Publications

Teaching as if Learning Matters: Pedagogies of Becoming by Next-Generation Faculty

Jennifer Meta Robinson, Valerie Dean O’Loughlin, Katherine Kearns, and Laura Plummer, editors (2022, Indiana University Press)

book cover: overhead picture of five college students sitting at a round table with their laptops, books, papers.

Appreciating and Caring for Our Communities of Practice in Educational Development

Christopher V.H-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, and Martin Samuels (2022, To Improve the Academy, 41(1): 121-150. https://doi.org/10.3998/tia.460)


Teaching Graduate Students to Use Discipline-Specific, Evidence-Based Practices: Terms, Practices, and Opportunities.

Katherine Kearns (2021, in Joanna Gilmore and Molly Hatcher (eds.), Preparing for College and University Teaching: Competencies for Graduate and Professional Students, pp. 158-175. Stylus.) 

book cover for Preparing for College and University Teaching. Abstract, pastel watercolors, title of book in a circle

Benefits of a multi-institutional, hybrid approach to teaching course design for graduate students, postdoctoral scholars, and leaders 

Darren Hoffmann, Katherine Kearns, Karen Bovenmyer, W.F. Preston Cumming, Leslie Drane, Madeleine Gonin, Lisa Kelly,Lisa Rohde, Shabnum Tabassum, and Ryan Blay (2021,Teaching and Learning Inquiry, 9(1): 218-224) 


Intersectional approaches to teaching about privileges. 

Shadia Siliman and Katherine Kearns (2020, Radical Teacher, 116 (Winter 2020): 47-54) 


Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions

Leslie Drane, Jordan Lynton, Yari Cruz-Rios, Elizabeth Malouchos, and Katherine Kearns (2019. Teaching & Learning Inquiry, 7(2)). 


The Graduate Course in College Pedagogy: Survey of Instructors of College Pedagogy in the United States and Canada.

Jennifer Meta Robinson, Valerie Dean O’Loughlin, Katherine D. Kearns, and Catherine Sherwood-Laughlin. (2019, College Teaching 67(2): 109-119). 


Using scaffolding and deliberate practice to improve abstract writing in an introductory biology laboratory course

Natalie Christian and Katherine Kearns. (2018, J. Microbiol. Biol. Educ. 19(2)) 


“Once a Scientist…”: Disciplinary Approaches and Intellectual Dexterity in Educational Development

Katherine Kearns, Molly Hatcher, Mara Bollard, Michele DiPietro, Devon Donohue-Bergeler, Leslie E Drane, Elizabeth Luoma, Andrew E Phuong, Laura Thain, and Mary Wright. (2018, To Improve the Academy 37(1): 128-141). 


O’Loughlin, VD, K Kearns, C Sherwood-Laughlin, & JM Robinson. 2017. How do we train our future faculty to teach? A multidisciplinary comparison of graduate-level pedagogy courses offered at a large midwestern university. College Teaching 65(4): 172-181. 

Erbe, RG & KD Kearns. 2016. Using story structure for lesson design in teaching about sexual assault. The Health Educator 48(2): 23-27.  

Reynolds, H.L. and KD Kearns. 2016. A planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom. College Teaching 65(1): 17-27. 

Lederer, A.M., C. Sherwood-Laughlin, K.D. Kearns, & V.D. O’Loughlin. 2016. The development and evaluation of a doctoral-level public health pedagogy course for graduate student instructors. College Teaching 64(1): 19-27. 

Robinson, JM, K Kearns, M Gresalfi, A Sievert, and T Christensen. 2015. Teaching on Purpose: A Collegium community model for supporting intentional teaching. Journal on Excellence in College Teaching 26(1): 81-110. 

Hobbs, FC, DJ Johnson, and KD Kearns. 2013. A Deliberate Practice Approach to Teaching Phylogenetic Analysis. CBE Life Science Education 12:676-686. 

Robinson, JM, M. Gresalfi, AK Sievert, KD Kearns, TB Christensen, and ME Zolan. 2013. Talking across the disciplines: Building communicative competence in a multidisciplinary graduate-student seminar on inquiry in teaching and learning. In K McKinney (ed.) The Scholarship of Teaching and Learning in and across the Disciplines, pp. 186-199. Bloomington, IN: Indiana University Press. 

Kearns, KD and C Subiño Sullivan. 2011. Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy.  Advances in Physiology Education 35(2): 136-145. 

Griffith, LM, VD O’Loughlin, KD Kearns, M Braun, and I Heacock. 2010. A Pedagogy Course’s Influence on Graduate Students’ Self-Awareness as Teacher-Scholars.  In L Border (ed.) Studies in Graduate and Professional Student Development, No. 13, pp. 59-82, Stillwater, OK: New Forums Press.  

Kearns, KD, C Subiño Sullivan, M Braun, and VD O’Loughlin. 2010. A scoring rubric for teaching statements: A tool for inquiry into graduate student writing about teaching and learning. Journal on Excellence in College Teaching 21(1): 73-96. 

Braun, MW and KD Kearns. 2008. Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology.  Anatomical Sciences Education 1(6): 240-246. 

Kearns, KD and T Thrasher Hybl. 2005. A collaboration between faculty and librarians to develop and assess a science literacy laboratory module.  Science and Technology Libraries 25(4): 39-56. 

Kearns, KD and MD Hunter. 2002. Algal extracellular products suppress Anabaena flos-aquae heterocyst spacing.  Microbial Ecology 43: 174-180. 

Kearns, KD and MD Hunter. 2001. Toxin-producing Anabaena flos-aquae induces settling of Chlamydomonas reinhardtii, a competing motile alga.  Microbial Ecology 42: 80-86. 

Kearns, KD and MD Hunter. 2000. Green algal extracellular products regulate anti-algal toxin production in a cyanobacterium.  Environmental Microbiology 2: 291-297. 

Dowell, KM. 1997. Evidence for diapause in Skistodiaptomus pallidus.  American Midland Naturalist 137(2): 362-368. 

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