Selected Publications

Book Chapters

Henry, M. A. & Wittig, S. M. O. From likes to learning: Integrating social media into the introductory psychology classroom. In R. Totten & C. Sanderson (Eds.) Teaching introduction to psychology. Edward Elgar Publishing. (in preparation)

Henry, M. A., Wilson, M., Machluf, K., Sellers, P. D., & Swartout, A. (2023). Best practices for midterm evaluations. In H. Scherschel & D. S. Rudmann (Eds.) Teaching tips: A compendium of conference presentations on teaching, 2022-23. (pp. 17-19). Society for the Teaching of Psychology. http://teachpsych.org/ebooks/teachingtips8

Charkoudian, L.K., Henry, M. A., Krishnan, S., Shorter, S., Heemstra, J. M., Le, B., and Corwin, L. A. (2023). Teaching students how to navigate setbacks in STEM undergraduate learning contexts. In L. Charkoudian, C. Fröhlich, M. Hildreth, K. Perez, S. Rizk, J. Ross, T. Solomon, & K. Takematsu (Eds.), Inclusivity in introductory STEM courses: A guide to improving student (and instructor!) mindsets (pp. 69-80). Research Corporation for Science Advancement.

Dunbar-Wallis, A. & Henry, M. A. (2022). How mentors help us fail: Reflections from the academic family tree. In L. A. Corwin, L. K. Charkoudian, & J. M. Heemstra (Eds.) Confronting failure: Approaches to building confidence and resilience in undergraduate researchers (pp. 168-181).

Peer-Reviewed Articles

Henry, M. A., Shorter, S., Charkoudian, L. K., Heemstra, J. M., Le, B., & Corwin, L. A. (2022). Coping Behavior versus Coping Style: Characterizing a measure of coping in undergraduate STEM contexts. International Journal of STEM Education, 9: 17.

Henry, M. A., Shorter, S., Charkoudian, L. K., Heemstra, J. M, Le, B., & Corwin, L. A. (2021). Quantifying fear of failure in STEM: Modifying and evaluating the Performance Failure Appraisal Inventory (PFAI) for use with STEM undergraduates. International Journal of STEM Education, 8: 43.

Limeri, L. B., Chen Musgrove, M. M., Henry, M.A., & Schussler, E. (2020). Leveraging psychosocial interventions to motivate instructor participation in teaching professional development, CBE-Life Sciences Education, 19(3):es10, 1-12.

Henry, M.A., Shorter, S., Charkoudian, L., Heemstra, L. M., & Corwin, L. A. (2019). FAIL is not a four-letter word: A theoretical framework for exploring undergraduate students’ approaches to academic challenge and responses to failure in STEM learning environments. CBE-Life Sciences Education, 18(ar11), 1-17).

Dolan, E. L., Borrero, M., Callis-Duehl, K., Chen, M., de Lima, J., Ero-Tolliver, I, Gerhart, L. M., Goodwin, E. C., Hamilton, L. R., Henry, M. A., Herrera, J., Huot, B., Kiser, S., Ko, M., Kravec, M. E., Lee, M., Limeri, L. B., Peffer, M. E., Pires, D., Ramirez Lugo, J. S., Sharp, S. M, & Suarez, N.A. (2020). Undergraduate Biology Education Gordon Research Conference: A meeting report, CBE-Life Sciences Education, 19(2):mr1, 1-8.

Henry, M.A., Shorter, S., Charkoudian, L., Heemstra, L. M., & Corwin, L. A. (2019). FAIL is not a four-letter word: A theoretical framework for exploring undergraduate students’ approaches to academic challenge and responses to failure in STEM learning environments. CBE-Life Sciences Education, 18(ar11), 1-17).