Teresa Shellenbarger, Distinguished University Professor in the Department of Nursing and
Allied Health Professions, along with co-authors Marilyn Oermann and Kathleen Gaberson recently published the fifth edition of Clinical
Teaching Strategies in Nursing.
This highly acclaimed text provides a guide for nurse educators planning, guiding, and evaluating learning activities for nursing students in a wide variety of clinical settings.
The Springer publication, available in electronic or print versions, also has an instructor’s manual.
Preparing teachers of English and their professional development have always been a critical component of the field of TESOL. As such, this Teacher Training and Professional Development collection, edited by Gloria Park (
English Department) focuses on multiple avenues within and beyond the institutional contexts in preparing teachers to teach English around
In addition to Park’s introduction to Teacher Training and Professional Development, contributors come from IUP’s English Department and Mathematics Education Program.
Professor Teresa Shellenbarger, 2017-2018 Distinguished University Professor and doctoral program coordinator in Nursing, published a book, Clinical Nurse Educator Competencies: Creating
an Evidence-Based Practice for Academic Clinical Nurse Educators.
This book resulted from the collaboration with the National League for Nursing and the NLN Task Group of Clinical Nurse Educators. It is the first of its kind to address this specialized area of expertise.
This important book provides an evidence-based review of the competencies and tasks needed to guide effective education in clinical nursing education. It will serve as a valuable reference for faculty preparing for the newly created NLN certification
as a clinical nurse educator.
In a chapter included in The Praxis of English Language
Teaching and Learning, published by Brill/Sense Publishers, Lilia Savova
(English) analyzes sample textbook conversations in terms of what they actually
do while claiming the development of conversation skills.
Erin Conlin recently published a chapter, “African American
and Latino Workers in the Age of Industrial Agriculture,” in a new book,
Reconsidering Southern Labor History: Race, Class, and Power (Gainesville, FL: University
of Florida Press, 2018).
Conlin is a member of the IUP History Department, where she
researches and teaches twentieth-century US History and Oral History.
As the book and chapter titles indicate, her work examines
the intersection of race, class, and power in the context of southern
agricultural labor. She uses oral histories with former farmworkers coupled
with archival research and secondary literature to examine the impact pesticide
exposure has had on historical and contemporary farmworkers and their
Professor Rick Kemp (Department of Theater and Dance) has just published The Routledge Companion to Theatre, Performance and Cognitive Science.
Routledge “Companions” are internationally distributed prestige
reference works that comprehensively and authoritatively address a
significant topic in a field or discipline. Embodied Cognition in
Theatre and Performance is a rapidly expanding interdisciplinary
field which dynamically advances critical and theoretical knowledge,
as well as driving innovation in practice.
Kemp has been curating, writing, and editing the content of the book
over the last two years. Collaborating with Bruce McConachie (emeritus
professor at the University of Pittsburgh), he commissioned
contributions from leading practitioners, teachers,
and scholars worldwide as well as writing two chapters (“Devising –
embodied creativity in distributed systems” and “Acting technique,
Jacques Lecoq and embodied meaning”) and introductory material.
Of particular interest to the IUP community is a third chapter that
Kemp co-authored with IUP colleague Rachel DeSoto-Jackson (Department of
Theater and Dance), titled “The performance of caring: theatre,
empathetic communication and healthcare.” This
chapter describes the innovative work of the Department of Theater
and Dance in applying practical theatrical expertise to the development
of empathetic communication skills in student nurses.
Professor Christina Huhn, Department of Foreign Languages, has published a research article on the content of post-secondary beginning Spanish textbooks.
For the article, titled “Integration of the National Foreign Language Standards in Post-Secondary Beginning Spanish Textbooks,”
Huhn investigated the content of post-secondary beginning Spanish
textbooks. She found that while most textbooks included some reference
to the national standards and the five goal areas, the textbooks lacked
explicit details or tools to support post-secondary language instructors
in implementing standards-based instruction.
contributes to ongoing research on post-secondary world language
instruction and reiterates that it is the role of a good teacher to
determine the best way to reach students.
The TFLTA Journal is a
double-blind, peer reviewed journal published by the Tennessee Foreign
Language Teaching Association. The article is available online as part of the spring/summer 2018 issue.