BS, West Chester University
MEd, Penn State University
PhD, Penn State University
Qualitative Research Methods
Writing for Professional Publication and for Grant Writing
I utilize problem-based learning in most of the courses. This approach encourages students to examine real world problem or issues, to critically evaluate different alternatives, and find the most appropriate solution.
Jones, E.A. (accepted, in press). Examining the impact of structured collaborative learning experiences for graduate students. Journal on Excellence in College Teaching.
Krist, P., Jones, E.A., & Thompson, K. (2012). Accreditation demands. In Howard, R. (Ed.), Handbook for Institutional Research. San Francisco: Jossey-Bass.
Yearwood, T. & Jones, E.A. (2012). Understanding what influences successful Black commuter students' engagement in college. The Journal of General Education, 61(2), 97-125.
Jones, E.A. (2010). Designing and implementing transparent assessments in doctoral education. Curriculum and Teaching Dialogue Journal, 12(1-2), 153-161.
Vitullo, E. & Jones, E.A. (2010). An exploratory investigation of the assessment practices of selected Association to Advance Collegiate Schools of Business accredited business programs and linkages with central education outcomes. The Journal of General Education, 59(2), 85-104.
Banta, T.W., Jones, E.A., & Black, K.E. (2009). Designing and Implementing Effective Assessments: Profiles of Good Practice. San Francisco: Jossey-Bass.
I conduct research examining best practices in assessment. I have also studied strategies to develop and assess the critical thinking and communication skills of undergraduates. I have served on accreditation teams to evaluate programs in colleges and universities for Middle States Commission on Higher Education.
Faculty Present at Teaching and Learning Assessment Conference