Peer-Reviewed Journal Articles

Wofford, A. M. (Accepted). Equity-minded stage-ahead mentoring: Exploring graduate students’ narratives as mentors to undergraduates in STEMM. The Review of Higher Education.

Wofford, A. M., & Winkler, C. E. (Accepted). Publication patterns of higher education research using quantitative criticalism and QuantCrit perspectives. Innovative Higher Education.

Peer-Reviewed Book Chapters and Conference Proceedings

Lehman, K. J., Wofford, A. M., Sendowski, M., Newhouse, K. N. S., & Sax, L. J. (2020). Better late than never: Exploring students’ pathways to computing in later stages of college. In Proceedings of the 51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’20), 1075-1081.

Invited Publications

Diversity & Inclusion Mission Advancement Commission. (2020, July). Diversity, equity, & inclusion best practices: Helping PA programs foster a more diverse, equitable, and inclusive culture among students and faculty [Report]. Physician Assistant Education Association.

Feldon, D., Peugh, J., Shenoy, A., & Wofford, A. (2019, September). Increasing faculty diversity: Study shows annual institute is an effective strategy [Report]. Southern Regional Education Board.

Wofford, A. M. (2019). Enhancing support and self-confidence for graduate school admission: Early findings from the computing field. NAGAP Perspectives, 31(2), 23-27.

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