Schell, J., Ford, K., Markman, A.B. (2025). Building responsible AI chatbot platforms in higher education: an evidence-based framework from design to implementation. Frontiers. 

​

Schell, J. (2023). Designing For Academic Resilience in Hands-On Courses in Times of Crisis: Two Models for Supporting Hands-On Online Learning Drawn From the COVID-19 Pandemic. American Behavioral Scientist.

​

Schell, J. Butler, A. (2023). Adapting Peer Instruction for online learning. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 171-184). Society for the Teaching of Psychology.

​

Aizer J, Abramson EL, Berman JR, Paget SA, Frey MB, Cooley V, Li Y, Hoffman KL, Schell JA, Tiongson MD, Lin MA, Mandl LA. An Instrument for Measuring Critical Appraisal Self-Efficacy in Rheumatology Trainees. ACR Open Rheumatol. 2023 Jan;5(1):4-9. doi: 10.1002/acr2.11505. Epub 2022 Nov 1. PMID: 36317552; PMCID: PMC9837389.

​​

Schell, J. & Martin, R. (2020). The powerful role of testing in designing student-centered learning and instruction in higher education. Routledge Handbook of Student-Centered Learning and Instruction in Higher Education. 

​

Aizer J, Schell JA, Frey MB, Tiongson MD, Mandl LA. Learning to Critically Appraise Rheumatic Disease Literature: Educational Opportunities During Training and into Practice. Rheum Dis Clin North Am. 2020 Feb;46(1):85-102. doi: 10.1016/j.rdc.2019.09.006. PMID: 31757289; PMCID: PMC8231306.

​​

Schell, J. & Porter, J. (2018). The critical importance of aligning learning and assessment. In Journal of Food Science Education. 
 
Schell, J., Butler, A. (2018). Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction. In Frontiers Research Topic organized by J.D. Slotta, N. Lasry, E.S. Charles on Active Learning: Theoretical Perspectives, Empirical Studies and Design Profiles, publication date Spring 2018.

 

Aizer J, Tiongson MD, Schell J, Berman JR, Paget SA, Mandl LA. Critical Appraisal Self-Efficacy and Learning Behavior in Rheumatology Trainees [abstract]. Arthritis Rheumatol. 2018; 70 (suppl 9). https://acrabstracts.org/abstract/critical-appraisal-self-efficacy-and-learning-behavior-in-rheumatology-trainees 
 
Müller, M., Araujo, I., Veit EI., Schell, J. (2017). A literature review on the implementation of Peer Instruction interactive teaching method. Revist Brasileira de Ensino de Física, Volume 39, No. 3.  
 
Schell, J., (2016). Flipping learning by design: How to use cognitive science research to design flipped classrooms that help people learn best. Leadership: Journal for Postsecondary Educators, Volume 22, Issue 2.  
 
Miller, K, Schell, J., Ho, A., Lukoff, B., & Mazur, E. (2015). Response switching and self-efficacy in Peer Instruction classrooms. Physical Review Special Topics, 11.  
 
Schell, J. & Mazur, E. (2015). Flipping the chemistry classroom with Peer Instruction. Chemistry Education: Best Practices, Opportunities and Trends, Wiley-VCH.  
 
Miller, K., Lasry, N., Lukoff, B., Schell, J., & Mazur, E. (2014). Conceptual question response times in Peer Instruction classrooms. Physical Review Special Topics 10 (2).  
 
Schell, J., Lukoff, B., & Alvarado, C. (2014). Using early warning signs to predict academic risk in interactive, blended teaching environments. Internet Learning, 3(2).  
 
Lindstrøm, C., & Schell, J.  (March 21 2013). Leveraging technology to enhance evidence-based pedagogy: A case study of Peer Instruction in Norway, Association for Communication and New Technologies, Simposio Las Sociedades ante el Reto Digital, Madrid, Spain, ISBN: 978-84-15816-04-1. 
 
Schell, J., Lukoff, B., Mazur, E. (2013). Catalyzing learner engagement using cutting-edge classroom response systems in higher education. Increasing Student Engagement and Retention using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies, Cutting-edge Technologies in Higher Education by Emerald Group Publishing. 
 
Schell, J. (2012). Student-centered university teaching. Turning traditional education models upside down, in ReVista, Harvard Review of Latin America.  
 
Schell, J. (2012). How to transform learning – with teaching. Leaders of Leaners, 5, 3-5.  
 
Neumann, A. , LaPointe Terosky, A., Schell, J. (2006). Strategies for assuming agency in the construction of a tenured faculty career. The Balancing Act: Gendered Perspectives in Faculty Roles and Work Lives, edited by Susan J. Bracken, Diane Dean, and Jeanie Allen. Women’s Caucus of the American Association for Higher Education. Stylus Publishing, LLC.