of progress on changing STEM instruction. (pp 69-79). Washington, DC: American Association for the Advancement of Science. Available online: https://www.aaas.org/resources/levers-change-assessment-progress-changing-stem-instruction
  • Finelli, C. J., & Froyd, J. E. (2019, Spring). Improving student learning in undergraduate engineering education by improving teaching and assessment. Advances of Engineering Education, 1-30.
  • Johnson, A.W., Blackburn, M. W., Su, M. P., & Finelli, C. J. (2018). How a flexible classroom affords active learning in electrical engineering. IEEE Transactions on Education, 62(2), 91-98.
  • DeMonbrun, R. M., Cañas, J. C., & Finelli, C. J. (2018). Influencing changes in teaching: Addressing motivations and barriers to the adoption of evidence-based teaching practices in engineering. Journal of Excellence in College Teaching, 30(1), 101-125.
  • DeMonbrun, R. M., Kerst, J., Pfershy, H., & Finelli, C. J. (2018, Jul/Aug). The long-term impact of a faculty development program on student evaluations of teaching. International Journal of Engineering Education, 34(4), 1325-1334.
  • Finelli, C. J., Nguyen, K. A., DeMonbrun, R. M., Borrego, M., Prince, M. J., Henderson, C., Shekhar, P., Waters, C. K., & Husman, J. (2018). Reducing student resistance to active learning: Strategies for instructors. Journal of College Science Teaching, 47(5), 80-91.
  • Tharayil, S. A., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(7), 1-16.
  • Shekhar, P., Prince, M. J., Finelli, C. J., DeMonbrun, R. M., & Waters, C. K. (2018). Integrating quantitative and qualitative research methods to examine student resistance to active learning. European Journal of Engineering Education, 44(1), 6-18.
  • DeMonbrun, M., Finelli, C. J., Prince, M. J., Borrego, M., Shekhar, P., Henderson, C., & Waters, C. K. (2017). Creating an instrument to measure student response to instructional practices. Journal of Engineering Education, 106(2). Named one of the journal’s top downloaded papers of 2018. Available as open access
  • Nguyen, K., Husman, J., Borrego, M., Shekhar, P., Prince, M., DeMonbrun, M., Finelli, C. J., Henderson, C., & Waters, C. (2017). Students’ expectations, types of instruction, and instructor strategies predicting student response to active learning. International Journal of Engineering Education, 33(1A). 2-18.
  • Finelli, C. J., Borrego, M., & Rasoulifar, G. Special Report: Development of a taxonomy of keywords for engineering education research. Joint publication appearing simultaneously in five journals as:
    • (2015, Oct). Journal of Engineering Education, 104(4), 365-387.
    • (2015, Nov). IEEE Transactions on Education, 58(4), 219-241
    • (2016, Jan/Feb). International Journal of Engineering Education, 32(1A), 2-18.
    • (2016, Feb). Australasian Journal of Engineering Education, 21(1), 1-16.
    • (2016). European Journal of Engineering Education, 41(3), 231-215.
  • Finelli, C. J., Daly, S. R., & Richardson, K. M. (2014). Bridging the research-to-practice gap: Designing an institutional change plan using local evidence. Journal of Engineering Education, 103(2), 331-361.
  • Ohland, M. W., Loughry, M. L., Woehr, D. J., Finelli, C. J., Bullard, L. G., Felder, R. M., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012, Dec). The Comprehensive Assessment of Team Member Effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Academy of Management Learning & Education, 11(4), 609-630. Winner of the 2013 Maryellen Weimer Scholarly Work on Teaching and Learning Award
  • Wright, M. C., Finelli, C. J., & Meizlish, D. S. (2011). Facilitating the Scholarship of Teaching and Learning at a research university. Change: The Magazine of Higher Learning, 43(2), 50-56.