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 the globe.
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 communities.
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.
The study 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.