Cathy Crossland

Faulkner, V., Marshall, P. L., Stiff, L. V., & Crossland, C. L. (2017). Less is more: The limitations of judgment. PHI DELTA KAPPAN, 98(7), 55–60. https://doi.org/10.1177/0031721717702633

Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014). Race and teacher evaluations as predictors of algebra placement. Journal for Research in Mathematics Education, 45(3), 288–311. https://doi.org/10.5951/jresematheduc.45.3.0288

Anson, C. M., Bernold, L. E., Spurlin, J., & Crossland, C. (2004). Empowering learning in engineering: a study of learning styles, strategies, and success of first-year students. International Conference on Engineering Education and Research, (June).

Spurlin, J. E., Bernold, L. E., Crossland, C. L., & Anson, C. M. (2003). Understanding how freshmen engineering students think they learn. American Society for Engineering Education.