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Dan Cernusca

Assistant Professor/ Instructional Design
118P Sudro Hall

Dan.Cernusca@ndsu.edu 

Education

Ph.D. Information Science and Learning Technologies, 2007
Master of Business Administration, 1997
University of Missouri - Columbia, Columbia MO

Ph.D. Mechanical Engineering, 1996
BS Manufacturing Engineering, 1985
“Lucian Blaga” University of Sibiu
Sibiu, Romania

Areas of Expertise

Instructional Design for meaningful learning
Learning and Teaching with technology in face-to-face, blended, or online classroom;
Impact of technology on learners’ engagement, conceptual understanding and conceptual change;
Cognitive tools and their impact on learners’ conceptual understanding of complex topics

Professional Memberships

2001 - current  Association for the Advancement of Computing in Education (AACE) 
2013 - current  American Association of Colleges of Pharmacy (AACP) 
2002 - current  Association for Educational Communications and Technology (AECT)
2003 - current  International Society of the Learning Sciences (ISLS) 

Selected Journal Publications 

Cernusca, D. & Price, C.E. (2013). Can undergraduates learn programming with a “Virtual Professor”? Findings from a pilot implementation of a blended instructional strategy.  Computers in Education Journal, 23(4), 60-71.

Hogan, J.P. & Cernusca, D. (2013). Millenials Perception of Using Clicker to Support an Active Learning Environment: An Early Adoption Perspective, Computers in Education Journal, 23(1), 73-89.

Ionas, G. I., Cernusca, D. & Collier, H. L. (2012). Prior Knowledge Influence on Self-Explanation Effectiveness When Solving Problems: An Exploratory Study in Science Learning. International Journal of Teaching and Learning in Higher Education, 24(3), 349-358.

Cernusca, D. & Bham G. H. (2011). Application of Threshold Concepts to Improve a Design-Focused Course in Transportation Engineering. Transportation Research Board: Journal of the Transportation Research Board, 2211, 10-17.

Hogan, J.P. & Cernusca, D. (2011). Integrating Gallery Walks and Wikis in a Synergic Instructional Activity: An Exploratory Study of Students’ Perceptions, Computers in Education Journal, 21(4), 37-48.

Bham, G. H., Cernusca, D., Luna, R. & Manepalli, U.R.R. (2011). Longitudinal Evaluation of a GIS Laboratory in a Transportation Engineering Course, Journal of Professional Issues in Engineering Education & Practice, 137(4), 258-266.

Fitzgerald, G., Kelly, P. V., & Cernusca, D. (2003). Nvivo as a Cognitive Tool for Training Novice Qualitative Researchers: A Constructivist Approach. Qualitative Research Journal, 3 (Special issue), 24-40, online: http://www.latrobe.edu.au/aqr.

Book and Book Chapters

Cernusca, D. & Ionas, I.G. (2014). Design-Based Research as a Form of Action Research. In: J. W. Willis & C. Edwards (Eds.), Action Research. Models, Methods, and Examples (pp.195-220). Charlotte, NC: Information Age Publishing, Inc.

Cernusca, D. (2008). Implementation of an Online Learning Environment in a Large Classroom: A Design-Based Research Journey. Berlin, Germany: VDM Verlag Dr. Muller.

Jonassen, D. H., Cernusca, D., & Ionas, G. I. (2007). Constructivism and Instructional Design: The Emergence of the Learning Sciences and Design Research. In R. A. Reiser & J. A. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed., pp.45-52). Upper Saddle River, NJ: Merrill/Prentice Hall.

Selected Refereed Conference Presentations and Proceedings Articles

Cernusca, D., Naughton, C. & Maack, B. (2014). Baseline measurements of students’ attitude and beliefs following curricular revision. Poster presented at the AACP Annual Meeting, Pharmacy Education, Grapevine, TX, July 26-30.

Mihalca, L., Helm, C., Burger, K. & Cernusca, D. (2014). Perceived competence and self-efficacy as mediators for successful learning in computer-based environments. Presented at EARLYThe International Conference on Motivation, Helsinki, Finland.

Grasman, K., Cernusca, D. & Long, S. (2013). Student Perceptions of Online Resources as Predictors of Performance in a Hybrid Classroom: Exploratory Findings from a Large Engineering Economics Course. Proceedings of the 120th ASEE Annual Conference & Exposition, June 23-26, Atlanta: GA.

Cernusca, D. & Ludlow, D.K. (2011). An Activity-Driven Approach to Effectively Integrate Technology Tools in a Chemical Engineering Course: An Exploratory Study of Students’ Perspectives. Proceedings of the 2011 AECT International Convention, November 8-12, Jacksonville, FL, Vol.1, 29-34.

Cernusca, D. & Forciniti, D. (2011). Instructional Videos with Purpose: Compensate, Support and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course. Proceedings of the 2011 ASEE Annual Conference & Exposition, June 26-29, Vancouver: BC, Canada.

Cernusca, D. & Carroll, D. (2008). Online Instructional Tools to Support Blended Attendance for On-Campus Students: Benefits and Traps found in a Large Engineering Course. The 2008 Annual Convention of the AECT, Vol.1, 71-77, Orlando: FL.


Student Focused. Land Grant. Research University.

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North Dakota State University
Phone: +1 (701) 231-7456 / Fax: (701) 231-7606
Campus address: Sudro Hall 123
Physical/delivery address: 1401 Albrecht Boulevard, Fargo, ND 58102
Mailing address: NDSU Dept. 2650 / PO Box 6050 / Fargo, ND 58108-6050
Page manager: College of Pharmacy, Nursing, and Allied Sciences

Last Updated: Monday, December 22, 2014 9:09:07 AM