Teaching
Teaching is my passion, and I am acutely aware of the connection between my practice and interactions with my students and their success in my course and beyond. During my time at the University of Georgia (UGA), I taught courses on College Teaching, Student Learning, and Course Design to graduate students. Before joining UGA, I was at Virginia Tech where I taught the two semester quantitative methods sequence to doctoral School of Education students. I taught Survey Research Methods, Visual Media, and a first year experience Honors seminar as well. Visual Media was taught in both face-to-face and fully online modalities. I also taught an interdisciplinary, junior-level, service-learning course entitled On Becoming an Agent of Change. The quality of my teaching has been recognized at both institutions. At Virginia Tech, I was awarded the Xcaliber Teaching Award for Exemplary Teaching with Technology, and at the University of Georgia, I was inducted into its Teaching Academy.
Research
I have a number of research interests that include general education, A.I. Open Educational Resources, and instructional excellence in face-to-face, blended, and online contexts. I am also explore in the impacts of student culture and emerging technologies on pedagogical practice; outcomes for first generation college students; faculty development practices; and the future of higher education. Below are selected publications that highlight my research interests.
Books
Teaching with AI: A practical guide to a new era of human learning. (Johns Hopkins University Press, 2024)
Making the case for open educational resources. (Association of American Colleges & Universities, 2023)
Leveraging open educational resources to advance diversity, equity, and inclusion: A guide for campus change agents. (Association of American Colleges & Universities, 2023)
Playing to learn with Reacting to the Past: Research on high impact, active learning practices. (Palgrave Macmillan, 2017)
Field guide to ePortfolios: Why it matters for learning. (Association of American Colleges & Universities, 2017)
Teaching naked techniques: A practical guide to designing better classes. (Jossey-Bass, 2017) Self-efficacy and diffusion theory: Implications for faculty development. (VDM Verlag, 2008)Selected Publications
Watson, C. E. (2020). Leveraging the LEAP Framework to advance civic knowledge. Diversity & Democracy, 22(4), 26.
Watson, C. E. (2019). Faculty development’s evolution: It’s time for investment in higher education’s greatest resource. Peer Review, 21(4), 4-7.
Watson, C. E., & McConnell, K. D. (2019). What really matters to employment, Liberal Education, 104(4).
Colvard, N. B., Watson, C. E., & Park, H. (2018). The impact of open educational resources on various student success metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE3386.pdf
Petrides, L., Levin, D., & Watson, C. E. (2018). Toward a sustainable OER ecosystem: The case for OER stewardship. Retrieved from https://careframework.org/
Watson, C. E. (2018). Centers for teaching and learning, academic change, and the institutional zeitgeist. AAC&U News: Insights and Campus Innovations in Liberal Education. Retrieved from https://www.aacu.org/aacu-news/newsletter/centers-teaching-and-learning-academic-change-and-institutional-zeitgeist
Watson, C. E. (2017). Maximize learning by flipping the classroom. Sunnyvale, CA: Fujitsu America, Inc.
Bowen, J. A., & Watson, C. E. (2017). Teaching naked techniques: Leveraging research on learning to improve the effectiveness of teaching. Change: The Magazine of Higher Learning, 49(5), 26-35.
Watson, C. E., Domizi, D., & Clouser, S. A. (2017). Student and faculty perceptions of OpenStax in high enrollment courses. International Review of Research in Open and Distributed Learning, 18(5), 287-304. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2462
Sorcinelli, M. D., Berg, J. J., Bond, H., & Watson, C. E. (2017). Why now is the time for evidence-based faculty development. In C. Haras, S. C. Taylor, M. D. Sorcinelli, & L. von Hoene (Eds.), Institutional commitment to teaching excellence: Assessing the impacts and outputs of faculty development (pp. 5-16). Washington, DC: American Council on Education.
Hagood, T. C., Watson, C. E., & Williams, B. M. (2017). Reacting to the Past: An introduction to its scholarly foundation. In C. E. Watson & T. C. Hagood (Eds.), Playing to learn with Reacting to the Past - Research on high impact, active learning practices (pp. 1-16). New York: Palgrave Macmillan.
Kuusinen, C. M., & Watson, C. E. (2017). How to perform educational research in Reacting to the Past settings: A primer for the Scholarship of Teaching and Learning. In C. E. Watson & T. C. Hagood (Eds.), Playing to learn with Reacting to the Past - Research on high impact, active learning practices (pp. 193-220). New York: Palgrave Macmillan.
Batson, T., Watson, C. E., Chen, H. L., & Rhodes, T. L. (2017). Introduction to the Field Guide to ePortfolio. In T. Batson, T. L. Rhodes, C. E. Watson, H. L. Chen, K. S. Coleman, & A. Harver, (Eds.), Field guide to ePortfolios: Why it matters for learning. Washington, DC: Association of American Colleges & Universities.
Watson, C. E., Kuh, G. D., Rhodes, T., Penny Light, T., & Chen, H. L. (2016). ePortfolios – The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65-69. Retrieved from http://www.theijep.com/pdf/IJEP254.pdf
Grossman, G. D., & Watson, C. E. (2015). The use of original music videos to teach natural history. Journal of Natural History Education and Experience, 9, 1-7.
Rhodes, T., Chen, H. L., Watson, C. E., & Garrison, W. (2014). A call for more rigorous eportfolio research. International Journal of ePortfolio, 4(1), 1-5. Retrieved from http://www.theijep.com/pdf/IJEP144.pdf
Bryant, L. H., Niewolny, K., Clark, S., & Watson, C. E. (2014). Complicated spaces: Negotiating collaborative teaching and interdisciplinarity in higher education. Journal of Effective Teaching, 14(2), 83-101. Retrieved from http://files.eric.ed.gov/fulltext/EJ1060430.pdf
Watson, C. E., & Ogle, J. T. (2013). The pedagogy of things: Emerging models of experiential learning. Bulletin of the IEEE Technical Committee on Learning Technology, 15(1), 3-6. Retrieved from http://www.ieeetclt.org/issues/january2013/Watson.pdf
Watson, C. E., Terry, K., & Doolittle, P. E. (2012). Please read while texting and driving. In J. E. Groccia & L. Cruz (Eds.), To improve the academy, volume 31 (pp. 295-309). New York: John Wiley and Sons.
Watson, C. E., & Doolittle, P. E. (2011). ePortfolio pedagogy, technology, and scholarship: Now and in the future. Educational Technology, 51(5), 29-33.
Watson, C. E., & Plymale, W. O. (2011). The pedagogy of things: Ubiquitous learning, student culture, and constructivist pedagogical practice. In T. Kidd & I. Chen (Eds.), Ubiquitous learning: A survey of applications, research, and trends (pp. 3-15). Charlotte, NC: Information Age Publishing.
Watson, C. E., Zaldivar, M., & Summers, T. (2010). ePortfolios for learning, assessment, and professional development. In R. Donnelly, J. Harvey, & K.C. O’Rourke (Eds.), Critical design and effective tools for elearning in higher education: Theory into practice (pp 157-175). Hershey, PA: IGI Global.
Moore, A. H., Fowler, S. B., & Watson, C. E. (2007). Active learning and technology: Designing change for faculty, students, and institutions. Educause Review, 42(5), 43-60. Retrieved from http://er.educause.edu/~/media/files/article-downloads/erm0752.pdf