Peer Reviewed Academic Journals
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: https://washingtoncenter.evergreen.edu/lcrpjournal/vol7/iss2/5
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. http://insightjournal.park.edu/wp-content/uploads/2018/07/10-Goodlad_Place-Based-Learning-across-the-Disciplines-A-Living-Laboratory-Approach-to-Pedagogy.pdf
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 https://jitp.commons.gc.cuny.edu/our-stories-of-becoming-a-college-student-a-digital-writing-project-for-first-year-students/
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.
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”.
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. http://www.ggdplus.com/digitals/0916chef/
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.