Publications

Shernoff, D. J. (2024). Integrative STEM and STEAM Education for Real-Life Learning. New York: Springer.

Shernoff, D. J. (2023). Flow, deep learning, and preparing emerging adults for times of crisis: An empirically-based example of game-based learning.  In S. Leontopoulou and A. Delle Fave (Eds.), Emerging adulthood in the COVID-19 Pandemic and Other Crises: Individual and Relational Resources (pp. 235-254). New York, NY: Springer. https://doi-org.proxy.libraries.rutgers.edu/10.1007/978-3-031-22288-7.

Shernoff, D. J., & Twersky, S. (2022). Flow in schools reexamined: Cultivating engagement in learning from classrooms to educational games. In K-A. Allen, M. J. Furlong, D. A. Vella-Brodrick, & S. M. Suldo (Eds.). The handbook of positive psychology in Schools: Supporting process and practice (3rd ed., pp. 283 – 294). Taylor and Francis. ISBN: 978-03-67-85586-4.

Sinha, S., Shernoff, D. J., & Cuddihy, C. (2021). Collaboration in PK-12 Integrative STEM instruction. In R. Geesa, A. Rose & K. Stith (Eds.), Leading with STEM education: Successful practice for school and district leaders (pp. 112-130). Rowman & Littlefield: Lanham, MD.

Shernoff, D. J., Ryu, J.-C., Ruzek, E., Coller, B., Prantil, V. (2020). The transportability of a game-based learning approach to undergraduate mechanical engineering education: Effects on student conceptual understanding, engagement, and experience." Sustainability, 12, (17): 6986. https://doi.org/10.3390/su12176986 

Shernoff, D. J., Bressler, D. M., Massaro, I., & Sinha, S. (2020).  The influence of a freshman iSTEAM academy on student engagement and educational attitudes. Journal of Higher Education Theory and Practice, 20 (7), 33-54. https://doi.org/10.33423/jhetp.v20i7.3150

McDonnell, J., Staffenova, M., Ripberger, C., Shernoff, D.J., Kunicki, M., Bressler, D., & Bean, C. (2019). Promoting STEM interest and identity through the 4-H STEM Ambassadors Program. Connected Science Learning: A publication of NSTA and ASTC, issue 9 (January), http://csl.nsta.org/2019/01/4-h-stem-ambassadors-program/

Pino-James, N., Shernoff, D. J., Bressler, D. M., Larson, S. C. & Sinha, S., (2019).  Instructional interventions that support student engagement: An international perspective. Handbook of Student Engagement Interventions: Working with Disengaged Youth. Mahwah, NJ: Elsevier.

Strati, A. D., Shernoff, D. J., & Kackar, H. Z. (2018). Flow. In R. Levesque (Ed.), Encyclopedia of Adolescence, 2nd Edition. New York: Springer. doi:10.1007/978-3-319-32132-5_173-2.

Shernoff, D. J., Ruzek, E. A.. Sannella, A. J., Schorr, R., Sanchez-Leal, L., & Bressler, D. M. (2017). Student engagement as a general factor of classroom experience: Associations with classroom practices and educational outcomes in a university gateway course. Frontiers in Psychology, 1-22.  WEB

Shernoff, D. J., Sannella, A. J., Schorr, R., Sanchez-Leal, Ruzek, E., L., Sinha, S., & Bressler, D., M. (2017). Separate worlds: the influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall. Journal of Environmental Psychology, 49, 55-64. WEB