Dan Cernusca, PhD
Assistant 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
Areas of Expertise
- Active learning strategies
- Educational research
- Instructional design
- Purposeful integration of technology in classroom
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 EARLY – The 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.