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Recognitions: Publications

Fitzsimmons, E., Van Dyk, M., Terry, R., Bogaski, G., & Campbell, N. J. (2018). Predicting academic success in initial mathematics course taken by first-time freshmen. In S. Whalen (Ed.), Proceedings of the 14th Annual National Symposium on Student Retention. Norman, OK: The University of Oklahoma.

Bogaski, G., Campbell, N.J., Lewis, M., & Terry, R. (2018). DIY student data tools: Macro-analyses for micro-decisions. In S. Whalen (Ed.), Proceedings of the 14th Annual National Symposium on Student Retention. Norman, OK: The University of Oklahoma.

Lewis, M., Terry, R., & Campbell, N. J. (2016). Registering risk: Understanding the impact of course-taking decisions on retention. In S. Whalen (Ed.), Proceedings of the 12th Annual National Symposium on Student Retention.Norman, OK: The University of Oklahoma.

Strauss, C., Lewis, M., Terry, R., & Campbell, N. J. (2016). The importance of psychosocial factors in predictive models of college retention. In S. Whalen (Ed.), Proceedings of the 12th Annual National Symposium on Student Retention. Norman, OK: The University of Oklahoma.

Lewis, M., Terry, R., & Campbell, N. J. (2015). Using the high school GPA – standardized test score correlation paradox to identify students at-risk for leaving. In S. Whalen (Ed.), Proceedings of the 11th Annual National Symposium on Student Retention. Norman, OK: The University of Oklahoma.

Book:  Humane Music Education for the Common Good
Chapter: Nourishing the Musically Hungry: Learning from Undergraduate Amateur Musicking
Written By: Johnnie-Margaret McConnell & Susan Laird

Walvoord, M. E., Pleitz, J. D. (2016). Applying Matched Sampling to Evaluate a University Tutoring Program for First-Year Students. The Learning Assistance Review, 21(1):99–113. PDF of article.

Pleitz, J., MacDougall, A., Terry, R., Campbell, N. J., & Buckley, M. (2015). Great Expectations: How the disconnect between student academic and social expectations and higher education experience can be used to understand retention. Journal of College Student Retention, Research, Theory & Practice, 17(1), 88-104.

Pleitz, J., Terry, R., & Campbell, N. J. (2013). Applying Multi-Level Modeling to Estimate the Incremental Impact of High School Characteristics on Students’ Academic Risk Profiles. In S. Whalen (Ed.), Proceedings of the 9th Annual National Symposium on Student Retention (pp 94-103)Norman, OK: The University of Oklahoma.

Crynes, SJ (2013) Assessing the decision to "forward place" students in a math sequence. College and University, 88(3):3-11.

Pleitz, J., Fife, D., Pearse, E., Terry, R., & Campbell, N. J. (2012). Estimating the Effect of Academic Intervention in a Mandatory Study Skills Class. In S. Whalen (Ed.), Proceedings of the 8th Annual National Symposium on Student Retention (pp. 164-171). Norman, OK: The University of Oklahoma.

Gaffin DD, Carney, MC (2010) Three initiatives making a difference in student success at the University of Oklahoma. Case Study for Portals of Entry: University Colleges and Undergraduate Divisions. pp 136-139.

Jones, T (2010) review of the book College men and masculinities: Theory, research, and implications for practice. NACADA Journal, Issue 31(1)

Hoefnagels, M and DD Gaffin. (2010) Computerized Pre- and Post-lab Assignments on LON-CAPA. Page(s) 392-394, in Tested Studies for Laboratory Teaching, Volume 31 (K.L. Clase, Editor). Proceedings of the 31st Workshop/Conference of the Association for Biology Laboratory Education (ABLE), 534 pages. (pdf, requires Adobe Acrobat)

Walvoord, ME (2010) Offering academic assistance to students in your biology lab. In Tested studies for laboratory teaching, vol. 31 (K. Clase, Editor). Proceedings of the 31st Workshop/Conference of the Association for Biology Laboratory Education (ABLE), June 2009. (pdf, requires Adobe Acrobat)

Spencer, D (2010). Active group learning with U.C. Action. NCLCA Newsletter, Summer 2010, page 8.

Chowning, K, Campbell, NJ (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations.  Journal of Educational Psychology, 101:982-997.

Jones, T (2009) review of the book Contemporary readings in curriculum. NACADA Journal, Issue 30(1).  

Cavazos, JN, Campbell, NJ (2008). Cognitive style revisited: The structure x cognition interaction. Personality and Individual Differences, 45:498-502.

Jones, T (2008) review of the book Engaging Ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. NACADA Journal, Issue 29(1).

Eodice, M & D Gaffin (2008) Let's Face Facebook. The National Teaching & Learning Forum, 17(6):1-4+. (pdf, requires Adobe Acrobat)

Walvoord ME, Hoefnagels MH, Gaffin DD, Long D, Chumchal M (2008) An assessment of Calibrated Peer Review (CPR) in a biology classroom. Journal of College Science Teaching. (pdf, requires Adobe Acrobat)

Campbell, NJ, Heeney, R, Harrison, R (2007).  Flagging graduation: Transcript predictors of retention. Proceedings of the National Symposium on Student Retention.

Gaffin DD (2007) Building student success at the University of Oklahoma. e-Source for College Transitions, 4(4):10-12. (pdf, requires Adobe Acrobat)

Jones T (2007) Book Review: A Fieldbook for Community College Online Instructors. NACADA Journal, issue 27(2).

Pratt T (2007) Trial by jury. On Course Newsletter April 3, 2007.

Ray B (2007) Reaching the masses: e-newsletters and Facebook in advising. The Mentor, August 30, 2007.

Ray B (2006) The practical face of integration. Journal of Psychology and Christianity 25(1):74-78.

Jones T (2005) Book Review: The wisdom of practice: essays on teaching, learning, and learning to teach. NACADA Journal, issue 26(2).

Weber JC, Carney M, Frazier J (2000) Gender differences related to interest in participation in intercollegiate athletics. Free Inquiry in Creative Sociology, 28(2):77-84.

Morgan CS, Carney M (1985) Gender differences in organizational values among recent college graduates. Youth and Society 17(1):23-35.