Selected Articles
Below is a sampling of journal articles I’ve published (and a few conference papers) outlining some of the research I’ve conducted…in no particular order. Some co-authors were colleagues, others were my undergraduate students. Most of these articles are related to sustainability (a systems approach), individual change strategies, and intentional self-development.
Wheeler, L. & Pappas, E. (2019). Determining the Development Status of United States Counties Based on Comparative and Spatial Analyses of Multivariate Criteria using Geographic Information Systems. International Journal of Higher Education. Vol. 8(1).
http://www.sciedupress.com/journal/index.php/ijhe/article/view/14845
Abstract - The United States ranked 8th in 2015 according to the United Nations’ Human Development Index, but empirical evidence shows that there are regions within the U.S. that would not classify as having “very high human development.” We know about domestic poverty and hardship, but there are regions in the United States that are starting to look developmentally more like Albania or Kenya. Using multivariate quantitative data (health statistics, education levels, and income) to replicate international development indices like that of United Nations on the national level, U.S. counties were ranked according to their development status. In this way, widely recognized scales of development were translationally applied to the United States to fully understand the state of development, or rather regression, in the U.S. The results were displayed cartographically to show the geographic distribution of regression across the U.S., mainly the Mississippi River Delta and the Appalachian Region. In total, there were 66 counties that fell into fourth class, or the “low development” category, for all three development criteria.
Pappas, J. & Pappas, E. (2015). The Sustainable Personality: Values and Behaviors in Individual Sustainability. International Journal of Higher Education. Vol. 4(1).
https://eric.ed.gov/?id=EJ1060565
Abstract - Meaningful societal change begins with individual change. One cannot do for a community what one cannot do for one's self. The topic of Individual Sustainability is a controversial one, as students often appear to be unable to align their demonstrated behaviors with their admirable values related to sustainability. Individual behavior creates the foundation for action in social, economic, and environmental sustainability, and potentially guides our ability to work with one another to make life-affirming decisions. In short, it is a matter of aligning our day-to-day behaviors with our well-stated values that will result in greater sustainable community action. The general objective of this research is to determine how an interactive website providing multisource feedback on personality motivates students to change their behaviors or values, or to align their behaviors and values. We believe that creating a "cognitive dissonance" between individuals' values and behaviors tends to encourage them to balance more effectively the self-knowledge that motivates intentional personal development towards more sustainable behavior. Most students indicated changes in their awareness, behaviors, and values following the study, but fewer indicated a greater alignment between their values and behaviors.
Pappas, E., Lynch, R., Pappas, J., & Chamberlin, M. (2018). Fast Change: Immersive Self-development Strategies for Everyday Life. Journal of Advances in Education Research, Vol 3. No 3.
http://www.isaacpub.org/12/1599/3/3/08/2018/JAER.html
Abstract - Some of the greatest thinkers of our time have argued that among the most valuable
human skills is the ability to change one’s self at will. In the two studies described here, we address questions about the purpose, practice, and consequences of an immersive, week-long intentional self development project intended to produce durable and lasting positive changes in the self. The objective of the current research was to examine the immediate and longer-term effects of an original self-development intervention that uses cognitive dissonance (the tension produced by the lack of alignment between one’s values and behaviors) to motivate and sustain a series of intentional changes made in the service of becoming one’s “ideal self” across all life contexts for one full week. Our results show promising evidence that the methodology we have developed leads to students’ progress in the areas of awareness, motivation, and intentional self-development.
Pappas, E. (2013). “Individual Sustainability: Preliminary Research.” Frontiers in Education 2012 National Conference. Oklahoma City, October.
https://ieeexplore.ieee.org/abstract/document/6685115
Abstract - All societal change begins with the individual. One cannot do for a community what one cannot do for one's self. The topic of Individual Sustainability is a controversial one, as students often appear to be unable to align their demonstrated behaviors with their admirable values related to sustainability. Individual behavior creates the foundation for action in social, economic, and environmental sustainability, and potentially guides our ability to work with one another to make life-affirming decisions. In short, it is a matter of aligning our day-to-day behaviors with our well-stated values that will result in greater sustainable community action. The general objective of this research is to help students align their behaviors with their values. This change is a necessary precursor to demonstrating sustainable community behavior. We believe that creating a “cognitive dissonance” between an individual's values and behaviors tends to encourage individuals to balance more effectively the self-knowledge that motivates intentional personal development towards more sustainable behavior. While most students indicated they believed their behaviors consistently reflected their values, the students' broad range of responses and survey responses revealed behaviors quite in conflict with their values.
Nagel, R., Pappas, E., Swain, M. and Hazard, G. (2015). Understanding Students’ Values toward Individual Behaviors when in an Engineering Group. International Journal of Higher Education. Vol. 4, No. 2.
https://eric.ed.gov/?id=EJ1060568
Abstract - In order to train young professionals, instructional methodologies in engineering need not only teach students knowledge, but must also instill the values and teach the behaviors--"competencies" students can demonstrate--required of professional practice. Herein, we focus on understanding the values and behaviors of students with respect to working as a member of an engineering group as a part of a course project. “Our hypotheses are (1) that the students' values with respect to the behavior of individuals in a group will remain stable through the academic year and (2) there will be behavioral predictors to group-based values.” Our findings agree with the literature on societal groups which indicate that values should remain constant over time; we see here with our cohort of students that values not only remain stable, but also, students maintain high agreement through the academic year. With respect to behavior predictors, the behaviors that repeatedly correlated or predicted positive group values were related to interpersonal skills rather than knowledge or learning. This finding is important as it points to a noted necessity to foster strong interpersonal skills among students. Students need to recognize that how they interact with their group is just as important as the skills being brought to the group. The results presented herein are a first step toward creating a "personalized" instructional approach that focuses on aligning individual values and behaviors when working in an engineering group.
Pappas, J. & Pappas, E. (2015). The Sustainable Personality: Values and Behaviors in Individual Sustainability. International Journal of Higher Education. Vol. 4(1).
https://eric.ed.gov/?id=EJ1060565
Abstract - Meaningful societal change begins with individual change. One cannot do for a community what one cannot do for one's self. The topic of Individual Sustainability is a controversial one, as students often appear to be unable to align their demonstrated behaviors with their admirable values related to sustainability. Individual behavior creates the foundation for action in social, economic, and environmental sustainability, and potentially guides our ability to work with one another to make life-affirming decisions. In short, it is a matter of aligning our day-to-day behaviors with our well-stated values that will result in greater sustainable community action. The general objective of this research is to determine how an interactive website providing multisource feedback on personality motivates students to change their behaviors or values, or to align their behaviors and values. We believe that creating a "cognitive dissonance" between individuals' values and behaviors tends to encourage them to balance more effectively the self-knowledge that motivates intentional personal development towards more sustainable behavior. Most students indicated changes in their awareness, behaviors, and values following the study, but fewer indicated a greater alignment between their values and behaviors.
Pappas, E., Pappas, J., & Sweeney, D. (2014). Walking the Walk: Conceptual Foundations of the Sustainable Personality. Journal of Cleaner Production, 86(1), 323-334.
https://www.sciencedirect.com/science/article/pii/S0959652614009007
Abstract - Systems Theory in sustainability studies has normally not been extended beyond environmental, economic, and social contexts. The role of the individual is critical to the success of sustainability efforts across other contexts. Sustainable Personality explores the fundamental conceptual foundations for sustainable behavior and the role of the individual in environmental, social, and economic sustainability. This paper provides a broad historical foundation, starting with Greek philosophy, for the concept of Sustainable Personality. The authors' purpose is to demonstrate that our global sustainability problems stem largely from individual limitations, and that meaningful human change begins with individual change. In particular, the challenge of increasing sustainable action by empowering individuals to align their behaviors with their admirable values is explored.
Pappas, E. (2012). Radical Premises in Sustainability. Journal of Sustainability Education. Vol. 4, January 2013.
http://www.jsedimensions.org/wordpress/content/radical-premises-in-sustainability-reform_2013_02/
Abstract - I discuss in this paper sustainability topics no one wants to talk about…and they are, in some ways, witness to our apparent grave indifference to future generations. These are the sustainability topics that require personal responsibility, and the active demonstration of the more admirable values we individually and collectively express, even as we daily fail to demonstrate them to any, but a symbolic, degree. My approach is aggressive and solution oriented, most specifically to inspire personal change. This paper is not the author venting frustrations…it is an appeal to human conscience and action on the most primal level: survival.
Pappas, E., Pierrakos, O. & Nagel, R. (2012). Using Bloom’s Taxonomy to Teach Sustainability in Four Contexts in a Six Course Design Sequence. Journal of Cleaner Production, 8(5), 397-405.
http://www.sciencedirect.com/science/article/pii/S0959652612005100
Abstract - Developmental instruction in four sustainability contexts (social, environmental, economic, technical) in an engineering design curriculum offers a strong foundation and framework upon which to build an engineering program that teaches students the necessary methodologies for designing for sustainability. Instruction in sustainability contexts described in this paper employs a developmental approach using Bloom’s Taxonomy of Educational Objectives, which is a way to classify instructional activities or questions as they progress in cognitive difficulty. This paper describes a methodology and the results of a National Science Foundation-funded 3-year instructional grant that integrates sustainability instruction in four contexts into a six-course design curriculum using a developmental approach. Results indicate that students analyze sustainability case studies and move developmentally through six levels of Bloom’s Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation with increasing skill. As well, even though students were not instructed to include in their case study responses any other context than the assigned one, they included other contexts at increasing rates over the three stages of the study. This indicated an increasing ability to think using a systems theory perspective by including other related sustainability contexts.
Highlights
► We use a developmental and systems approach to teaching sustainability to engineering students. ► We assessed student responses to case studies throughout six design classes over three years. ► Students showed increasing expertise analyzing case studies through all stages of Bloom’s Taxonomy. ► This methodology shows promise for teaching engineering design and other engineering courses.
Pappas, E. (2012). A New Systems Approach to Sustainability: University Responsibility in Teaching Sustainability in Contexts. Journal of Sustainability Education, Vol. 3, March 2012.
http://www.jsedimensions.org/wordpress/wp-content/uploads/2012/03/PappasJSE2012.pdf
Abstract - A systems theory approach to sustainability in five contexts—social/cultural, economic, environmental, technical, and individual—is a realistic and useful approach to researching and teaching sustainability in the university. As a springboard for social change, the university needs to develop values-based sustainability content for classes across disciplines, and especially address the careful assessment and evaluation of both human and technical factors for solving sustainability problems.
Pappas, E. and Pierrakos, O. “Integrating Developmental Instruction in Sustainability Contexts into an Undergraduate Engineering Design Curriculum: Level One.” Proceedings of the Frontiers in Education National Conference, October 2010.
http://www.computer.org/csdl/proceedings/fie/2010/6261/00/05673160-abs.html
Abstract - Developmental instruction in four sustainability contexts (environmental, social, economic, technical) in an engineering design curriculum offers a strong foundation and framework upon which to build an engineering program that teaches students the necessary methodologies for designing for sustainability. Instruction in sustainability contexts described in the current paper employs a developmental approach using Bloom's Taxonomy of Educational Objectives which is a way to classify instructional activities or questions as they progress in cognitive difficulty. Our objective in this paper and presentation is to detail an instructional methodology (and results of a case study assessment) that integrates sustainability instruction in four contexts into the first of our six-course design curriculum using a developmental approach.
Pappas, E. and Pierrakos, O. "Integrating Developmental Instruction in Sustainability Contexts into an Undergraduate Engineering Design Curriculum: Level Two." 2011 Frontiers in Education National Conference, October, Rapid City, South Dakota
http://fieconference.org/fie2011/papers/1039.pdf
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.301.2780&rep=rep1&type=pdf
Abstract - Developmental instruction in four sustainability contexts (environmental, social, economic, technical) in an engineering design curriculum offers a strong foundation and framework upon which to build an engineering program that teaches students the necessary methodologies for designing for sustainability. Instruction in sustainability contexts described in the current paper employs a developmental approach using Bloom’s Taxonomy of Educational Objectives, which is a way to classify instructional activities or questions as they progress in cognitive difficulty. Our objective in this paper and presentation is to detail an instructional
methodology (and results of a case study and focus group assessment) that integrates sustainability instruction in four contexts into the third and fourth classes in our six course design curriculum using a developmental approach.
Pappas, E., Pierrakos, O., & Nagel, R. “Integrating Developmental Instruction in Sustainability Contexts into an Undergraduate Engineering Design Curriculum: Level Three.” Frontiers in Education 2012 National Conference, Seattle.
http://www.computer.org/csdl/proceedings/fie/2012/1353/00/06462212-abs.html
Abstract - Developmental instruction in four sustainability contexts (environmental, social, economic, technical) in an engineering design curriculum offers a strong foundation and framework upon which to build an engineering program that teaches students the necessary methodologies for designing for sustainability. Instruction in sustainability contexts described in the current paper employs a developmental approach using Bloom's Taxonomy of Educational Objectives, which is a way to classify instructional activities or questions as they progress in cognitive difficulty. Our objective in this paper and presentation is to detail an instructional methodology (and results of a case study and focused group assessment) that integrates sustainability instruction in four contexts into the fifth and sixth classes in our six-course design curriculum using a developmental approach. This effort is funded by National Science Foundation IEECI Grant #0933948 and National Science Foundation CCLI Grant #0837465.
Lynch, R. and Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a “Small Class Feel.” International Journal of Higher Education Vol. 6 (2), 199-212.
https://eric.ed.gov/?id=EJ1140538
Abstract - This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the other (R. L.) has assisted in the administration and instruction of said course for four years. Detailed here is an instructional model, developed over a period of ten years, for teaching large classes that is more active, conversational, and characterized by stronger relationships between students and instructors than is typically found in large courses offered in higher education. This model relies on the role of teaching assistants and graders, small group work, instructor presence, writing skills support, student mentoring, and large class discussion, among others.
Nagel, R., Pappas, E. & Pierrakos, O. (2011). On a Vision to Educating Students in Sustainability and Design—The James Madison University School of Engineering Approach. Sustainability, 4(1), 72-91.
https://www.mdpi.com/2071-1050/4/1/72/htm
Abstract - In order for our future engineers to be able to work toward a sustainable future, they must be versed not only in sustainable engineering but also in engineering design. An engineering education must train our future engineers to think flexibly and to be adaptive, as it is unlikely that their future will have them working in one domain. They must, instead, be versatilists. The School of Engineering at James Madison University has been developed from the ground up to provide this engineering training with an emphasis on engineering design, systems thinking, and sustainability. Neither design nor sustainability are mutually exclusive, and consequently, an education focusing on design and sustainability must integrate these topics, teaching students to follow a sustainable design process. This is the goal of the James Madison University School of Engineering. In this paper, we present our approach to curricular integration of design and sustainability as well as the pedagogical approaches used throughout the curriculum. We do not mean to present the School’s model as an all or nothing approach consisting of dependent elements, but instead as a collection of independent approaches, of which one or more may be appropriate at another university.
Pappas, E. (2015). A Theory of Intrinsic Learning: Fundamental Concepts. Social Science Today, 2(1), 21-32.
Abstract - Learning methodologies that place the intrinsic knowledge and internal understanding of material at the center of instruction produce a more complete foundational and versatile understanding of subject matter than do traditional methods. Intrinsic learning is a universal approach to education that utilizes learning processes (the senses, perceptions, emotions, intellect, experiences, and aesthetics) all human beings have employed continually, at least to a degree, since birth. This methodology works to foster an understanding of our own intentional learning processes as well as to promote individual and collective harmony and well-being.
Pappas, E. and Pappas, J. (2011). A Dispositional Behavioral Approach to Teaching Cognitive Processes that Support Effective Thought and Action. Innovative Higher Education, 36(5).
http://link.springer.com/article/10.1007/s10755-011-9178-8#
Abstract - This research documents the process and results of an approach to teaching university undergraduates intentional self-development skills designed to promote self-generated goals, routines, and lifestyle choices. These skills may provide effective behavioral foundations for developing metacognitive awareness, intentionality, and individual well-being. The results of six original behavioral interventions, implemented in two James Madison University courses, provide initial support for the effectiveness of these instructional methodologies.
Pappas, Eric, Hendricks, J., Kampe, S. and Kander, R. (2004). An Assessment Analysis Methodology and Its Application to an Advanced Engineering Communications Program. Journal of Engineering Education.
http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2004.tb00810.x/abstract
Abstract - An assessment of a discipline-specific advanced engineering communications program initiated over a decade ago and those assessment strategies that best measure the success of the program are described. Novel ideas for the visualization and interpretation of the data are presented. These techniques are conducive to an “assess-revise-assess” strategy for curriculum improvement since they can efficiently assist in defining an appropriate and rapid response to program needs and constituency expectations. Based in part on the assessment results, additions and extensions to the original program have been made. These include instruction in interpersonal communications, teamwork, engineering research and professional ethics, management and professional development skills, critical and creative thinking, and engineering design and are described briefly to place the current program in proper context for assessment. Positive correlations show that the program continues to be highly regarded by students, faculty, the college administration, alumni, and industry.
Hendricks, R. and Pappas, E. (1996). Advanced Engineering Communication: An Integrated Writing and Communications Program for Materials Engineers. Journal of Engineering Education, Vol. 85, No. 4, October.
https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2168-9830.1996.tb00255.x
Abstract - This paper describes the disciplinary program for writing and communications developed by the Materials Science and Engineering (MSE) Department at Virginia Polytechnic Institute and State University, which has been integrated into eight required core courses spread across our student's three years of study. Preliminary quantitative assessment of the program indicates positive acceptance by the students and faculty, significant improvement in the quality of writing over three semesters, and significant differences in both the quality and style of writing between senior engineering students who have not participated in our program and our MSE students. We have found a positive correlation between four different indices designed to measure a student's self-assessment of communication skills and a student's grade point average (GPA). Surprisingly, there is no correlation between either student's grades on papers and projects, or our measure of their improvement in communication skills, and their GPA's. This result has important implications for the design and implementation of writing-within-the-discipline programs such as the one described here.
Pappas, Eric and Garrison, J. (1991). Towards a New Philosophy of Education: Extending the Conversational Metaphor for Thinking. Studies in Philosophy and Education, Vol. 11, No. 4.
http://link.springer.com/article/10.1007/BF00364546#page-1
Abstract - Recently, feminists like Jane Roland-Martin, Elizabeth Young-Bruehl, and others have advocated a conversational metaphor for thinking and rationality, and our image of the rational person. Elizabeth Young-Bruehl refers to thinking as a “constant interconnecting of representations of experiences and an extension of how we hear ourselves and others. There are numerous disadvantages to thinking about thinking as a conversation.
We think there are difficulties in accepting the current formulation of the conversational metaphor without question. First, there is danger that we will lose important dialectical connections like that between the self and society. Second, the conversational metaphor alone cannot fully express the way conversations are constructed. We will want to take up the notion of narrative as a metaphor for thinking advocated by Susan Bordo, Alasdair MacIntyre, Jerome Bruner, and others, including Mary Belenky and her colleagues.
Eventually, we want to champion narrative and the dramatic narrative of culture as a metaphor for thinking that involves such expressions as sights, insights, silences, as well as sounds, moments of mood and poetic moments. The dramatic narrative provides the structural possibilities needed to criticize certain kinds of conversations, in order to talk about the relations of public and private, self and society and most importantly, about the drama of our lives within and without.
The dramatic narrative for thinking helps dispel the dangerous dualisms of mind and body that not even conversation or narration alone can banish, and allows us to frame questions about education that do not require us to separate mind from body. The dramatic narrative metaphor for thinking lets us show who we are, act out what we think, and reconstruct rationality to reflect what many women, and some men, do.
Pappas, E. and Hendricks, R. (2000). Holistic Grading in Science and Engineering. Journal of Engineering Education, Vol. 84, No. 4.
https://drive.google.com/file/d/1RCYz26MHjEdcrk2x0wD7Y_msI5XTPhQJ/view?usp=sharing
Pappas, E., Carrier, R. and Kander, R. (2005). The New College of Virginia.
https://www.newcollegeofvirginia.com
The New College of Virginia (NCV) was an independent college under development in 2004-2006. The innovative 28-month baccalaureate degree program was geared toward socially and culturally under represented students in rural regions of Virginia and the U.S. Originally funded for over $150 million by the Harvest Foundation of Martinsville, Virginia, NCV planned to accept students starting in July 2007. The project was under the supervision of James Madison University President (1971-1998) Emeritus Ronald E. Carrier. As a founding member and principle architect of the innovative 120-credit curriculum, I also developed the conceptual learning educational philosophy and methodologies for NCV. The project ended without implementation in 2006.
All Academic Publications
Journal Publications 1991-2019
Wheeler, L. & Pappas, E. (2019). Determining the Development Status of United States Counties Based on Comparative and Spatial Analyses of Multivariate Criteria using Geographic Information Systems. International Journal of Higher Education. Vol. 8(1).
http://www.sciedupress.com/journal/index.php/ijhe/article/view/14845
Barrella, E., Pyburn Spratto, E., Pappas, E. & Nagel, R. (2018). Developing and Validating an Individual Sustainability Instrument with Engineering Students to Motivate Intentional Change. Sustainability, Vol. 10(8).
https://www.mdpi.com/2071-1050/10/8/2885
Pappas, E., Lynch, R., Pappas, J., & Chamberlin, M. (2018). Fast Change: Immersive Self-development Strategies for Everyday Life. Journal of Advances in Education Research, Vol 3. No 3.
http://www.isaacpub.org/12/1599/3/3/08/2018/JAER.html
Lynch, R. & Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a “Small Class Feel.” International Journal of Higher Education Vol. 6 (2), 199-212.
https://eric.ed.gov/?id=EJ1140538
Pappas, E. (2015). A Theory of Intrinsic Learning: Fundamental Concepts. Social Science Today, 2(1), 21-32.
http://www.todayscience.org/SST/article/sst.v2i1p21.pdf
Nagel, R., Pappas, E., Swain, M. and Hazard, G. (2015). Understanding Students’ Values toward Individual Behaviors when in an Engineering Group. International Journal of Higher Education. Vol. 4, No. 2.
https://eric.ed.gov/?id=EJ1060568
Pappas, J. & Pappas, E. (2015). The Sustainable Personality: Values and Behaviors in Individual Sustainability. International Journal of Higher Education. Vol. 4(1).
https://eric.ed.gov/?id=EJ1060565
Pappas, E., Pappas, J., & Sweeney, D. (2014). Walking the Walk: Conceptual Foundations of the Sustainable Personality. Journal of Cleaner Production, 86(1), 323-334.
https://www.sciencedirect.com/science/article/pii/S0959652614009007
McDearis, K. & Pappas, E. (2014). “Individual Sustainability” (video). Journal of Cleaner Production, 86(1).
http://www.frontiersinsustainability.com/
Pappas, E. & McDearis, K. (2014). “Who Are You, Anyway? Values and Behaviors in Conflict” (video). Journal of Cleaner Production, 86(1).
http://www.frontiersinsustainability.com/
Pierrakos, O., Nagel, R., Pappas, E., Nagel, J. Moran, T., Barrella, E., and Panizo, M., (2013). A Mixed-Methods Study of Cognitive and Affective Learning During a Sophomore Design Problem-based Service Learning Experience. International Journal for Service Learning in Engineering, Special Issue: Opportunities and Barriers to Integrating Service Learning into Engineering Education, 1-28.
Pappas, E. (2012). “Radical Premises in Sustainability.” Journal of Sustainability Education. Vol. 4, January 2013.
http://www.jsedimensions.org/wordpress/content/radical-premises-in-sustainability-reform_2013_02/
Pappas, E., Pierrakos, O. & Nagel, R. (2012). “Using Bloom’s Taxonomy to Teach Sustainability in Four Contexts in a Six Course Design Sequence.” Journal of Cleaner Production, 8(5), 397-405.
http://www.sciencedirect.com/science/article/pii/S0959652612005100
Pappas, E. (2012). “A New Systems Approach to Sustainability: University Responsibility in Teaching Sustainability in Contexts.” Journal of Sustainability Education, Vol. 3, March 2012.
http://www.jsedimensions.org/wordpress/wp-content/uploads/2012/03/PappasJSE2012.pdf
Nagel, R., Pappas, E. & Pierrakos, O. (2011). “On a Vision to Educating Students in Sustainability and Design—The James Madison University School of Engineering Approach.” Sustainability, 4(1), 72-91.
Pappas, E. and Pappas, J. (2011) “A Dispositional Behavioral Approach to Teaching Cognitive Processes that Support Effective Thought and Action.” Innovative Higher Education, 36(5).
http://link.springer.com/article/10.1007/s10755-011-9178-8#
Britz, J. and Pappas, E. (2010) “Sources and Outlets of Stress among University Students: Correlations between Stress and Unhealthy Habits.” Undergraduate Research Journal for the Human Sciences, 9(1), 32-47.
http://www.kon.org/urc/v9/britz.html
Pappas, Eric, Robert Hendricks, Steven Kampe, and Ronald Kander. “An Assessment Analysis Methodology and Its Application to an Advanced Engineering Communications Program.” Journal of Engineering Education, July, 2004.
http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2004.tb00810.x/abstract
Pappas, Eric and Robert Hendricks. “Holistic Grading in Science and Engineering.” Journal of Engineering Education, Vol. 84, No. 4, October 2000.
Hendricks, Robert and Eric Pappas. “Advanced Engineering Communication: An Integrated Writing and Communications Program for Materials Engineers.” Journal of Engineering Education, Vol. 85, No. 4, October 1996.
http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2004.tb00810.x/abstract
Pappas, Eric and James Garrison. “Towards a New Philosophy of Education: Extending the Conversational Metaphor for Thinking.” Studies in Philosophy and Education, Vol. 11, No. 4, Fall 1991.
http://link.springer.com/article/10.1007/BF00364546#page-1
Juried Conference Papers 1988-2019
Pappas, E. (2019). Teaching Students that Values Matter: Values-based Behavioral Instruction in the Classroom. Integrity, Civility, Grace: Yesterday’s Virtues? 17th yearly conference of the Department of JMU Foreign Languages, Literatures, and Cultures. Harrisonburg, Va., April. (Presentation with Kiersten Sanok)
http://www.jmu.edu/forlang/_files/Conference/2019Proceedings.pdf
Nagel, R.L., Barrella, E., Pappas, E.C., and Pappas, J. (2016). A Contextual Approach to Teaching Sustainability. Proceedings of the ASEE Annual Conference and Expo. New Orleans, La. June.
https://peer.asee.org/a-contextual-approach-to-teaching-sustainability
Nagel, R., Pappas, E. & Hazard, G. (2014). “Understanding How Students’ Value the Behaviors of Individuals in Engineering Teams.” ASEE National Conference, Indianapolis, Ind. June.
Pappas, E. (2013). “Individual Sustainability: Preliminary Research.” Frontiers in Education 2012 National Conference. Oklahoma City, October.
https://ieeexplore.ieee.org/abstract/document/6685115
Pappas, E., Pierrakos, O., & Nagel, R. (2012). “Integrating Developmental Instruction in Sustainability Contexts into an Undergraduate Engineering Design Curriculum: Level Three.” Frontiers in Education 2012 National Conference, Seattle.
http://www.computer.org/csdl/proceedings/fie/2012/1353/00/06462212-abs.html
Nagel, R., Pappas, E. & Pierrakos, O. (2012) On a Client-Centered, Sophomore Design Course Sequence. American Society for Engineering Education National Conference, San Antonio, June.
http://www.asee.org/public/conferences/8/papers/4553/view
Nagel, J., Nagel, R., Pappas, E., & Pierrakos, O. (2012). Integration of a Client-based Design Project into the Sophomore Year. ASME International Design Engineering Technical Conferences August 12-15, Chicago.
http://www.gbv.de/dms/tib-ub-hannover/741111691.pdf (p.47)
Pierrakos, O., Pappas, E., Nagel, R., Nagel, J. (2012). “A New Vision for Engineering Design Instruction: On the Innovative Six Course Design Sequence of James Madison University.” American Society for Engineering Education National Conference, San Antonio, June.
http://www.asee.org/public/conferences/8/papers/5247/view
Pierrakos, O. and Pappas, E. (2011). “A New Vision for Undergraduate Engineering Design Education: An Innovative Design Course Sequence at James Madison University.” American Society for Engineering Education (ASEE) National Conference. June, Vancouver, B.C.
Pappas, E. and Pierrakos, O. "Integrating Developmental Instruction in Sustainability Contexts into an Undergraduate Engineering Design Curriculum: Level Two." 2011 Frontiers in Education National Conference, October, Rapid City, South Dakota
http://fieconference.org/fie2011/papers/1039.pdf
Pappas, E. "A Behavioral Approach to Building Cognitive Foundations for Effective Thought and Action in a Freshman Critical Thinking Course." 2011 Frontiers in Education National Conference, October, Rapid City, South Dakota
http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=6142714&abstractAccess=no&userType=inst
Benton, M., Pappas, J., and Pappas, E. "WordPress+Qualtrics: A Plugin Supporting Research and New Pedagogy to Develop Personal Sustainability via 360° Evaluation." AMCIS 2011: 17th Americas Conference on Information Systems, Detroit, August 2011.
http://aisel.aisnet.org/amcis2011_submissions/113/
Nagel, R., Pierrakos, O., and Pappas, E. "The Integration of Sustainability, Systems, and Engineering Design in the Engineering Curriculum at James Madison University." 2011 International Design Engineering Technical Conferences & Computers and Information in Engineering Conference. August 2011, Washington, D.C.
http://proceedings.asmedigitalcollection.asme.or/proceeding.aspx?articleid=1641385
Pappas, E. and Pierrakos, O. “Integrating Developmental Instruction in Sustainability Contexts into an Undergraduate Engineering Design Curriculum: Level One.” Proceedings of the Frontiers in Education National Conference, October 2010.
http://www.computer.org/csdl/proceedings/fie/2010/6261/00/05673160-abs.html
Prins, R. and E. Pappas. “Exploring the Value of Design and Build Experiences for Undergraduate Engineering Students.” Proceedings of the American Association for Engineering Education (ASEE) National Conference, Louisville, June 20-23, 2010.
Pappas, E. and Robert Prins. “Design and Build: Teaching Cognitive Skills through Tool Use.” Proceedings of the 2010 ASEE Southeastern Sectional Conference. April 18-20, 2010. Blacksburg, Virginia.
http://se.asee.org/proceedings/ASEE2010/Papers/PR2010Pap169.PDF
Pierrakos, O. and E. Pappas. “Special Session: Using Mixed-methods to Assess Students’ Learning Outcomes during a Problem-based Service Learning Experience in a Sophomore Engineering Design Course.” Proceedings of the 2010 American Society for Engineering Education (ASEE) Annual Conference, Louisville, June 20-23, 2010.
Pappas, E. “Cognitive Processes Instruction in an Undergraduate Engineering Design Course Sequence.” Proceedings of the 2009 American Society for Engineering Education (ASEE) Annual Conference, Pittsburgh, June 2009.
Pierrakos O., R. Kander, E. Pappas, R. Prins. “An Innovative Engineering Curriculum at James Madison University: Transcending Disciplinary Boundaries Through Innovative Problem Based Learning Practices.” ASME 2008 International Mechanical Engineering Congress & Exposition, Boston, Mass., November 2008.
Pappas, E. and Kander, R. “Sustainable Engineering Design at James Madison University.” Frontiers in Education (FIE) 2008 National Conference, Saratoga Springs, New York, October 2008.
Prins, R., R. Kander, T. Moore, E. Pappas, O. Pierrakos. “Special Session –Engineering for a Sustainable World: How do We Incorporate Sustainability in Undergraduate Engineering Education?” The 38th Annual Frontiers in Education Conference, Saratoga Springs, N.Y., October 2008.
Prins, R., O. Pierrakos, E. Pappas, R. Kander, “Work in Progress – A Freshman Engineering Course Designed to Convey the Essence of the Engineering Program at James Madison University.” The 38th Annual Frontiers in Education Conference, Saratoga Springs, N.Y., October 2008.
Pappas, Eric and Ronald Kander. “Sustainable Societies: The Sustainable Engineering Design Program at James Madison University.” Proceedings of the 2008 American Society for Engineering Education (ASEE) National Conference, Pittsburgh, Pa., June 2008.
Pappas, Eric. “Teaching Thinking and Problem Solving in the University Curriculum: A Rationale.” Proceedings of the 2004 American Society for Engineering Education (ASEE) Southeastern Section Meeting, Auburn University, April 2004.
http://www.jmu.edu/ihot/Teaching_Thinking_Skills_A_Rationale.pdf
Pappas, Eric. “Towards a New Philosophy of Teaching: Creating a Center for Thinking and Metacognition in the Integrated Science and Technology Department at James Madison University.” Proceedings of the 2004 National Collegiate Inventors and Innovators Alliance (NCIIA) National Conference, San Jose State University, April 2004.
http://www.nciia.net/conf_04/proceedings_04/htmldocs/papers/pappas.pdf
Pappas, Jesse and Eric Pappas. “Creative Thinking, Creative Problem Solving, and Design in the Engineering Curriculum: A Review.” Proceedings of the American Society for Engineering Education, 2003 National Conference, Nashville.
http://www.jmu.edu/ihot/Pappas2325.pdf
Pappas, Eric. “Humanities Teaching Strategies for Engineering Courses.” Proceedings of the ASEE 2003 National Conference, Nashville, 2003
Pappas, Eric. “Creative Problem Solving in Engineering Design.” Proceedings of the 2002 American Society of Engineering Education (ASEE) Southeastern Section Meeting, University of Florida, Gainesville, April 2002.
http://www.jmu.edu/ihot/Pappas2002.pdf
Pappas, Eric, Robert W. Hendricks, and Jessamyn Franks. “Satisfying the Non-technical ABET ‘a-k’ Requirements: The Virginia Tech Materials Science and Engineering Communications Portfolio.” Proceedings of the Southeastern Regional ASEE Conference, Charleston, S.C., March, 2001.
Pappas, Eric and Dana Swartz. “The Virginia Tech / Honeywell International Summer Management Communication Skills Summer Program for Undergraduate Women in Engineering.” Proceedings of the 2001 NAMPA/WEPAN Conference on Diversity, Washington, D.C., April, 2001.
http://ojs.libraries.psu.edu/index.php/wepan/article/view/58245/57933
Pappas, Eric and Jack Lesko. “The Communications-centered Senior Design Class in Engineering Science and Mechanics at Virginia Tech.” Proceedings of the 2001 ASEE National Conference, Albuquerque, N.M., June 2001.
Pappas, Eric and Robert Hendricks. “Writing- and Communications-across-the Curriculum in the Materials Science and Engineering Department at Virginia Tech.” Proceedings of the Frontiers in Education 25th Annual Conference, Atlanta, April 1996.
http://ieeexplore.ieee.org/xpl/freeabsall.jsp?arnumber=483175&abstractAccess=no&userType=inst
Garrison, James and Eric Pappas. “Gender, Thinking, and the Educational Ideal: A Reconsideration.” Proceedings of the South Atlantic Philosophy of Education Society, Spartanburg, S.C., 1988
http://philpapers.org/rec/PAPTAN-2
Other Publications
Pappas, E. (editor). Managing Quality and Productivity. Scott Sink and Paul Rossler. Blacksburg, Virginia: Virginia Productivity Center, 1988, 202 pp. (Book on planning and productivity for middle-level managers in the aerospace industry).
http://www.dtic.mil/dtic/tr/fulltext/u2/a215186.pdf
Pappas, Eric. A Rural Community Organizer’s Manual. Blacksburg: Virginia Tech Extension, 1988. Out of print / hard copy available, 20 pp.
Pappas, E. & Garrison, J. (1991). Education, Modernity, and Fractured Meaning: Towards a Process Theory of Teaching and Education, Donald Oliver. Albany, N.Y.: State University of New York Press, 1989, 261 pp. Book Review published in Educational Studies, Vol. 23, No. 2, Fall 1991.