Dan Cernusca, PhD

Associate Professor/ Instructional Designer
118P Sudro Hall



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

AACE - Association for the Advancement of Computing in Education (2001-2012; 2021- to date)
AACP - American Association of Colleges of Pharmacy (since 2013)
AECT - Association for Educational Communications and Technology (Since 2002)
AERA - American Educational Research Association (since 2003)
ASEE - American Society for Engineering Education (since 2007)
ISLS - International Society of the Learning Sciences (since 2003)

Selected Journal Publications 

Cernusca, D. & Mallik, S. (2022). Strengthening Deep Learning in a Professional Doctorate Pharmaceutics Course.  Perceived Impact on Students' Self-Efficacy. Journal of Higher Education Theory and Practice. 22(8), 114-123.

Frenzel, J., Cernusca, D., Marg, C., & Schotters, B, Eukel, H. (2020). Design Based Research: Studying the Effect of an Escape Room on Students’ Knowledge and Perceptions. Journal of the American College of Clinical Pharmacy, 3(7), 1326-1332. doi.org/10.1002/jac5.1290

McDowell, T., Schmittzehe, E.T., Duerden, A.J., Cernusca, D., Collier, H., & Woelk, K. (2019). A Student-Choice Model to Address Diverse Needs and Promote Active Learning. Journal of Science Education and Technology (JOST), 28, 321-328. https://doi.org/10.1007/s10956-019-9768-2.

Cernusca, D., Thompson, S., Riggins, J. (2018). Learning Sterile Procedures through Transformative Reflection. Use of iPad Videos in a Nursing Laboratory Course. Nurse Educator. 43(6), 330-333, doi: 10.1097/NNE.0000000000000491.

Cernusca, D. & Mallik, S. (2018). Making Failure Productive in an Active Learning Context. Improved Student Performance and Perceptions in a Pharmaceutics Chemistry Course. Quarterly Review of Distance Education. 19(2), 37-50

Eukel, H.N., Frenzel, J.E., & Cernusca, D. (2017). Educational gaming for pharmacy students-Design and evaluation of a diabetes themed Escape Room. American Journal of Pharmaceutical Education, 81(7): Article 6265, 1-5.

Cernusca, D., Scott, D. M., & Friesner, D. (2017). Turning a problem into a solution: Instructional benefits of using ExamSoft to map multiple-choice responses. Journal of Higher Education Theory and Practice, 17(7), 22-34

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 Articles Published in Conference Proceedings

Cernusca, D. (2021). From Policing to Learner Analysis: Use of ExamSoft Snapshots to Analyze Students’ Exam Taking Behaviors in Live and Online Exams. 2021 AECT Hybrid International Convention, 44th Annual Proceedings, Vol 1, 42-49.

Cernusca, D., Strand, M. & Petry, N. (2020). Exploratory Steps to Stimulate a Deep Learning Micro-Culture. Introducing Concept Mapping Strategies into a Pharmacy Curriculum. 2020 AECT Virtual International Convention,43rd Annual AECT Proceedings, Nov. 2-7, Virtual, Vol.1, 69-77. Available online: https://members.aect.org/pdf/Proceedings/proceedings20/2020/20_07.pdf

Cernusca, D. & Strand, M.  (2019). Preparing Pharmacist Students for Diversity of Public Health Services. Perceived Impact of an Active Learning Case-Based Strategy. Proceedings of the 2018 AECT International Convention, Oct. 23-27, Kansas City, MO, vol.1, 24-29. Available online: https://aect.org/pro18.php

Grasman, K. & Cernusca, D. (2016). A Design-Based Research Approach to Refining Pedagogy in Engineering Economics Online Learning. Proceedings of the 123rd ASEE Annual Conference & Exposition, June 26-29, New Orleans: LA, Paper ID #14712. (Best Paper Award ASEE Engineering Economy Division), https://peer.asee.org/a-design-based-research-approach-to-refining-pedagogy-in-engineering-economics-online-learning

Cernusca, D., Geana M.V., & Ionas, I.G. (2013). Orienting Response to Visual Cues as an Indicator of Students’ Attention to Online Instruction. Proceedings of the 2013 AECT International Convention, October 29, Anaheim, CA, vol.1, 25-34.

Top of page