Below are some of the publications connected to the TWISTER Lab. Be sure to check this page continually for any additional updates!

Key: Senior/principal author(s) = Underline; Self = bold; Fellow = F; Graduate Student = G; Undergraduate Student=U; Other = O; Post-Doctoral Associate/Fellow = P; Resident=R

2022

  • I. Villanueva Alarcón, J.A. Mejia, J. Mejia, & R. Revelo. (2022). Latiné, Latinx, Latina, Latino, or Hispanic: Problematizing terms often used in engineering education, Journal of Engineering Education, Guest Editorial, p. 1-5, [Link to Article]
  • I. Villanueva Alarcón & S. Anwar. (2022). Situating multi-modal approaches in engineering education research, Journal of Engineering Education, Guest Editorial, p. 1-6, https://doi.org/10.1002/jee.20460
  • M. GrahamP, J. Husman, R. PekrunO, I. Villanueva, & D. Christensen. (2022). The dynamic experience of taking an exam: Ever changing cortisol and confidence. British Journal of Educational Psychology, 00,  p. 1–16; https://doi.org/10.1111/bjep.12521
  • K. Cook-Chennault, I. Villanueva Alarćon, & G. JacobG. (2022). Usefulness of digital serious games in engineering for diverse undergraduate students, Education Sciences, 12, 27, p. 1-30; https://www.mdpi.com/2227-7102/12/1/27
  • J.A. Mejia, I. Villanueva Alarcón, R. Revelo, & J. Mejia. (2022). Legitimized Tongues: Breaking the Traditions of Silence in Mainstream Engineering Education Research. Journal of Women and Minorities in Science and Engineering, 28, 10.1615/JWomenMinorScienEng.2022036603

2021

  • Y.H. ChoiG, L.S. Nadelson, I. Villanueva, E. SotoU, & C. LenhartG. (2021). Undergraduate Students Becoming Engineers: The Affordances of University-Based Makerspaces. Sustainability 13, 1670. https://doi.org/10.3390/su13041670
  • Y.H. ChoiG, J. Bouwma-Gearhart, C.A. LenhartG, I. Villanueva, & L. Nadelson. (2021). Student Development at the Boundaries: Makerspaces as Affordances for Engineering Students’ Development. Sustainability 13, 3058. https://www.mdpi.com/2071-1050/13/6/3058
  • I. Villanueva Alarcón, R.J. DowneyP, L.S. Nadelson, Y. Choi P, J. Bouwma-Gearhart & C. TanoueU, & (2021). Understanding Equitable Access in Engineering Education Making Spaces. Social Sciences, 10, 384. https://www.mdpi.com/2076-0760/10/10/384
  • I. Villanueva Alarcón, R.J. DowneyP, Y.ChoiG, J. Bouwma-Gearhart, & L.S. Nadelson. (2021). Light blue walls and tan flooring: A culture of belonging in engineering making spaces (or not?). Education Sciences, 11, 559, https://www.mdpi.com/2227-7102/11/9/559/html

2020

  • I.Villanueva, M. Di StefanoP, L. GellesG, K. YoumansG, & A. HuntO. (2020). Development and Assessment of a Vignette Survey Instrument to Identify Responses due to Hidden Curriculum among Engineering Students and Faculty. International Journal of Engineering Education, 36 (5), p. 1549–1569. https://par.nsf.gov/biblio/10195906

 2019

  • I. Villanueva, M. Di StefanoP, L. GellesG, P. ViciosoG, & S. BensonO. (2019). A race re-imaged, intersectional approach to academic mentoring: Exploring the perspectives and responses of womxn in science and engineering research. Contemporary Educational Psychology, 59 (101786); https://doi.org/10.1016/j.cedpsych.2019.101786
  • L. GellesG, I. Villanueva, M. Di StefanoP. (2019). “Mentoring is ethical, right?”: Women graduate students & faculty in science & engineering speak out. International Journal of Gender, Science, & Technology, Special Issue in Gender & Intersectionality in Engineering, 11 (1),108-133; http://genderandset.open.ac.uk/index.php/genderandset/article/view/578/1041
  • I. Villanueva, J. Husman, D. ChristensenG, K. YoumansG, M.T.H. KhanP, P. ViciosoG, S. LampkinsG, & M. GrahamG. (2019). A cross-disciplinary and multi-modal experimental design for studying near-real-time authentic examination experiences. Journal of Visualized Experiments (151)e60037, https://doi.org/10.3791/60037 
  • S. Jones, B. Campbell, & I. Villanueva. (2019). An investigation of self-efficacy and topic emotions in entry-level engineering design learning activities. International Journal of Engineering Education, 35 (1A), 15-24. Link to article

2018

  • I. Villanueva, B. Campbell, A. RaikesG, S. Jones, & L. Putney. (2018). A multi-modal exploration of engineering students’ emotions and electrodermal activity in design activities. Journal of Engineering Education, 107 (3), 414-441; https://doi.org/10.1002/jee.20225
  • I. Villanueva, T. CarothersG, M. Di StefanoP, & M.T.H. KhanP. (2018). “There is never a break”: The hidden curriculum of professionalization for engineering faculty. Education Sciences, 8 (4), 157: 1-21; https://doi.org/10.3390/educsci8040157
  • J.A. Mejia, R. Revelo, I. Villanueva, & J. Mejia. (2018). Critical theoretical frameworks in engineering education: an anti-deficit and liberative approach. Education Sciences, 8 (4), 158: 1-13;  https://doi.org/10.3390/educsci8040158

2016

  • I. Villanueva, M. ValladaresG, & W. Goodridge. (2016). Use of galvanic skin responses, salivary biomarkers, and self-reports to assess undergraduate student performance during a laboratory exam activity. Journal of Visualized Experiments, 108, e53255, doi:10.3791/53255