Peer Reviewed Academic Journals

Diaz, M. , Cheng, S. , Goodlad, K. , Sears, J. , Kreniske, P., Satyanarayana, A. (2021). Turning collective digital stories of the first-year transition to college into a web of belonging. American Journal of Qualitative Research. 5(1), ISSN: 2576-2141

In this article, we present lessons learned from “Our Stories,” a digital writing project designed to assist students in the transition from high school to college. From the collective digital narratives of first-year and first-generation students at an urban public college, who are primarily Black, Indigenous, and People of Color (BIPOC), low-income, and immigrant, and who participated in a First-year Learning Communities course, we examine the challenges of becoming a college student at a public college. Further, we explore how digital writing supports community-building and influences students’ transition experience, in particular, making sense of shared challenges. For these BIPOC students, the act of reflecting and writing about their college transition fostered individual and collective awareness and a sense of belonging as they began to negotiate college life. Their narratives also highlight the need for social justice pedagogies that are responsive to student experiences, use asset-based approaches, build community, and promote the active role of students in shaping their educational experiences.


Goodlad, K. , Cheng, S. , Sears, J. , Diaz, M. , Satyanarayana, A. , Kreniske, P. (2019). “Our Stories”: First-year Learning Communities Students Reflections on the Transition to College. Learning Communities Research and Practice, 7(2), Article 5.  Available at:

“Our Stories”: First-year Learning Communities Students Reflections on the Transition to College 

Articles published in Learning Communities Research and Practice undergo editorial screening and a double-blind peer review. Learning Communities Research and Practice is a scholarly journal published by The Evergreen State College’s Washington Center, the National Resource Center for Learning Communities providing “ forum for higher education faculty, staff, researchers, administrators, and students to share current research, effective practices, critical reflections, and resources related to student learning communities in higher education.”.

This article was a collaborative effort between me as first author. As leaders of City Tech’s First Year Learning Communities, we chose this journal based on its goal to “promote practices and knowledge that strengthen the learning communities field”

The “Our Stories” digital writing project incorporates reflective writing in the long established, yet recently revitalized, learning communities program. Through analysis of the “Our Stories” project, we examine how the structure of our learning communities program, together with writing on an open digital platform, builds community and has the potential to positively influence students as they identify, and begin to make sense, of the social, emotional, and bureaucratic challenges in their transition into college. The role of peer mentors, faculty and administrators in this project is discussed.


Goodlad, K., L. Westengard, and J. Hillstrom. (2018). Comparing faculty and student perception of academic performance, classroom behavior, and social interactions in learning communities. College Teaching, DOI: 10.1080/87567555.2018.1453472

Articles published in College Teaching undergo editorial screening and a double-blind peer review. College Teaching is a scholarly journal published by Taylor and Francis providing “an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level”.

This article was a collaborative effort between me as first author, Laura Westengard of English and Jean Hillstrom of Social Science and is published in the format the journal considers a “full length article”. We chose this journal based on its goal of “reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline.” In this article, we explore student and faculty perceptions and how differences and similarities among the two groups might impact classroom dynamics. We deliberately strayed from the traditional research in learning communities that looks at student success and sought new approaches to improve faculty training and retention in learning communities.

Additional information about College Teaching can be found here. The 2017 CiteScore: 0.45 – values from Scopus


Goodlad, K. and A. Leonard. (2018). Place-based learning across the disciplines: a living lab approach to pedagogy.  Insight: A Journal for Scholarly Teaching, Volume 13.

Insight: A Journal of Scholarly Teaching is a refereed journal published once a year by Park University. It is “a scholarly publication designed to highlight the work of postsecondary faculty”. This journal was selected because it seeks to emphasize “the enhancement of post-secondary education through the professional exchange of scholarly approaches and perspectives applicable to the enrichment of teaching and learning”.

This article was a collaborative effort, co-written by myself and Anne Leonard of the Library. The original concept was conceived when working together on place-based initiatives for the Title V Grant, A Living Laboratory: Revitalizing General Education at a 21st Century College of Technology, between 2010 and 2016. The paper contributes to the scholarly field of place-based learning throughout college curriculum, a subject with too few scholarly contributions.

Additional information about Insight can be found here. We were informed that the acceptance rate for volume 13 was 27.27%. The overall average of the journal is 29.2%.


Kreniske, P., K. Goodlad, J. Sears, and S. Cheng. (2018). Our stories of becoming a college student: an interdisciplinary reflective writing project for first year students.  Journal of Interactive Technology and Pedagogy. Assignments. Retrieved October 16, 2018 from

To share the work we are doing to help students express their feelings about the transition to a college learning environment, we created a project called “Our Stories”. In this article we introduce the project and share preliminary findings as well as challenges faced in getting the project off the ground. Three additional research projects considering the impact of the “Our Stories” project are underway.

The Journal of Interactive Technology & Pedagogy is and open source, peer reviewed journal “promoting scholarly discourse around critical and creative uses of technology in teaching, learning and research.” Additional Information about JITP can be found here.

Book Chapter

Goodlad, K. and Phillip, S. (2022). The emerging wine tourist: perspecitves of multicultural, first time winery visitors. Routlage Handbook of Wine Tourism 

This chapter evaluates the perspectives of the first-time winery visit of young, culturally diverse, urban, undergraduates. The study aims to fill the gap in the existing body of knowledge on the expectation and behavior intentions of an emerging market that has been ignored by the wine industry. We present evidence of intention of culturally diverse young people visiting a winery for the first time. Data consisted of written evaluations of visits by 119 undergraduate hospitality management students taking a wine and beverage management course. The reflections, amassed over seven years, were the outcomes of an assignment that required the students to visit a vineyard and winery in a wine region of their choice. Considering the location of the college, most participants visited wine regions (AVAs) in and around New York City, with a few choosing to visit urban wineries.


Cheng, S., Goodlad, K., Sears, J., Diaz, M., Rajah, M., Kreniske, P., & Satyanarayana, A. (2022). Writing “Our Stories”: Turning Individual Stories of the First Year Transition into a Web of Belonging at City Tech. In Cho., G., Rose, K., & McGinty, R., (Eds.). Children of the People. DOI Press.

A shared belief in the potential for writing to transform student experience was the impetus behind the “Our Stories” digital writing project launched by City Tech First Year Learning Communities (FYLC) program. Instead of austerity-inspired academic instruction that comes from top-down directives which have been heavily rejected by faculty and higher education advocates alike, we made a push for more faculty-led innovative instructional technologies and projects that emphasize improving student writing and critical skills, collaboration and openness, and faculty-student relationships- characteristics deemed reflective of good scholarship as well as just and effective pedagogy (Fabricant & Brier, 2016). It is in this spirit that we anticipated the writing and sharing of students’ stories would positively influence their transition experience by helping them learn about and seek out college resources. Drawing on narrative theory (Berthoff & Stephens, 1988; Dauite & Nelson, 1997; Fulwiler, 1983), we envisioned that writing about the college transition would help learning communities’ students better acclimate themselves to the college while expressing the social, emotional, and academic challenges they face. Ultimately this would provide support, ease their transition to college, and help them achieve their academic goals. Research indicates striking disparities in college completion rates between students who are first-generation and come from low-income households as compared to continuing generation students (Wine, Jansen, & Wheeless, 2011; Cataldi, Bennett, & Chen, 2018; Ginder, Kelly-Reid, & Mann, 2018). However, social-belonging interventions (Walton & Cohen, 2011), and in particular reflective writing, appears to have a positive impact on diverse students’ retention and college completion rates. Another evidence-based approach for supporting diverse students in the transition to college is the use of high impact practices, such as learning communities (Kuh 2008; Finley & McNair, 2013). In as “Our Stories”, described in detail below, we added a digital reflective writing component to the learning community model. Approaches like the one used in “Our Stories” may be particularly important in public universities that serve a majority of minority students, many of whom come from low-income households and are the first in their family to attend college (Rodriguez, Meyers, Morris, & Cardoza, 2000; Acevedo-Gil & Zerquera, 2016).


Diaz, M., Goodlad, K., & Kreniske, P. (2022). First-Year Transitions: Digital Stories of Liminality, Learning, and Connecting in Times of Crisis.  Macbeth, M., Tarafdar, M., Watson M., Alvarez, S. & Kuchirco, Y. (Eds).  Literacy and Learning in Times of Crisis: Emergent Teaching Through Emergencies. Peter Lang Publishing.

This chapter offers a view into the first-year experiences of Black, Indigenous, and People of Color (BIPOC) , working class, first-generation, immigrant, and language minoritized students at a public college during the fall 2020 semester, months into the COVID pandemic. Constructed from student posts on “Our Stories” – an ongoing digital reflective writing project designed to assist students in the transition to college – a collective narrative reveals a sense of missed experiences, loss, and isolation.

Book Promition Flyer, CCNY CUNY, September 2023

Trade Publications

Wine and Spirit Magazine, Tasting Screening Panel Member

Wine and Spirits Magazine is a trade and wine centric consumer publication producing monthly magazines on wine education, regional factors in the wine industry and wine recommendations. As a member of the screening panel I contribute to a double blind process of evaluating wines with the purpose of providing a professional point of view helping the critics to “avoid prejudice”.

Wine and Spirit Magazine. (February 2019). Our recommendations Mosel.

Impact factor:    82,614 subscriptions, see file for additional demographics


Goodlad, K. (2016). On-the-job teaching: foster a culture of constant learning and improvement inside the walls of your restaurant. Chef Magazine. September/October. Volume 60, Number 5.

A trade publication with 53,467 subscriptions as of September 2018, Chef Magazine “strives to assist foodservice professionals make the right decisions for their businesses by delivering ideas, information and inspiration for success.” I chose to submit an article to this publication because I felt that I can utilize my experience as an educator to support independent restaurateurs as they develop training sessions for their staff. My experience in Dining Room Operation and Wine and Beverage Management allow me to support their goal to “integrate the art of food preparation from back-of-house techniques to the front-of-house dining experience”.

The column I contributed to is “Chef Educator Today”, a section dedicated to training and development of staff, both are important to retention of staff members in any segment of the restaurant industry that sees high turnover.

Impact factor: 53,467 subscriptions, 80% are independent restaurants.