Selected Publications

Wulff, D. H., & Nerad, M.  (2006).  Using an alignment model as a framework in the assessment of doctoral programs.  In P. L. Maki & N. A. Borkowski (Eds.), The assessment of doctoral education: Emerging criteria and new models for improving outcomes (pp. 83-108).  Sterling, VA: Stylus.

Jacobson, W. H., & Wulff, D. H.  (2005).  Designing for alignment. In D. H. Wulff, W. H. Jacobson, K. Freisem, D. H. Hatch, M. Lawrence, & L. R. Lenz, (Eds.), Aligning for learning: Strategies for teaching effectiveness (pp. 35-50).  Bolton, MA: Anker.

Wulff, D. H.  (2005).  Alignment for learning: Synthesis and conclusions. In D. H. Wulff, W. H. Jacobson, K. Freisem, D. H. Hatch, M. Lawrence, & L. R. Lenz, (Eds.), Aligning for learning: Strategies for teaching effectiveness (pp. 224-236).  Bolton, MA: Anker.

Wulff, D. H. (2005).  Using the alignment model of teaching effectiveness.  In D. H. Wulff, W. H. Jacobson, K. Freisem, D. H. Hatch, M. Lawrence, & L. R. Lenz, (Eds.), Aligning for learning: Strategies for teaching effectiveness (pp. 3-15).  Bolton, MA: Anker. 

Wulff, D. H. Hess, C. W., & Sequeira, D. L. (2005).  Applying alignment in the faculty reward system. In D. H. Wulff, W. H. Jacobson, K. Freisem, D. H. Hatch, M. Lawrence, & L. R. Lenz, (Eds.), Aligning for learning: Strategies for teaching effectiveness (pp. 206-222).  Bolton, MA: Anker.

Wulff, D. H., Jacobson, W. H., Freisem, K., Hatch, D. H., Lawrence, M., & Lenz, L. R. (Eds.). (2005). Aligning for learning: Strategies for teaching effectiveness. Bolton, MA: Anker.

Wulff, D. H., Austin, A. E., and Associates. (2004). Paths to the professoriate: Strategies for enriching the preparation of future faculty. San Francisco: Jossey-Bass.

Wulff, D. H. (2004). Enhancing quality through the preparation of future faculty. In A. Tjeldvoll & F. Zhou (Eds.), University Development and Globalisation, No. 21, (pp. 89-107). Trondheim, Norway: Norwegian University of Science and Technology (NTNU), Programme for Teacher Education.

Austin, A. E., & Wulff, D. H. (2004). The challenge to prepare the next generation of faculty. In D. H. Wulff, A. E. Austin, & Associates, Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 3-16). San Francisco: Jossey-Bass.

Wulff, D. H., Austin, A. E., Nyquist, J. D., & Sprague, J. (2004). The development of graduate students as teaching scholars: A four-year longitudinal study. In D. H. Wulff, A. E. Austin, & Associates, Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 46-73). San Francisco: Jossey-Bass.

Wulff, S. S., & Wulff, D. H. (2004). "Of Course I'm Communicating; I Lecture Every Day": Enhancing Teaching and Learning in Introductory Statistics. Communication Education, 53 (1), 92-102.

Civikly-Powell, J., & Wulff, D. H. (2002). Working with teaching assistants and undergraduate peer facilitators to address the challenges of teaching large classes. In C. A. Stanley & M. E. Porter (Eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 109-122) . Bolton, MA: Anker.

Morreale, S., Applegate, J., Wulff, D., & Sprague, J. (2002). The Scholarship of teaching and learning in communication studies and communication scholarship in the process of teaching and learning. In M. T. Huber & S. P. Morreale (Eds.), Disciplinary styles in the scholarship of teaching and learning: Exploring common ground (pp. 107-123). Washington, D. C.: Carnegie Foundation for the Advancement of Teaching and the American Association for Higher Education.

Morreale, S. P., & Wulff, D. H. (2002). Communicate clearly, logically, and cogently in oral language-A response from the discipline of communication. The Successful Professor, 1 (2), 2-4.