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Byrne, V. L. & Hollingsworth, J. (IN PRESS). A model for trauma-informed online teaching in higher education. In R. A. González & Ş. Orakcı (Eds.) Innovation and Educational Technology Trends in Higher Education. Information Age Publishing (IAP).
Anthony, M., Hogan, E., Byrne, V. L., & Dhingra, N. (IN PRESS). Navigating compassion fatigue as teachers and students during the COVID-19 pandemic: A longitudinal study. Journal of Trauma Studies in Education.
Dhingra, N., Byrne, V. L., Hogan, E., & Anthony, M. (2024). Citizen instructors: Academic citizenship, graduate student instructors, and COVID-19. Journal of Praxis in Higher Education, 6(2), 80-90. https://journals.hb.se/jphe/article/view/484/244
Donlan, A. E., Byrne, V. L., & Green, C. (2024). Sense of belonging in the college classroom: Strategies for instructors. In E. Rueda & C. Lowe-Swift (Eds.) Academic belonging in higher education: Fostering student connection, competence, and confidence. Routledge: Taylor & Francis Group, LLC.
2024
Byrne, V. L., Hollingsworth, J., & Kumar, P. C. (2023). Navigating tensions between protecting students from online harassment and respecting their privacy. British Journal of Technology, 1-17. doi.org/10.1111/bjet.13377.
Killen, H., Coenraad, M., Byrne, V. L., Cabrera, L., Ketelhut, D. J., Mills, K., & Plane, J. (2023). Teacher education to integrate computational thinking into elementary science: A design-based research study. ACM Transactions on Computing Education, 23(4), 1-36. doi.org/10.1145/3618115
Kumar, P. C., O’Connell, F., Li, L., Byrne, V. L., Chetty, M., Clegg, T. L., & Vitak, J. (2023, June). Understanding research related to designing for children’s privacy and security: A document analysis. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (IDC '23). Chicago, IL. doi.org/10.1145/3585088.3589375
Cabrera, L., Ketelhut, D. J., Mills, K., Coenraad, M., Killen, H., Byrne, V. L., & Plane, J. (2023). Designing a framework for teachers' integration of computational thinking into elementary science. Journal of Research Science in Teaching, 1-36. doi.org/10.1002/tea.21888
Byrne, V. L., Ketelhut, D. K., Moncrieffe, K., & Randolph, B. (2023). Evaluating online teaching self-efficacy and effectiveness in public PK12 teachers. Journal on Online Learning Research (JOLR), 9(1), 39-56. https://www.learntechlib.org/primary/p/221251
2023
Hollingsworth, J. & Byrne, V. L (2022). “Minding my business”: Understanding HBCU undergraduate Black women’s responses to online harassment scenarios. Journal of Trauma Studies in Education, 1(2),4-24. doi.org/10.32674/jtse.v1i2.4818
Hollingsworth, J., Byrne, V. L., Bista, K., Gaulee, U., Rone, T., & Prime, G. (2022). Exploring residential experiences of undergraduate students during COVID-19 pandemic: A collective case study of one historically black college and university in the U.S. The International Journal of Multidisciplinary Perspectives in Higher Education, 7(2), 229-265.
Byrne, V. L. & Diaz-Espinoza, C. (2022). Introduction to the special issue: Critical perspective on online trauma. Journal of Trauma Studies in Education, 1(2), 1-3. doi.org/10.32674/jtse.v1i2.5402
Hogan, E., Gannon, C., Anthony, M., Byrne, V. L., & Dhingra, N. (2022). Transfer, adaptation, and loss in practice-based teacher education amidst COVID-19. The New Educator, 18(3), doi.org/10.1080/1547688X.2022.2098438
McGrew, S. & Byrne, V. L. (2022). Conversations after lateral reading: Supporting teachers to focus on process, not content. Computers & Education, 185, 104519. doi.org/10.1016/j.compedu.2022.104519
Kumar, P. C., & Byrne, V. L. (2022). The 5Ds of privacy literacy: a framework for privacy education. Information and Learning Sciences, (ahead-of-print). doi.org/10.1108/ILS-02-2022-0022
Byrne, V. L., Jardine, H., Williams, A., & Donlan, A. E. (2022). Academic peer mentorship as a leadership development experience: Fostering leadership self-efficacy. Journal of Leadership Education. doi: 10.12806/V21/I1/R1
2022
Cabrera, L., Byrne, V. L., Coenraad, M., Ketelhut, D. J., & Plane, J. (2021). Measuring teacher self-efficacy for integrating computational thinking in Science (T-SelECTS). Educational Innovations and Emerging Technologies (EIET), 1(1), 3-14. doi: 10.35745/eiet2021v01.01.0002
Byrne, V. L. & Hollingsworth, J. (2021). An initial empirical study of witnessing online harassment and experiencing secondary trauma among college students. Technology in Higher Education. [available here]
Gannon, C., Anthony, M., Byrne, V. L., Hogan, E., & Dhingra, N. (2021). High tension: Graduate student instructors, professional judgment, and emergency remote teaching. The Professoriate. [Direct link]
Byrne, V. L., Hogan, E., Dhingra, N., Anthony, M., & Gannon, C. (2021). An exploratory study of how novice instructors pivot to online. Distance Education. doi: 10.1080/01587919.2021.1911624
Byrne, V. L. (2021). “You might as well just all agree with each other”: An initial study of cyberbullying victims’ social presence in online discussion. Computers & Education, 67. doi: 10.1016/j.compedu.2021.104174
Byrne, V. L. (2021). Validating a cyberbullying victimization measure among undergraduates. Journal of College Student Development, 62(1), 124-129. doi:10.1353/csd.2021.0010.
Byrne, V. L., Higginbotham, B. L., Donlan, A. E., Stewart, T. (2021). Occupying the university hashtag: Exploring how student activists use social media to engage in protest. Journal of College and Character, 22(1), 13-30. doi: 10.1080/2194587X.2020.1860775
Cabrera, L., Coenraad, M., Byrne, V. L., Killen, H., & Ketelhut, D. J. (2021, June). Integrating Computational Thinking into Elementary Science Online. In Proceedings of International Conference for the Learning Sciences (ICLS) 2021.
2021
2020
Byrne, V. L. (2020). Blocking and Self-Silencing: Undergraduate Students’ Cyberbullying Victimization and Coping Strategies. TechTrends. https://doi.org/10.1007/s11528-020-00560-x
Byrne, V. L. (2020, November). Supporting graduate students during emergency remote teaching. NAGAP’s Perspectives: A Newsmagazine for Graduate Enrollment Management Professionals. [Link]
McGrew, S. & Byrne, V. L. (2020). Who is behind this? Preparing high school students to evaluate online content. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1795956
Byrne, V. L. & Donlan, A. E. (2020). A mid-semester evaluation of college teaching to improve online teaching effectiveness. Online Learning Journal, 24(2). https://doi.org/10.24059/olj.v24i2.2126
Byrne, V. L. (2020). Using a video game for learning ethical decision-making. In K. L. Guthrie & D. K. Jenkins (Eds.). Transforming learning: Instructional and Assessment strategies for Leadership Education. Charlotte, NC: Information Age Publishing. www.infoagepub.com/products/Transforming-Learning
Donlan, A. E. & Byrne, V. L. (2020). Confirming the factor structure of a research-based mid-semester evaluation for college teaching. Journal of Psychoeducational Assessment. https://doi.org/10.1177/0734282920903165
McGrew, S. & Byrne, V. L. (2020). Teaching Wikipedia: Supporting students in lifelong learning. In Proceedings of International Conference for the Learning Sciences (ICLS) 2020. Nashville, TN
Killen, H. Coenraad, M., Byrne, V. L., Cabrera, L., Ketelhut, D. J., & Plane, J. (2020). Reimagining computational thinking professional development: Benefits of a community of practice model. In Proceedings of International Conference for the Learning Sciences (ICLS) 2020. Nashville, TN
Kang, S. Shokeen, E., Byrne, V. L., Norooz, L., Bonsignore, E., Williams-Pierce, C., & Froehlich J. (2020). ARMath: Augmenting everyday life with math learning. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. Oahu, Hawai’i.
Coenraad, M., Mills, K., Byrne, V. L., & Ketelhut, D.J. (2020) Supporting teachers to integrate computational thinking equitably. In Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2020), Portland, Oregon, USA: IEEE.
2019
Donlan, A.E., Loughlin, S., & Byrne, V. L. (2019). The Fearless Teaching Framework: A model to synthesize foundational education research for university instructors. To Improve the Academy: A Journal of Educational Development 38(1), 33-49. https://doi.org/10.1002/tia2.20087
Byrne, V. L. (2019). 7-day online leadership challenge. In J. M. Volpe White, K. L. Guthrie, & M. Torres (Eds.), Thinking with transform: Facilitating reflection in leadership learning (pp.44-45). Charlotte, NC: Information Age Publishing.
Byrne, V. L. (2019). Collaborative reflection video on VoiceThread. In J. M. Volpe White, K. L. Guthrie, & M. Torres (Eds.), Thinking with transform: Facilitating reflection in leadership learning (pp.48-49). Charlotte, NC: Information Age Publishing.
Kang, S., Norooz, L., Bonsignore, E., Byrne, V., Clegg, T., Froehlich, J. (2019). PrototypAR: Prototyping and simulating complex systems with paper craft and augmented Reality. In Proceedings of the International Conference on Interaction Design and Children (IDC 2019) (pp. 253-266). Boise, ID. https://doi.org/10.1145/3311927.3323135
2018
Byrne, V. L. (2018). Contemporary online learning design recommendations to support women’s cognitive development. In Proceedings of Learning @ Scale 2018. London, UK. https://doi.org/10.1145/3231644.3231688
Byrne, V. L., Kang, S., Norooz, L., Velez, R., Katzen, M., Addeh, A., Froehlich, J., Clegg., T. (2018). Scaffolding authentic scientific inquiry experiences for early elementary learners using wearable technology. In Proceedings of International Conference for the Learning Sciences (ICLS) 2018 (pp. 64 - 71). London, UK. https://doi.dx.org/10.22318/cscl2018.64
Kafai, Y., Horn, M., Danish, J., Humburg, M., Tu, X., Davis, B., Georgen, C., Enyedy, N., Blikstein, P., Clegg, T., Byrne, V., Norooz, L., Kang, S., Froehlich, J., Walker, J., Lui, D., Anderson, E., Bumbacher, E., Washington, P., Riedel-Kruse, I. (2018). Affordances of digital, textile and living media for designing and learning biology in K-12 education. In Proceedings of International Conference for the Learning Sciences (ICLS) 2018 (pp. 1275-1282). London, UK.
Kang, S., Norooz, L., Byrne, V., Clegg, T., Froehlich, J. (2018). Prototyping and simulating complex systems with paper craft and augmented reality: An initial investigation. In Proceedings of Tangible, Embedded and Embodied Interactions (TEI) 2018. (pp. 320-328). Stockholm, Sweden. https://doi.org/10.1145/3173225.3173264
Byrne, V., Diaz, C., & Myers, J. (2017). The non-traditional patchwork of college women student leaders: A multidisciplinary reflection on theory. In P. Haber-Curran & J. Storberg-Walker (Eds.), Advancing Women and Leadership Theory (Vol. 5) (pp.183-202). Charlotte, NC: Information Age Publishing.
Clegg, T., Norooz, L., Kang, S., Byrne, V., Katzen, M., Valez, R., Plane, A., Oguamanam, V., Outing, T., Yip, J., Bonsignore, E., & Froehlich, J. (2017). Live physiological sensing & visualization ecosystems: An activity theory analysis. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2029-2041). New York, NY. https://doi.org/10.1145/3025453.3025987