Alarcón, J.D., Cutler, C.S., Chauvot, J.B., & Gronseth, S.L. (2021). Applying critical pedagogy and UDL to synchronous online course design to equip pre-service teachers in mathematical discourse. In K. Hollebrands, R. Anderson, & K. Oliver (Eds.), Online learning in mathematics teacher education. Springer.
Rogers, S.A., & Gronseth, S.L. (2021). Applying UDL to online active and interactive learning: Instructional designer perspectives. Journal of Applied Instructional Design, 10(1), 1-22. https://edtechbooks.org/jaid_10_1/applying_udl_to_onli
Gronseth, S., & Dalton, E. (Eds.). (2020). Universal access through inclusive instructional design: International perspectives on UDL. Routledge.
Dickinson, K.J., & Gronseth, S.L. (2020). Application of Universal Design for Learning (UDL) principles to surgical education during the COVID-19 pandemic. Journal of Surgical Education, 77(5), 1008-1012.
Gronseth, S.L., & Hutchins, H.M. (2020). Flexibility in formal workplace learning: Technology applications for engagement through the lens of Universal Design for Learning. TechTrends, 64(2), 211-218.
Breitenbach, E.K., & Gronseth, S.L. (2020). Strategic instructional design of interprofessional education in health professions curricula. Journal of Applied Instructional Design, 9(1), 40-52.
Gronseth, S.L., Fu, J., Hebert, W., Zhang, H., Ugwu, L., & Nguyen, P. (2020). Connecting learners through technology in COVID-19: Facilitating pre-service teacher collaboration during the pandemic. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds), Teaching, technology, and teacher education During the COVID-19 pandemic: Stories from the field (pp. 179-185). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
Zhang, H., Yan, Y., & Gronseth, S.L. (2020). Adding flexibility to curriculum: A practical guide for student-directed assessment. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds), Teaching, technology, and teacher education During the COVID-19 pandemic: Stories from the field (pp. 113-117). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
Cooper, J. M., & Gronseth, S.L. (2020). Pedagogical tapestries: Paired-course collaboration and course design for authentic student learning. In C. Edge, A. Standerford, & B. Bergh (Eds.), Textiles and tapestries: Self-study for envisioning new ways of knowing. EdTechBooks. https://edtechbooks.org/textiles_tapestries_self_study/chapter_21
Gronseth, S.L., Michela, E., & Ugwu, L. O. (2020). Designing for diverse learners. In J. K. McDonald & R. E. West (Eds.), Instructional design: An introduction and student guide. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners
Handoko, E., Gronseth, S., McNeil, S.G., Bonk, C.J., & Robin, B.R. (2019). Goal setting and MOOC completion: A study on the role of self-regulated learning in student performance in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 20(3), 39-58.
Gronseth, S., & Hebert, W. (2019). GroupMe: Investigating use of mobile instant messaging in higher education courses. TechTrends, 63(1), 15-22.
Bauder, D.K., Simmons, T.J., & Gronseth, S. (2019). Technology ideas for monitoring student progress: Through a UDL lens. Closing the Gap, December 2018/January 2019, 3-10.
Dogan, B., & Gronseth, S. (2019). Bringing out the “T” in STEM education. In A. Sahin & M.J. Mohr-Schroeder (Eds.), STEM education 2.0 (pp. 153-174). Brill.
Gronseth, S. (2018). Inclusive design for online and blended courses: Connecting web content accessibility guidelines and Universal Design for Learning. Educational Renaissance, 7, 1-9.
Mahmoudi, L., & Gronseth, S. (2018). Video-based discussion: Promoting presence through interactions in online higher education courses. In E. Ossiannilsson (Ed.), Ubiquitous inclusive learning in a digital era (pp. 128-153). Hershey, PA: IGI Global.
Gronseth, S., & Zhang, H. (2018). Advancing social presence, community, and cognition through online discussions. In M. Marmon (Ed.), Enhancing social presence in online learning environments. Hershey, PA: IGI Global.
Ottenbreit-Leftwich, A.T., Brush, T.A., Strycker, J., Gronseth, S., Roman, T., Abaci, S.,…Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning? Computers & Education, 59, 399-411.
Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Stryker, J., Abaci, S., Easterling, W.,…van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 20-26.
Gronseth, S., LiPira, M., & Hinson, J. (2008). Recapturing the past with digital imaging. The Technology Teacher.