@inproceedings{baldwin_edwards_2022, title={Preparing Rural Middle School Teachers to Implement an Engineering Design Elective Course: A Just-In-Time Professional Development Approach}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85138273815&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Baldwin, T.B. and Edwards, C.}, year={2022} }
 @inproceedings{rorrer_pugalee_edwards_boulden_maher_cao_dorodchi_catete_frye_barnes_et al._2021, title={The Design and Implementation of a Method for Evaluating and Building Research Practice Partnerships}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85103327758&partnerID=MN8TOARS}, DOI={10.1145/3408877.3432532}, abstractNote={We have established a research-practice partnership (RPP) to build a computer science (CS) and computational thinking (CT)-focused STEM ecosystem at two middle schools. Creating such an ecosystem to broaden student participation in computing through an RPP approach involves all stakeholders in the research process. Borrowing upon visual participatory research methods, we developed a graphic research instrument to engage teachers in the research process and elicit their perspectives on strategies for building the ecosystem. This experience report describes our research methodology across two distinct cases to demonstrate the utility of this drawing activity as an investigative and partnership development tool. The contribution is in offering a flexible approach to other university-based RPP teams that enables a synergistic partnership development tool and data collection instrument that can be tailored to a variety of RPP contexts, facilitating more productive and equitable ways of engaging stakeholders in the research process. We describe our project contexts and share results from the pilot study with practitioner-members of our RPP teams. We discuss two cases to highlight the contribution this approach made to the development of our partnerships.}, booktitle={SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education}, author={Rorrer, A. and Pugalee, D. and Edwards, C. and Boulden, D. and Maher, M.L. and Cao, L. and Dorodchi, M. and Catete, V. and Frye, D. and Barnes, T. and et al.}, year={2021}, pages={753–759} }
 @inproceedings{boulden_edwards_catete_lytle_barnes_wiebe_frye_2020, title={Creating a School-wide CS/CT-focused STEM Ecosystem to Address Access Barriers}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85098802518&partnerID=MN8TOARS}, DOI={10.1109/RESPECT49803.2020.9272485}, abstractNote={STEM ecosystem is an emerging model for identifying the barriers and support structures that students have in their learning trajectories in STEM. In this paper our university-based research team presents a CS/CT-focused STEM ecosystem strategy designed to address underrepresentation in computing fields. We describe our current and future work within our school-level research-practice partnership (RPP) with a local middle school, used to guide the creation of this ecosystem.}, booktitle={2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2020 - Proceedings}, author={Boulden, D. and Edwards, C. and Catete, V. and Lytle, N. and Barnes, T. and Wiebe, E.N. and Frye, D.}, year={2020} }
 @article{decuir-gunby_johnson_edwards_mccoy_white_2020, title={African American professionals in higher education: experiencing and coping with racial microaggressions}, volume={23}, ISSN={1361-3324 1470-109X}, url={http://dx.doi.org/10.1080/13613324.2019.1579706}, DOI={10.1080/13613324.2019.1579706}, abstractNote={ABSTRACT Using a Critical Race Theory lens, we explored how African American professionals in both HBCUs and PWIs (4-year and 2-year institutions) experienced and coped with racial microaggressions. The participants in this study included fifteen African American instructors/professors and administrators. Despite the type of institution, the emerged themes from interviews indicated that participants experienced an array of racial microaggressions. In addition, many participants addressed race-related stress experienced in the workplace by engaging in both adaptive and maladaptive coping strategies. Implications are provided to discuss the impact that racial microaggressions has on African Americans in the higher education workplace.}, number={4}, journal={Race Ethnicity and Education}, publisher={Informa UK Limited}, author={DeCuir-Gunby, Jessica T. and Johnson, Oriana T. and Edwards, Callie Womble and McCoy, Whitney N. and White, Angela M.}, year={2020}, pages={492–508} }
 @article{edwards_2019, title={Overcoming Imposter Syndrome and Stereotype Threat: Reconceptualizing the Definition of a Scholar}, volume={18}, url={http://dx.doi.org/10.31390/taboo.18.1.03}, DOI={10.31390/taboo.18.1.03}, number={1}, journal={Taboo: The Journal of Culture and Education}, publisher={Louisiana State University Libraries}, author={Edwards, Callie Womble}, year={2019}, month={Sep} }
 @article{edwards_2018, title={Faculty Salary (In)Equity: A Review of the Literature}, url={https://oaks.kent.edu/td/vol1/iss1/1}, journal={Trends in Diversity}, author={Edwards, C.}, year={2018} }