Bio

Degree

PhD in Educational Psychology

University of Nevada-Reno

MS in Applied Psychology

Montana State University

BA in Social Science

University of Montana-Western

Published Works

• Dillen, F. B., Richmond, S. A. (2024). Does the instructor’s gender identity and syllabus design affect students’ perceptions of their instructor?. Teaching of Psychology, 51(2), 166-179. https://doi.org/10.1177/00986283211072742.
• Greve, M., Richmond, S. A., Beziat, L. T., Davis, N. O., Moore, L. K., Was, C. (2024). Goal orientation across the globe: Does Elliot’s 3 X 2 model hold up?. European Journal of Educational Research, 13(3), 1365-1374. . https://doi.org/10.12973/eu-jer.13.3.1365.
• Richmond, S. A., Breedin, O., Lich, T., Pletcher, J., Sharp, A. (2023). The structure, reliability, and validity of the Universal Design for Learning Syllabus Scale.. Journal on Excellence in College Teaching, 34(1), 69-91. https://celt.miamioh.edu/ojs/index.php/JECT/article/view/141.
• Richmond, S. A., Gurung, A. R., Boysen, G. (2022). An evidence-based guide to college and university teaching: Developing the model teacher. Taylor & Francis,
• Richmond, S. A. (2022). Initial evidence for the Learner-Centered Syllabus Scale: A focus on reliability and concurrent and predictive validity.. College Teaching, 70(1), 32-42. https://doi.org/10.1080/87567555.2021.1873726.
• Friberg, C. J., Scharff, L., Draeger, J., Richmond, S. A. (2022). Making SoTL public using weblogs.. (pp 104-117). Routledge..
• Schraw, G., Richmond, S. A. (2022). Using visual displays to improve classroom thinking.. Educational Research: Theory & Practice, 33(2), 80-102. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.nrmera.org/wp-content/uploads/2022/05/06-Schraw-Richmond_2022.pdf .
• Richmond, S. A., Gurung, A. R. (2022). Encyclopedia of psychology in the real world: Education. . (). Routledge. https://www.taylorfrancis.com/search?context=rroprw&topic=75
• Richmond, S. A., Ropp, A., Bradford, L. J., Ignizio, S. G., Hammond, J. J., Mowder, D., Bittman, M. J. (2022). An ecologically valid study of the testing effect across academic disciplines: A focus on higher- vs. lower-level learning. College Teaching, 72(2), 74-81. https://doi.org/10.1080/87567555.2022.2090488.
• Richmond, S. A., Gurung, A. R., Boysen, G. (2021). A pocket guide to online teaching: Translating the evidence-based model teaching criteria. . (). Taylor Francis.
• Richmond, S. A. (2021). A welcome message from the Editor.. Teaching of Psychology, 48(1), 4-5. https://doi.org/10.1177/0098628320967156.
• Hudson, L. D., Richmond, S. A., Martin Hard, B., Dunn, S. D., Musselman, R. (2021). Designing an introductory psychology course: A guide to blending situation-specific factors with empirical evidence. . (). American Psychological Association Press.
• Martin Hard, B., Dunn, S. D., Musselman, R., Hudson, L. D., Richmond, S. A. (2021). Designing the Introductory psychology course: What the research, teachers and students suggest we do.. (pp 27-56). American Psychological Association. https://doi.org/10.1037/0000260-003
• Lee, A. A., Dillen, F. B., Richmond, S. A. (2021). Exploring the relations of academic self- handicapping with achievement goals among urban, underrepresented minority, middle school students.. Educational Research: Theory & Practice, 32(2), 79-105. http://www.nrmera.org/wp-content/uploads/2021/05/5-Lee-et-al-Exploring-the-Relations.pdf .
• Gutierrez de Blume, P. A., Schraw, G., Kuch, F., Richmond, S. A. (2021). General accuracy and general error factors in metacognitive monitoring and the role of time in predicting metacognitive judgments.. CES Psicología, 14(2), 177-206. https://doi.org/10.21615/cesp.5494 .
• Boysen, A. G., Gurung, A. R., Richmond, S. A. (2021). Stability and intercorrelations among model teaching characteristics. . Scholarship of Teaching and Learning in Psychology, 9(3), 340-345. https://doi.org/10.1037/stl0000237.
• Richmond, S. A., Boysen, A. G., Hudson, L. D., Gurung, A. R., Naufel, Z. K., Neufeld, G., Dunn, S. D., Beers, M. (2021). The introductory psychology census: A national study.. Scholarship of Teaching and Learning in Psychology, 7(3), 163-180. https://doi.org/10.1037/stl0000277.
• Thompson, J., Richmond, S. A., Barboza, B., Bradley, J., White, N. J., Landrum, E. R. (2020). Measuring what students know: SNAP’s guidelines and suggestions for assessing content in psychology.. Teaching of Psychology, 47(4), 262-273. https://doi.org/10.1177/0098628320945113.
• Gurung, A. R., Soicher, R., Boysen, A. G., Richmond, S. A. (2020). Start strong, stay strong: Aspiring to model teaching across the career span.. (). Society for the Teaching of Psychology. http://teachpsych.org/ebooks/howweteachnow
• Richmond, S. A., Woody, W. D., Becker, S., Dillen, F. B., Mace, B., Manuel, L., Krantz, P. (2019). An evidence-based roadmap for success: Part 1—the bumpy road of graduate school. . Scholarship of Teaching and Learning in Psychology, 5(1), 37-51. https://doi.org/10.1037/stl0000130.
• Richmond, S. A., ., ., ., ., . (2019). Project Syllabus: An exploratory study of learner-centered syllabi.. Teaching of Psychology, 46-15. https://doi.org/10.1177/0098628318816129.
• Gurung, A. R., Richmond, S. A., Drouin, M., Landrum, E. R., Christopher, N. A. (2019). The past, present, and future of scholarship of teaching and learning in psychology. . Scholarship of Teaching and Learning in Psychology, 5(2), 97-120. https://doi.org/10.1037/stl0000143 .
• Naufel, Z. K., Spencer, S., Appleby, D., Richmond, S. A., Rudman, J., Van Kirk, J., Young, J., Carducci, B. (2019). The skillful psychology student: How to empower students with workforce-ready skills by teaching psychology. . Psychology Teacher Network, https://www.apa.org/ed/precollege/ptn/2019/03/workforce-ready-skills
• Appleby, C. D., Young, J., Van Kirk, J., Rudman, J., Naufel, Z. K., Spencer, S., Hettich, P., Carducci, B., Richmond, S. A. (2019). The skillful psychology student: Skills you will need to succeed in the 21st century workplace. . Psychology Teacher Network, https://www.apa.org/ed/precollege/psn/2019/02/skillful-student
• Bernhardt, E. P., Richmond, S. A. (2019). Promoting Critical Thinking Through the Use of Student- Generated Case Studies. (pp 438-447). IGI Global.
• Richmond, S. A. (2019). Distributed metacognition: Are two heads better than one—or does it exist?. . Improve with Metacognition, http://www.improvewithmetacognition.com/distributed-metacognition-are-two-heads-better-than-one-or-does-it-even-exist/
• Richmond, S. A., Woody , D. W., Dillen, F. B., Becker, S., Mace, L. B., Manual, L., Kranz, P. (2019). An evidence-based roadmap for success: Part 1-graduate school. Scholarship of Teaching and Learning , -16. http://dx.doi.org/10.1037/stl0000130 .
• Richmond, S. A. (2018). Can metacognition instruction be unethical?. . Improve with Metacognition , http://www.improvewithmetacognition.com/can-metacognitive-instruction-be-unethical/
• Gurung, A. R., Richmond, S. A., Boysen, A. G. (2018). Studying excellence in teaching: A recap of the story so far. . (156, pp 11-19). New Directions for Teaching and Learning. https://doi.org/10.1002/tl.20312
• Triosi, J., Richmond, S. A. (2018). Technology in the classroom: What the research tells us. . Inside Higher Education, https://www.insidehighered.com/digital-learning/views/2018/12/12/what-research-tells-us-about-using-technology-classroom-opinion
• Richmond, S. A. (2018). Where tides collide: How to integrate culture in teaching cognitive psychology. . (pp 265-282). Cambridge University Press.
• Richmond, S. A. (2017). A graduate student’s primer to model teaching: A focus on student-centered syllabi and instructional strategies. (). Society of Teaching of Psychology. How we teach now: A GSTA guide to student-centered teaching.
• Dillen, F. B., Richmond, S. A., Rauer, M. H., Beckman, L., Sterns , J. (2017). Active Reading Questions as Tools to Increase College Student’s Textbook Comprehension. Journal of the Scholarship on Teaching and Learning , 3(3), 220-232. http://dx.doi.org/10.1037/stl0000090 .
• Richmond, S. A. (2017). Break the mold: What do on the first day of class. In STP’s Graduate Student Teacher’s Association. . Society of Teaching of Psychology, https://teachpsych.org/page-1784686/5263115
• Richmond, S. A., Hakala, C., Howell, K., Wiggins, A., Maxwell, I., Walker, K., Sherriff, E. (2017). Can inquiry-based instruction improve higher-level learning and perceptions of teacher effectiveness? . Society of Teaching of Psychology, http://teachpsych.org/resources/Documents/ebooks/teachingtips.pdf
• Dillen, F. B., Richmond, S. A., Boss, E. (2017). Do cartoons on syllabi affect student perceptions of professors? . Society of Teaching of Psychology, http://teachpsych.org/resources/Documents/ebooks/teachingtips.pdf
• Scharff, L., Draeger, J., Richmond, S. A. (2017). Improve with metacognition: A collaborative website resource.. Society of Teaching of Psychology, http://teachpsych.org/resources/Documents/ebooks/teachingtips.pdf
• Richmond, S. A. (2017). Joining forces: The potential effects of team-based learning and immediate feedback assessment technique on metacognition.. Improve with Metacognition , http://www.improvewithmetacognition.com/joining-forces-the-potential-effects-of-team-based-learning-and-immediate-feedback-assessment-technique-on-metacognition/
• Richmond, S. A., Curl, S. L., Ropp, A., Woody, D. W. (2017). RMPA faculty mentor program: Advice to faculty from faculty.. Society of Teaching of Psychology, http://teachpsych.org/resources/Documents/ebooks/teachingtips.pdf
• Richmond, S. A. (2017). Scratch and win or scratch and lose? Immediate feedback assessment technique. . Improve with Metacognition , http://www.improvewithmetacognition.com/scratch-win-scratch-lose-immediate-feedback-assessment-technique/
• Richmond, S. A., Bacca, M. A., Becknell, S. J., Coyle, R. (2017). Teaching metacognition experientially: A focus on higher versus lower level learning. . Teaching of Psychology, 4495-301. https://doi.org/10.1177/0098628317727633.
• Richmond, S. A. (2017). The first instinct fallacy: Metacognition helps you decide to stick with it or revise your answer. . Improve with Metacognition, http://www.improvewithmetacognition.com/first-instinct-fallacy-metacognition-helps-decide-stick-revise-answer/
• Richmond, S. A. (2017). The great, the good, the not-so-god of Improve with Metacognition: An exercise in self-reflection. . Improve with Metacognition , http://www.improvewithmetacognition.com/the-great-the-good-the-not-so-good-of-improve-with-metacognition-an-exercise-in-self-reflection/
• Spencer, M. S., Richmond, S. A. (2017). The why and how to teach professional development to undergraduate psychology students. Society of Teaching of Psychology, http://teachpsych.org/resources/Documents/ebooks/teachingtips.pdf
• Richmond, S. A., Sawyer, J., Bublitz, D., Schwartz, A., Brooks, J. P., Obeid, R. (2017). Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination? . Scholarship of Teaching and Learning in Psychology, 357-271. http://dx.doi.org/10.1037/stl0000095.
• Richmond, S. A. (2016). A primer for constructing a learner-centered syllabus: One professor’s journey.. IDEA, 60-14. http://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf .
• Guiterrez, A., Schraw, G., Kuch, F., Richmond, S. A. (2016). A two-process model of metacognitive monitoring: Evidence for accuracy and error factors. Learning and Instruction, 44-10. https://doi.org/10.1016/j.learninstruc.2016.02.006.
• Sawyer, J., Richmond, S. A. (2016). Adolescent development. (3). Diener Education Fund Publishers. http://www.nobaproject.com
• Richmond, S. A., Gurung, A. R., Boysen, A. G. (2016). An evidence-based guide to college and university teaching: Developing the model teacher. . (). Routledge.
• Richmond, S. A. (2016). Are academic procrastinators metacognitively deprived?. . Improve with Metacognition , http://www.improvewithmetacognition.com/are-academic-procrastinators-metacognitively-deprived/
• Richmond, S. A., Slattery, J., Morgan, K. R., Mitchell, N., Becknell, J. (2016). Can a learner-centered syllabus change student’s perceptions of student-professor rapport and master teacher behaviors?. Scholarship of Teaching and Learning in Psychology, 259-168. http://dx.doi.org/10.1037/stl0000066.
• Richmond, S. A. (2016). Can reciprocal peer tutoring increase metacognition in your students?. Improve with Metacognition , http://www.improvewithmetacognition.com/can-reciprocal-peer-tutoring-increase-metacognition-students/
• Richmond, S. A. (2016). Categories and concepts. (3). Diener Education Fund Publishers. http://www.nobaproject.com
• Richmond, S. A. (2016). Discover psychology 2.0: Instructor’s manual . NOBA, Diener Foundation, http://www.nobaproject.com
• Sawyer, J., Richmond, S. A. (2016). Factors influencing learning. (3). Diener Education Fund Publishers. www.nobaproject.com
• Sperling, R., Ramsey, M. C., Reeves, M. P., Follmer, J. D., Richmond, S. A. (2016). Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies. . Middle School Science Journal, 475-32. https://doi.org/10.1080/00940771.2015.1135099.
• Richmond, S. A. (2016). Teaching learning strategies to pre-service educators: Practice what we preach! . (pp 59-70). IGI Global.
• Richmond, S. A. (2016). The replication crisis. (3). Diener Education Fund Publishers. http://www.nobaproject.com
• Richmond, S. A. (2016). When and where should we teach metacognitive skills to college students?.. Improve with Metacognition , http://www.improvewithmetacognition.com/teach-metacognitive-skills-college-students/
• Dillen, F. B., Richmond, S. A., Sanderson, J., Yacovetta, S. (2015). Does pedagogical documentation support maternal reminiscing conversations. Cogent Education, 2(1124824), 1-18. https://doi.org/10.1080/2331186X.2015.1124824 .
• Richmond, S. A., Dillen, F. B., Heath, M. T., Broussard, A. K., Skarda, B. (2015). Can Inquiry-Based Instruction Promote Higher-Level Learning. Scholarship of Teaching and Learning in Psychology, 1(3), 208-218. http://dx.doi.org/10.1037/stl0000032.
• Richmond, S. A., Berglund, M., Epelbaum, B. V., Klein, M. E. (2015). a + (b1)Professor Student Rapport + (b2)Humor + (b3) Student Engagement = (Ŷ) Student Ratings of Instructors. Teaching of Psychology, 4219-125. https://doi.org/10.1177/0098628315569924.
• Taylor, S. S., Richmond, S. A., Was, C. (2015). A brief guide to thriving in graduate school and beyond. . The Researcher, 275-19. http://www.nrmera.org/PDF/Researcher/Taylor.et.al.2015.Vol.27.Issue.1.pdf .
• Richmond, S. A. (2015). A minute a day keeps the metacognitive doctor away. . Improve with Metacognition ,
• Richmond, S. A. (2015). Aaron Richmond: I’m a member of STP and this is how I teach. . Society of Teaching of Psychology, http://teachpsych.org/page-1703896/3463004
• Richmond, S. A. (2015). Active learning, blah, blah, blah: The true confessions of a dangerously active teacher! . Noba, http://nobaproject.com/blog/2015-10-06-active-learning-blah-blah-blah-the-true-confessions-of-a-dangerously-active-teacher
• Daniel, B. D., Richmond, S. A. (2015). Child and adolescent development. (pp 469-482). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199933815.013.035
• Richmond, S. A. (2015). Discover psychology: Instructor’s manual . NOBA, Diener Education Fund Publishers, ttp://www.nobaproject.com
• Richmond, S. A. (2015). How do you increase your student’s metacognition?. . Improve with Metacognition , http://www.improvewithmetacognition.com/how-do-you-increase-your-students-metacognition/
• Richmond, S. A., Rauer, M. H., Klein, E. (2015). How does metacognition predict beliefs in psychological and educational misconceptions?. The Researcher, 27(1), 20-24. http://www.nrmera.org/PDF/Researcher/Richmond.et.al.2015.Vol27.Issue1.pdf .
• Boysen, A. G., Richmond, S. A., Gurung, A. R. (2015). Model teaching criteria for psychology: Initial documentation of teachers’ self-reported competency. . Scholarship of Teaching and Learning in Psychology, 1018-218. http://dx.doi.org/10.1037/stl0000023.
• Richmond, A. A., Richmond, S. A. (2015). Multimodal perception. (3). Diener Education Fund Publishers. . www.nobaproject.com
• Richmond, S. A., Rauer, H., Klein, E. (2015). So, your students think they are left-brained thinkers or kinesthetic learners: Please God, no! How metacognition can explain student’s misconceptions.. Improve with Metacognition , http://www.improvewithmetacognition.com/so-your-students-think-they-are-left-brained-thinkers-or-kinesthetic-learners-please-god-no-how-metacognition-can-explain-students-misconceptions/
• Richmond, S. A. (2015). SoTL scales: The case of missing links. (). Society of Teaching of Psychology. http://teachpsych.org/Resources/Documents/ebooks/compscalesstl.pdf
• Houska, A. J., Richmond, S. A. (2015). Using social media in your classroom: A practical guide for Newbs. . The Researcher, 26(2), 1-5. http://www.nrmera.org/PDF/Researcher/Vol.26.Iss.2.Houska.and.Richmond.pdf .
• Richmond, S. A., Broussard, K., Shardy, C. J., Sanders, K. K., Sterns, L. J., Lieberenz, K. S. (2015). Who are we studying? Sample diversity in teaching of psychology research. . Teaching of Psychology, 4218-226. https://doi.org/10.1177/0098628315587619.
• Richmond, S. A., Murphy, C. B., Curl, S. L., Broussard, K. (2015). The effect of immersion scheduling on academic performance and student’s ratings of instructors. . Teaching of Psychology, 42(1), 26-33. .
• Hussey, D. H., Richmond, S. A., Dillen, F. B. (2015). A Primer for Creating a Flipped Psychology Course. Psychology of Learning and Teaching, 14(2), 169-485. https://doi.org/doi:10.1177/1475725715592830 .
• Ropp, A., Berglund, B. M., Richmond, S. A. . Stop Being Disruptive! Factors that Predict Incivility in the Classroom. Scholarship of Teaching and Learning in Psychology .
• Richmond, S. A. (2015). The metacognitive syllabus! . Improve with Metacognition , http://www.improvewithmetacognition.com/metacognitive-syllabus/
• Schraw, G., Kuch, F., Gutierrez, A., Richmond, S. A. (2014). Exporing three models of calibration accuracy. . Journal of Educational Psychology, 106192-1202. https://doi.org/10.1037/a0036653.
• Richmond, S. A., Boysen, A. G., Gurung, A. R., Tazeau, N. Y., Meyers, A. S., Sciutto, J. M. (2014). Aspirational model teaching criteria for psychology.. Teaching of Psychology, 4181-295. .
• Richmond, S. A. (2014). Meta-teaching: Improve your teaching while improving your student’s metacognition. , http://www.improvewithmetacognition.com/meta-teaching-improve-your-teaching-while-improving-students-metacognition/
• Slattery, J., Richmond, S. A., Haney, M., Mitchell, M., Morgan, R. (2014). Read the d*** syllabus. , http://handinhandclarion.wordpress.com/2014/08/11/read-the-d-syllabus/
• Boysen, G., Richmond, S. A., Gurung, S. R. . The model teaching criteria scale: An exploratory study. . The Scholarship of Teaching and Learning in Psychology.
• Richmond, S. A., Bacca, A., Becknell, J., Mancuso, M., Coyle, R., Klein, E. (2014). On the importance of teaching metacognition: A call for research!. , http://www.improvewithmetacognition.com/on-the-importance-of-teaching-metacognition-a-call-for-research/
• Hussey , D. H., Dillen, F. B., Richmond, S. A. (2014). Promoting Active Learning Through a Flipped Course Design . (). IGI Global .
• Richmond, S. A., Conrad, L. (2013). Do thinking styles predict academic performance of online learning? . International Journal of Technology and Teaching and Learning, 8(2), 108-117. http://sicet.org/journals/ijttl/issue1202/3_Aaron.pdf.
• Richmond, S. A. (2013). Multivariate statistics: A project-based course. . , http://teachpsych.org/resources/Documents/otrp/syllabi/ar13statistics.pdf
• Richmond, S. A. (2013). Ask an expert: Boosting the middle school mind. EdNews Parent Colorado, http://www.ednewscolorado.org/parent/ask-an-expert-boosting-the-middle-school-mind
• Dillen, F. B., Richmond, S. A., Hussey , D. H. (2013). Using Social Media to Enhance Instruction in Higher Education . (pp 217-241). IGI Global publication.
• Hagan, K. L., Richmond, S. A. (2012). Teaching constructivism constructively: What a novel idea. The Researcher, 24(2), 85-94. http://www.nrmera.org/PDF/Researcher/Researchv24n2Kindleberger.pdf.
• Sperling, R., Richmond, S. A., Ramsay, M. C., Klapp, M. (2012). The measurement and predictive ability of metacognition in science achievement.. Journal of Educational Research, 105(1), 1-7. https://doi.org/10.1080/00220671.2010.514690.
• Richmond, S. A., Carney, N. R., Levin, R. J. (2011). Got neurons? Teaching neuroscience mnemonically promotes retention and higher-order thinking. Psychology Learning and Teaching, 10(1), 40-45. http://dx.doi.org/10.2304/plat.2011.10.1.40 .
• Richmond, S. A. (2011). Is your educational psychology class boring? A review of teaching methods to engage your student.. (2, pp 83-88). Society of Teaching of Psychology. teachpsych.org/resources/e-books/pse2011/index.php
• Richmond, S. A., Kindelberger Hagan, L. (2011). Promoting higher level thinking in psychology: Is active learning the answer? . Teaching of Psychology, 38(2), 102-105. https://doi.org/10.1177/0098628311401581.
• Richmond, S. A. (2011). Sink is to swim as survive is to? A perspective on teaching. (IV, pp 142-154). Society of Teaching of Psychology. teachpsych.org/ebooks/tia2011/index.php
• Richmond, S. A., Hagan, K. L. (2011). How engaging are you? A review of teaching methods to engage students in developmental psychology. (2). Society of Teaching of Psychology. http://teachpsych.org/Resources/Documents/ebooks/pse2011vol2.pdf
• Richmond, S. A. (2010). Cognitive Development and Learning Syllabus. APA Division II, Office of Teaching Resources in Psychology, Project Syllabus, teachpsych.org/otrp/syallbi/Retrieved from: http://teachpsych.org/otrp/syllabi/ar10cognitive.pdf
• Richmond, S. A., Dillen, F. B. (2010). Developmental Educational Psychology Syllabus. APA Division II, Office of Teaching Resources in Psychology, Project Syllabus, http://teachpsych.org/otrp/syllabi/index.php?category=Educational%20Psychology
• Kelsey, C. B., Richmond, S. A. (2010). Developmental Research Methods Syllabus. APA Division II, Office of Teaching Resources in Psychology, Project Syllabus, teachpsych.org/otrp/syllabi/
• Cummings, E. R., Maddux, D. C., Richmond, S. A., Cladianos, A. (2010). Moral reasoning of education students: The effects of direct instruction in moral development theory and participation in moral dilemma discussion. . Teachers College Record, 112(3), 621-644. .
• Richmond, S. A., Aberasturi, S., Abernathy, T., Aberasturi, R., DelVecchio, T. (2009). One school district’s discovery of least restrictive environment: Is it obsolete or a critical option? . The Researcher, 21(1), 53-66. http://www.nrmera.org/PDF/Researcher/Researcherv22n1Richmond.pdf.
• Richmond, S. A. (2009). Validity of the DIBELS Oral Reading Fluency test. (II, pp 74-77). Rapid Intellect Group. www.rapidintellect.com/AE/SOUNDINSTRUCTIONvolumeTWO.pdf
• Cummings, R., Maddux, C., Richmond, S. A. (2008). Curriculum-embedded performance assessment in higher education: Maximum efficiency and minimum disruption. . Assessment and Evaluation in Higher Education, 33(6), 559-605. https://doi.org/10.1080/02602930701773067.
• Richmond, S. A., Cummings, R., Klapp, M. (2008). Transfer of the method of loci, pegword, and keyword mnemonics in the eighth grade classroom. . The Researcher, 21(3), 1-13. http://www.nrmera.org/PDF/Researcher/Researcherv21n2Richmond.pdf.
• Liu, L., Aberasturi, S., Axtell, K., Richmond, S. A. (2007). An Examination of Publication Bias in an International Journal of Information Technology in Education. Computer in the Schools, 24(1/2), 145-163. https://doi.org/10.1300/J025v24n01_10.
• Richmond, S. A., Aberasturi, S., Aberasturi, R., DelVecchio, T. (2007). Validity of the DIBELS Oral Reading Fluency Test. Academic Exchange Quarterly, 11(3), 154-159. .
• Richmond, S. A., Krank, H. M., Cummings, R. (2006). A brief research report: Thinking styles of online distance education students. . International Journal of Technology in Teaching and Learning, 2(1), 58-64. http://sicet.org/journals/ijttl/issue0601/Richmond,etal.Vol2.Iss1_58_64.pdf.
• Smaby, H. M., Maddux, D. C., Richmond, S. A., Lepkowski, J. W., Packman, J. (2005). Academic admission requirements as predictors of counseling knowledge, personal development, and counseling skills. . Counselor Education and Supervision, 45(1), 43-57. https://doi.org/10.1002/j.1556-6978.2005.tb00129.x.
• Richmond, S. A., Cummings, R. (2005). Implementing Kolb’s learning styles into online distance education?. International Journal of Technology in Teaching and Learning, http://sicet.org/journals/ijttl/issue0501/Richmond.Vol1.Iss1.pp45-54.pdf
• Aberasturi, M. S., Richmond, S. A. (2005). LD students in your class: Who are they and what do we do with them?. Observer, American Psychological Society, 18(10), 37. .
• Smaby, H. M., Maddux, D. C., Lepkowski, J., Richmond, S. A., LeBeauf, I. (2005). Performance assessment of skills and personal development of counseling students as predictors of social-influence ratings by clients. . Education, 126(1), 78-92. .
• Richmond, S. A. (2005). Pre-service teachers’ perceptions on the usability of different web course systems.. Technology & Teacher Education Annual 2005,
• Liu, L., Richmond, S. A. (2005). Project-Based Learning in Information Technology Courses. Technology & Teacher Education Annual 2005,
• Richmond, S. A., Liu, L. (2005). Student learning styles of traditional courses versus online distance courses. . Technology & Teacher Education Annual 2005,
• Liu, L., Cummings, R., Richmond, S. A. (2004). Establishing an online academic portrait through program assessment.. Technology & Teacher Education Annual 2004,
• Richmond, S. A., Cummings, R. (2004). In support of the cognitive-developmental approach to moral education: A response to David Carr. . Journal of Moral Education, https://doi.org/10.1080/0305724042000215230
• Richmond, S. A. (2004). Navigating your first IRB review. . Observer, American Psychological Society, 17(9), 41. http://www.psychologicalscience.org/index.php/uncategorized/navigating-your-first-irb-review.html.
• Richmond, S. A., Liu, L. (2004). Notes from the field: Using the three-dimensional information, technology, and instructional design (ITD) model to analyze communication effectiveness in online distance learning. Technology & Teacher Education Annual 2004,
• Cummings, R., Maddux, C., Richmond, S. A., Cladianos, A. (2004). Principled moral reasoning of graduate students in education and counseling: Assessment and intervention. . Higher Education Abstracts, 40(1), 83. .
• Pervez, A., Omkar., Richmond, S. A. (2004). The influence of age on the reproductive performance of an aphidophagous ladybird beetle, Propylea dissecta. . Journal of Insect Science, https://doi.org/10.1672/1536-2442(2004)004[0001:TIOAOR]2.0.CO;2
• Buggie, E. S., Block, A. R., Richmond, S. A. (2003). Affective meanings of three cultures: Comparisons of American Indians and White Americans. . Proceedings of the Conference of Research in Indian Education,

Research Interests

Defining the processes predicting mnemonic development and addressing transfer and retentional issues in mnemonic devices

Investigating moral reasoning and its role in teacher and adolescent education

Studying different pedagogical approaches to online instruction

Office Hours

To book an appointment click here: https://calendly.com/arichmo3/15min

Additional Information

clem.mscd.edu/~arichmo3/