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.

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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.

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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. 

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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.  
 
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.