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CV

Download a copy of Michelle’s CV (PDF).

Michelle’s profiles at Academia.edu and Researchgate.net also contain a full list of her academic publications.

Book

  • Miller, M.D. (2014). Minds Online: Teaching Effectively With Technology. Cambridge, MA: Harvard University Press.

Selected Peer-Reviewed Articles

  • Miller, M.D. (2017). Is the educational technology revolution losing steam? What academic leaders can do to keep us moving forward. Change: The Magazine of Higher Learning, 49, 18-25.
  • Miller, M.D., & Scarnati, B. (2014). Engaging faculty for student success: The First Year Learning Initiative. Teacher-Scholar: The Journal of the State Comprehensive University, 6.
  • Miller, M.D. (2011). What college teachers should know about memory: A perspective from cognitive psychology. College Teaching, 59, 117-122.
  • Miller, M.D., & Rader, M.E. (2010). Two heads are better than one: Collaborative development of an online course content template. Journal of Online Learning and Teaching, 6, 246-255.
  • Frazer, A.K., & Miller, M.D. (2009). Double standards in sentence structure: Passive voice in narratives describing domestic violence. Journal of Language and Social Psychology, 28, 62-71.
  • Souter, M.A., & Miller, M.D. (2007). Do animal-assisted activities effectively treat depression? A meta-analysis. Anthrozoös, 20, 167-180.
  • Dickson, K.L., & Miller, M.D. (2006). Effect of crib card construction and use on exam performance. Teaching of Psychology (Faculty Forum), 33, 39-40.
  • Dickson, K.L., Devoley, M.S., & Miller, M.D. (2006). Effect of study guide exercises on multiple-choice exam performance in introductory psychology. Teaching of Psychology (Faculty Forum), 33, 40-42.
  • Dickson, K.L., & Miller, M.D. (2005). Authorized crib cards do not improve exam performance. Teaching of Psychology, 32, 230-233.
  • Dickson, K.L, Miller, M.D., & Devoley, M. (2005). Effect of textbook study guides on student performance in introductory psychology. Teaching of Psychology, 32, 34-39.
  • Miller, M.D., & Johnson, J.S. (2004). Phonological and lexical-semantic short-term memory and their relationship to sentence production in older adults. Aging, Neuropsychology, and Cognition, 11, 395-415.
  • Martin, R.C., Miller, M.D., & Vu, H. (2004). Lexical-semantic retention and speech production: Further evidence from normal and brain-damaged participants for a phrasal scope of planning. Cognitive Neuropsychology, 21, 625-644.
  • Henley, N.M., Miller, M.D., Beazley, J.A., Nguyen, D.N., Kaminsky, D., & Sanders, R. (2002). Frequency and specificity of referents to violence in news reports of anti-gay attacks. Discourse and Society, 13, 75-104.
  • Miller, M.D., & MacKay, D.G. (1996). Relations between language and memory: The case of repetition deafness. Psychological Science, 7, 347-351.
  • MacKay, D.G., & Miller, M.D. (1996). Can cognitive aging contribute to fundamental psychological theory? Repetition deafness as a test case. Aging, Neuropsychology, and Cognition, 3, 169-186.
  • Henley, N.M., Miller, M.D., & Beazley, J. (1995). Syntax, semantics, and sexual violence: Agency and the passive voice. Journal of Language and Social Psychology, 14, 60-84.
  • MacKay, D.G., Miller, M.D., & Schuster, S.P. (1994). Repetition blindness and aging: Evidence for a binding deficit involving a specific connection. Psychology and Aging, 9, 251- 258.
  • Miller, M.D., & MacKay, D.G. (1994). Repetition deafness: Repeated words in computer compressed speech are difficult to encode and recall. Psychological Science, 5, 47-51.
  • MacKay, D.G., & Miller, M.D. (1994). Semantic blindness: Repeated concepts are difficult to encode and recall under time pressure. Psychological Science, 5, 52-55.

Other Publications

  • Miller, M.D. (2015, September 24) Learning from PowerPoint: Is it time for teachers to move on? The Conversation, U.S. edition.
  • Miller, M.D. (2015, June 26). Can millenials pay attention to classwork while texting, tweeting, and being on Facebook? The Conversation, U.S. edition.
  • Miller, M.D. (2014, December 2). Tweet and you’ll miss it. Inside Higher Ed.
  • Miller, M.D. (2014, November). Helping students memorize: Tips from cognitive science. The Teaching Professor, 28, 3.
  • Scarnati, B. & Miller, M.D. (2013). Death of a metaphor: Why you should never talk to faculty as if a university is a business. Academic Leader (Magna Publications), December 2013.
  • Demir, M., Birkett, M., Dickson, K., & Miller, M. (Eds.). (2012). Psychological Science in Action: Applying Psychology to Everyday Issues. San Diego: Cognella.
  • Miller, M.D. (2009) What the science of cognition tells us about instructional technology. Change: The Magazine of Higher Learning, 41, 71-74.
  • Martin, R.C., & Miller, M.D. (2002). Sentence comprehension deficits: Independence and interaction of syntax, semantics, and working memory. In A. Hillis (Ed.), Handbook of Adult Language Disorders: Integrating Cognitive Neuropsychology, Neurology, and Rehabilitation. New York: Psychology Press.
  • MacKay, D.G., Abrams., L., Pedroza, M.J., & Miller, M.D. (1996). Cross-language facilitation, semantic blindness, and the relation between language and memory: A reply to Altarriba and Soltano. Memory and Cognition, 24, 712-718.
  • MacKay, D.G., & Miller, M.D. (1996). Neoconnectionism and information-processing stages: Do they connect? Review of The Structure of Long-Term Memory, by Wolfgang Klimesch. The American Journal of Psychology, 109, 162-171.

Selected Presentations and Workshops

  • Getting Into the Minds of Learners to Guide Teaching with Technology. (August, 2016). Keynote presentation, Distance Teaching and Learning Conference, University of Wisconsin- Madison.
  • Tang, X., Miller, M., & Kang, S. (May, 2016). Self-regulated category learning: Category similarity affects study sequencing choices. Poster presented at the International Meeting of the Psychonomic Society, Granada, Spain.
  • Fulfilling Technology’s Promise to Learners: Why Connections Matter. (February, 2016). Opening keynote, FantasTech Virtual Conference.
  • Lifelong Learning – And Teaching. (December, 2015). University commencement address, Northern Arizona University.
  • Leveraging Cognitive Science and Instructional Technology to Build Thinking Skills. (October, 2015). Preconference workshop, Teaching Professor Technology Conference.
  • Implementing a Cognitive Framework for Online Learning: Bringing Theory to Practice. (October, 2015). Invited talk, Online Learning Consortium International Conference.
  • Focus, Remember, Motivate: Research-Based Ideas for Enhancing Teaching and Learning. (October, 2015). Faculty development workshop, SUNY Oswego.
  • Design for the Mind: Strategies from the Psychology of Learning. (June, 2015). Keynote address, Faculty Summer Institute, Governors State University.
  • Design for the Mind: What Cognitive Science Tells Us About Teaching with Technology. (February, 2015). Invited talk, SUNY Online Learning Summit.
  • Using Cognitive Psychology to Create Compelling Learning Experiences. (February, 2015). Faculty development workshop, University of Texas, El Paso.
  • Leveraging Cognitive Psychology to Create Compelling Online Learning Experiences (Part 1: Attention and Memory; Part 2, Higher Thought Processes). (March, 2014). Faculty development workshop, New Mexico State University.
  • Teaching for Student Engagement. (September, 2013 and February, 2014). Two-day course redesign workshop, Troy University.
  • Redesigning 101: Improving Learning and Outcomes in Foundational Courses. (March, 2013). Course redesign workshop, Metropolitan State University of Denver.
  • Redesigning 101: Improving Learning and Outcomes in Foundational Courses. (February, 2012). Course redesign workshop, University of Nebraska-Omaha.
  • Redesigning 101: A Mini-course and Workshop on Improving Learning and Outcomes in Foundational Courses. (January, 2011). Three-day course redesign workshop, California State University, Fresno.
  • Redesigning 101: How and Why to Redesign Foundational Courses. (April, 2010). Course redesign workshop, University of Arizona.