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This is a distillation of a literature review on identifying best practices for preparing college faculty to teach online.  These best practices form the basis for the proposed model for faculty development.  I presented this D-SOFT model at the Interational E-Learn conference in New Orleans in 2019.

Goodman, A. (2019). Implementing best practices for preparing college faculty to teach online, a discipline specific model. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1039-1047). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from

This is the final report of a Teaching Development Grant I received in 2019 and completed in the summer of 2020.  The purpose of this research was to design a protocol that enables students to submit work in their own handwriting in one, fluid process.  The technologies identified by this study were CamScanner and Box for creating and storing PDFs and Canvas, OneNote, and Crowdmark for grading and annotating.  In addition, I developed a survey instrument to measure student affective responses to the handwritten exam submission process.  This instrument included two subscales measuring students’ confidence in their ability to coordinate the technologies to submit their exams and student’s confidence in the quality of the images they created of their work.  My results include the analysis of two preliminary and one final administration of the instrument.  A condensed version of this report is currently submitted for publication.

- Edgar Rice Burroughs -

“If you write one [paper], it may be bad; if you write a hundred, you have the odds in your favor.”


This paper presents one example of how instructors can utilize holistic design to create learning experiences which encourage students to think critically about real-world problems.  After providing an overview of holistic design and how it stimulates critical thinking, I present a specific example which involves harnessing technology to simulate a dynamic system in a mathematical modeling class.  I presented this paper at the The 3rd Pan-Pacific Technology-Enhanced Language Learning (PPTELL) & Critical Thinking Meeting. 

Goodman, A. M.  (2021). Using holistic design and technology to stimulate critical thinking in mathematical modeling.  In Wen, Y., Wu, Y. J., Qi, G., Guo, S. C., Spector, J. M., Chelliah, S., Kinshuk, Lan, Y. J. (Eds.) Expanding Global Horizons Through Technology Enhanced Language Learning [In print April 19, 2021]. Springer.

This is a collaboration with my colleagues Aubrey Rieder and Scott Moran.  Aubrey is an Education Consultant (EC) with Oracle NetSuite.  With their permission, we conducted a study to determine how ECs perceived the training they received on Adobe Captivate.  We presented our analysis at the SITE Interactive Online 2020 Conference.

Rieder, A.T., Goodman, A. & Moran, S. (2020). Analyzing education consultants’ perceived quality of adobe captivate training through an integrated structuration model of technology. In Proceedings of SITE Interactive Online 2020 Conference (pp. 217-226). Association for the Advancement of Computing in Education (AACE). Retrieved from

At the time of this report, the Baylor University Mathematics Department used a student's score on the ALEKS (Assessment and LEarning in Knowledge Spaces) mathematics placement exam as the sole determining factor for course registration.  This report, conducted in collaboration with my colleagues Scott Moran and Aubrey Rieder, examines the correlation between student scores on the ALEKS mathematics placement exam and those students' final grades in Calculus I.  All students in this study had the same instructor and completed the same assessments and assignments on the same schedule.  Our conclusion was that ALEKS placement test scores and final grades in Calculus I were not correlated.  Furthermore, we recommended that the department consider more than one datum when determining mathematics course placement.

This paper presents a literature review of research that addresses the question of whether students in online and face-to-face mathematics classes achieve the same or similar learning outcomes.  I examined three studies that concluded there is a statistically significant difference in measurable learning outcomes between the modalities and three studies that found there was no significant difference.  One final study bridged the gap between these conclusions and stressed the importance of consistent pedagogical expectations across formats.  An unexpected revelation (for me) was that this question could be considered a special case of the Clark/Kozma debate over media and method.

Using Berge's (1995) Model of Instructor's Roles as a theoretical framework, this paper from 2019 reviews literature related to instructor roles in an online environment.  Instructor roles are considered from both the instructor's and the student's perspective.  The final analysis revealed that instructor's were almost implicitly expected to fulfill pedagogical and managerial roles.  Social and technological roles were also honorably mentioned for instructors of online courses.

Also from 2019, this work reviews the literature related to precise language in teaching and learning mathematics.  Educator-educator, educator-learner, and learner-other learner-educator interactions with mathematical language are all considered.  Through each type of interaction, the necessity of precise mathematical language is revealed and underscored.  In particular, it is critical that educators model precise mathematical language.

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